本研究以2014年台北市長選舉，連勝文陣營為個案，探討其電視競選廣告的產製策略。首先根據外在環境因素與內在組織因素，將選戰劃分為三個時期，再分別探討連勝文陣營在這三個時期的競選傳播策略，以及組織動力，如何影響電視競選廣告的產製。研究方法為深度訪談法與參與觀察法。 研究結果顯示，由於連勝文陣營缺乏競選傳播策略，無法產製有效文宣，在選戰早期就該形塑的候選人定位也始終不明。選戰中遭遇危機，無法適時調整策略，競選廣告沒有扣連明確功能，而成為創意的試驗場，甚至造成反效果。 若從組織動力的角度切入，連勝文陣營競選傳播策略不明的問題，與遲遲無法建立領導核心有關。競選陣營的決策機制，往往是多元與效率的拉鋸，但為了因應瞬息萬變的選戰情勢，必要時應以效率為先，只是在組織與內規建立時，也應設下內控機制。 / This research focuses on Sean Lien camp’s strategy on the production of televised campaign communication during the 2014 Taipei city Mayoral election. First, the campaign can be divided into three phrases in terms of external factor and internal factor. This research will further look into the campaign communication strategy, and how televised campaign communication of Lien camp’s organization during the three phrases. The research methods are in-depth interview and observation in person. The research results show that Lien camp lacks campaign communication strategy, so Lien camp cannot produce effective campaign ads during his campaign. Lien camp fails to identify what kind of the candidate will play if elected, and also cannot adjust its campaign strategy to cope with urgent situation. Lien camp’s campaign communication cannot effectively promote candidate, but just to become the experiment of imagination and leads to counter-effect to the campaign. Judging from Lien camp’s organization, Lien camp fails to establish a clear leadership which is related to ineffectiveness of campaign communication. Decision-making mechanism of campaign headquarters is the tug-of-war between diversity and effectiveness. Sometimes, campaign headquarters must set effective measures as top priority in order to deal with changing campaign situation. However, internal control mechanism must be built while the establishment of organization of campaign headquarters and internal rules.

High-quality group psychotherapy training is considered more important than ever in the current mental health care environment. With the need for ongoing education and development in the field of group psychotherapy, concern has been raised regarding the lack of group psychotherapy training guidelines for trainee psychologists. Findings from numerous empirical studies show that at present, most training courses often maintain a rather unstructured format for fostering an experiential group process. The literature suggests that without standardized course objectives, students are vulnerable to harm, they are ill equipped to meet professional demands, and trainers are not provided with adequate guidelines for instruction. Therefore, the purpose of this study was to review the relevant literature in order to describe the principles of group psychotherapy as they manifest in group interaction, and to compare the subjective experiences of trainee group psychotherapists with the findings from the literature. The aim of this investigation was to generate hypotheses about the effectiveness of the use of an experiential group as a training medium, in group psychotherapy. Further objectives included exploring the merits of an experiential approach to training in group psychotherapy, and identifying factors that could potentially aid/hinder trainee development. In order to adhere to the objectives of the investigation, a qualitative, exploratory research design was used. Data for the study was gathered by means of a client-centered interview conducted with five group psychotherapy trainees who received training in a Clinical Psychology Masters program. In addition, these trainees were also required to complete a semi-structured questionnaire. The interview focused on how the trainees' subjective, affective experiences influenced their perceptions of the qualitative aspects of group life, while the questionnaire was designed to elicit information about the ways in which trainees cognitively conceptualized their understanding of group process, group dynamics and group facilitation skills. The results of the study were analysed through the qualitative method of content analysis. Results showed that, while trainees may have perceived that they gained tremendous benefits through exposure to the experiential group, an analysis of their interaction patterns highlighted certain areas which can be considered problematic. For example, it was found that trainees did not have a theoretical understanding of group process and group dynamics, and were therefore, not equipped with the necessary skills required to facilitate groups. This is further substantiated by the finding that the group facilitator had a pervasive influence on the development of the individual trainee and on the development of the group as a whole. Furthermore, results obtained raised certain concerns regarding the suitability and adequacy of using an experiential group as a tool for training, in group psychotherapy. The research findings suggest that, while the experiential group may provide the trainee with an invaluable experience, it alone is insufficient as a training method, in group psychotherapy. This study also raises questions about the ethics of such a training program in its current form. One of the major conclusions of this investigation is that there is a need for ongoing research and evaluation of the training programs. Finally, recommendations are made for improving the group psychotherapy training experience. These recommendations are based on the evaluation of the trainees' subjective experiences / Psychology / (M.A.(Clinical Psychology))

This study investigated the relationship between leadership style and group processes and dynamics with due consideration of the role of related systems in the context of organisational change. The theoretical assumptions and practical implications of the full range model of leadership were discussed. This model emphasises the transactional-transformational paradigm. In addition, approaches to studying and working with groups were covered, focusing specifically on group processes and group dynamics. In the case of the latter, the systems psychodynamic perspective was emphasised. The present study was conducted in a plant of a South African production organisation that had been experiencing transformation. An intervention was done at management level to identify behavioural and operational issues and to sensitise the members of the management team in terms of individual and group functioning. The conceptualisation of leadership styles in terms of the full range model of leadership was largely supported by means of associations with certain personality traits and behaviours. The latter also provided a profile of desired characteristics, especially in terms of interpersonal styles and work and social ethics. The theory on group processes and dynamics was used to explore group and organisational functioning. The context of change and the related insecurity resulted in efforts to deal with anxiety by means of excessive reliance on structure. Centralised leadership and a dynamic of control and dependency characterised all levels of the organisation. Cooperation in an interdependent manner was therefore problematic and there was also a struggle in terms of interrelatedness in and between systems. The unconscious defence strategy was related to the general reliance on transactional behaviours and the lack of authorisation of leadership in terms of transformational behaviours. Despite the successful application of theory in the present study and the contribution made by the results, it was concluded that the uniqueness and the realities of each situation need to be explored and provided for, and a system should be allowed to determine the progression in the system. / Psychology / D. Litt. et Phil. (Psychology)

The high failure rate in the learning areas Mathematics and Mathematical Literacy is of great concern to educators. In-service training courses for educators in Mathematics and Mathematical Literacy were presented with the aim to enhance the application of didactics in the classroom. The problems concerning the application (impact) could possibly be attributed to the components, elements and presentation of the in-service training course. In an attempt to identify the relevant components and elements, quasi-experimental positivist and interpretive research was conducted. Both qualitative and quantitative methods were used. The question arising is: Could improved impact in the classroom be achieved 1. if the in-service training facilitators received better training, and 2. by incorporating change of attitude, the treatment of the full subject content and the principles of learning structures and co-operative learning into the in-service-training? Educators are still experiencing problems with the transfer of the subject content to the learners. / Early Childhood Education and Development / M. Ed. (Kurrikulumstudies)

Made available in DSpace on 2016-04-28T20:38:07Z (GMT). No. of bitstreams: 1 Pablo de Carvalho Godoy Castanho.pdf: 1864232 bytes, checksum: 6a13fce11cd4a971101fb376330d532a (MD5) Previous issue date: 2012-05-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Psychologists and other professionals have been increasingly asked to conduct groups in various types of organizations: health and social services, schools, companies etc... On the other hand, several well respected group theories were designed for group work in private practice and are thus not prepared to properly address such organizational environments and demands. But beyond the technical dimension, the ethical principles of such work must be addressed. Based on a psychoanalytical perspective, our stand is that such groups should aim at promoting spaces where experiences, lived in social situations, can be appropriated by symbolization, and, at the same time, should contribute to organizational and social changes whenever excessive suffering is produced and reproduced. We believe that the psychoanalytical technique can guide us thru the reflection about how groups can achieve such goals. On these lines, this thesis general goal is to propose the basis for a psychoanalytical model which could comprehend every psychological related group practice in organizations and which offers parameters to both establishing group s pertinence to each organizational context and providing for a detailed discussion of its conduction. Our method is mainly theoretical in which Pichon-Rivière s concept of task is central as we take it as a touching stone that a group task must absolutely be aligned with the organizational primary task in all cases. We employ key concepts form René Kaës to bridge group and psychoanalysis, allowing for a comprehensive psychoanalytical debate. From this debate, the main elements of our model emerge. We take the learning operative group and the group with mediating objects (highlighting the Fotolanguage©, as discussed by Vacheret) as the two group strategies (settings) of reference to all of our work. We propose that the transference with the task can be independent from the transference with a group conductor and that it selectively attracts psychic elements connected to certain social dimensions. We approach the problem of interventions in the group in terms of transference with the task interpretations and uses of parameters (according to Eissler´s terminology). Towards the end of the thesis, we will present three group strategies discussed in supervisions which shall illustrate and dialog with our ideas. We can thus establish the foundations of what we call Task Centered Psychoanalytical Groups / A demanda para que psicólogos e outros profissionais assumam o trabalho de coordenação de grupos em contextos institucionais tem crescido na atualidade. No entanto, muitas teorias de grupo foram desenvolvidas para o trabalho em consultório privado e estão pouco preparadas para responder a essas demandas institucionais. Este problema técnico exige um posicionamento ético. Baseados em uma perspectiva psicanalítica, nossa posição é a de que tais grupos devem promover espaços de apropriação, pela simbolização, das experiências vividas em instituições e, ao mesmo tempo (no plano vincular), contribuir para mudanças institucionais ali onde se produzem e se reproduzem sofrimentos excessivos. Entendemos que a técnica da clínica psicanalítica pode nos guiar para pensar a técnica de grupos com tais objetivos. Esta tese tem, portanto, o objetivo geral de construir as bases de um modelo psicanalítico que possa abranger todas as práticas psi com grupos em instituições, propondo parâmetros para estabelecer a pertinência de cada grupo a seu contexto institucional e para uma discussão detalhada de sua coordenação. Nosso método é sobretudo teórico, no qual o conceito de tarefa, tomado de Pichon-Rivière, impõe-se como elemento central na medida em que consideramos absolutamente fundamental que a tarefa de um grupo seja consonante com a tarefa primária da instituição onde ocorre. Utilizamos conceitos-chave do pensamento de René Kaës como ponte entre a psicanálise e o grupo, possibilitando um amplo debate psicanalítico do qual emergem as bases do modelo. Identificaremos os grupos operativos de aprendizagem e os grupos com objetos mediadores (destacando a Fotolinguagem©, tal como concebida por Vacheret no segundo) como os dois dispositivos de referência em nosso trabalho. Propomos pensar a transferência com a tarefa do grupo como independente da transferência com o coordenador, e descreveremos sua força de atração específica de elementos do psiquismo ligados à dimensão institucional. Podemos assim abordar a problemática das intervenções nos grupos em termos de manejos e interpretações na/da transferência com a tarefa. Rumo ao final da tese, far-se-á a apresentação e análise de três dispositivos de grupo em situação de supervisão que ilustrarão e problematizarão nossas ideias. Esperamos estabelecer, deste modo, os alicerces do que denominamos Grupos Psicanalíticos Centrados em uma Tarefa

Peer support groups (PSGs) for addiction recovery are the most common source for aftercare services once professional treatment has ended (Cloud, Rowan, Wulff, & Golder, 2007), and a significant number of individuals who seek help for a substance-related problem only seek that help from peer support organizations, such as Alcoholics Anonymous (White, 2010). In the last two decades, a different, more secular culture of “recovery” from self-defined problematic substance has led to the emergence of new PSGs (White, 2009). However, very few research studies to date have examined how more recent, typically secular, PSGs work, what aspects of them attract participants, and what participants find helpful about the group. Further, very little is known whether theories that have been applied to clinical treatment, such as the Stages of Change model, relate to the peer support environment. LifeRing is a secular PSG that views substance misuse as a learned habit that can be changed through taking responsibility for one’s actions and actively engaging with peers (Nicolaus, 2009). A particularly relevant model to LifeRing is Stages of Change, because LifeRing encourages personal responsibility and choice, does not prescribe any specific steps, and encourages individuals to build their own recovery plan that can help them stay motivated in recovery (Nicolaus, 2009). The current study examined data from 50 participants that attend LifeRing meetings on Vancouver Island. The results were not consistent with the Stages of Change framework. 4 Specifically, readiness to change and active group participation did not predict group engagement outcomes. Analysis of open-ended follow-up questions indicate that group cohesion and match in beliefs were significantly associated with greater active group participation and convenor alliance was significantly associated with group satisfaction, paralleling findings on the topic in the psychotherapy literature. Information from qualitative follow-up questions regarding helpful and unhelpful aspects of LifeRing are also discussed. / Graduate / avsotskova@gmail.com

This thesis is oriented to The Intensity of Experience and its role in The Dramaturgy of Experiential Courses. The main concepts: The Intensity of Experience and The Dynamics of Experience, are described in the theoretical part. At first, the author defines the concept of The Intensity of Experience, furthermore she describes diferences between The Intensity and Dynamics of Experience in order to implement both concepts into the context of Experiential Education. The second chapter is aimed at Experiential Courses, their background and history, principles of Experiential Education and Dramaturgy of Experiential Education Courses. The main part of the thesis is the third chapter, which is devoted to quantitative-qualitative research. This research is focused on The Intensity of Experience evaluated by the participants, which the author further compares with The Intensity of Experience intended by instructors. The research results indicate differences between The Intensity of Experience intended by the instructor and The Intensity of Experience that participants felt after courses.

Made available in DSpace on 2009-11-18T19:01:12Z (GMT). No. of bitstreams: 1 LE.pdf: 458915 bytes, checksum: 13b0e7a32db2f8fc613f74a2fc3beb9a (MD5) Previous issue date: 2005 / Organizations have shown a speech focused on Knowledge Management and share of knowledge that reveal the relevance of both the age of knowledge and the capture and transference of individual and colective knowledge. Due to its continued repetition, the speech has been legitimated, not establishing, however, what can be shared, which methods shall provide it and which personal and corporate reasons can stimulate sharing the knowledge. This speech tries to convince that the implementation depends exclusively on the actions promoted by the firm. It also admits the presence of necessary environment conditions to make share of knowledge possible. The speech makes one believe that individuals and teams, formal or informal, are prepared and desire to share their knowledge, not considering feelings, wishes or availability to do so. The research has revealed the difficulty of sharing knowledge within service companies, which are strongly results oriented, due to the competition among employees in order to catch better jobs, the fight to retain power and the lack of time to develop daily tasks. Such organizations prevent people from the desire and the availability to share knowledge. / Existe um discurso dominante nas organizações a respeito da Gestão do Conhecimento e do compartilhamento do conhecimento que afirma a existência de uma era do conhecimento e que assevera a importância da captura e disponibilização do conhecimento individual e coletivo. Trata-se de um discurso que, de tão repetido, revestiu-se de legitimidade, não tendo evidenciado, contudo, o que pode ser compartilhado, que métodos garantem o compartilhamento, e os motivos, pessoais e empresariais, que podem incentivá-lo. Este discurso faz crer ser esta uma disciplina cuja implementação depende unicamente da efetividade das ações conduzidas pela empresa. Admite, igualmente, que as condições ambientais necessárias ao compartilhamento do conhecimento estão presentes. O discurso parte da premissa de que as pessoas, equipes e grupos, formais e informais, estão preparados e desejosos por compartilharem seu conhecimento, desconsiderando os seus sentimentos e sua vontade ou disponibilidade para tanto. A pesquisa, contudo, revelou a dificuldade para o compartilhamento do conhecimento em organizações prestadoras de serviços fortemente orientadas para resultados, pois as condições de trabalho em organizações deste tipo são pautadas por uma competição interna ferrenha na luta pelos melhores cargos e funções, pela disputa de poder e pela escassez de tempo para o desenvolvimento das atribuições básicas dos cargos. Nestas organizações, em geral, os indivíduos não encontram vontade nem disponibilidade para compartilhar conhecimento.

High-quality group psychotherapy training is considered more important than ever in the current mental health care environment. With the need for ongoing education and development in the field of group psychotherapy, concern has been raised regarding the lack of group psychotherapy training guidelines for trainee psychologists. Findings from numerous empirical studies show that at present, most training courses often maintain a rather unstructured format for fostering an experiential group process. The literature suggests that without standardized course objectives, students are vulnerable to harm, they are ill equipped to meet professional demands, and trainers are not provided with adequate guidelines for instruction. Therefore, the purpose of this study was to review the relevant literature in order to describe the principles of group psychotherapy as they manifest in group interaction, and to compare the subjective experiences of trainee group psychotherapists with the findings from the literature. The aim of this investigation was to generate hypotheses about the effectiveness of the use of an experiential group as a training medium, in group psychotherapy. Further objectives included exploring the merits of an experiential approach to training in group psychotherapy, and identifying factors that could potentially aid/hinder trainee development. In order to adhere to the objectives of the investigation, a qualitative, exploratory research design was used. Data for the study was gathered by means of a client-centered interview conducted with five group psychotherapy trainees who received training in a Clinical Psychology Masters program. In addition, these trainees were also required to complete a semi-structured questionnaire. The interview focused on how the trainees' subjective, affective experiences influenced their perceptions of the qualitative aspects of group life, while the questionnaire was designed to elicit information about the ways in which trainees cognitively conceptualized their understanding of group process, group dynamics and group facilitation skills. The results of the study were analysed through the qualitative method of content analysis. Results showed that, while trainees may have perceived that they gained tremendous benefits through exposure to the experiential group, an analysis of their interaction patterns highlighted certain areas which can be considered problematic. For example, it was found that trainees did not have a theoretical understanding of group process and group dynamics, and were therefore, not equipped with the necessary skills required to facilitate groups. This is further substantiated by the finding that the group facilitator had a pervasive influence on the development of the individual trainee and on the development of the group as a whole. Furthermore, results obtained raised certain concerns regarding the suitability and adequacy of using an experiential group as a tool for training, in group psychotherapy. The research findings suggest that, while the experiential group may provide the trainee with an invaluable experience, it alone is insufficient as a training method, in group psychotherapy. This study also raises questions about the ethics of such a training program in its current form. One of the major conclusions of this investigation is that there is a need for ongoing research and evaluation of the training programs. Finally, recommendations are made for improving the group psychotherapy training experience. These recommendations are based on the evaluation of the trainees' subjective experiences / Psychology / (M.A.(Clinical Psychology))

This study investigated the relationship between leadership style and group processes and dynamics with due consideration of the role of related systems in the context of organisational change. The theoretical assumptions and practical implications of the full range model of leadership were discussed. This model emphasises the transactional-transformational paradigm. In addition, approaches to studying and working with groups were covered, focusing specifically on group processes and group dynamics. In the case of the latter, the systems psychodynamic perspective was emphasised. The present study was conducted in a plant of a South African production organisation that had been experiencing transformation. An intervention was done at management level to identify behavioural and operational issues and to sensitise the members of the management team in terms of individual and group functioning. The conceptualisation of leadership styles in terms of the full range model of leadership was largely supported by means of associations with certain personality traits and behaviours. The latter also provided a profile of desired characteristics, especially in terms of interpersonal styles and work and social ethics. The theory on group processes and dynamics was used to explore group and organisational functioning. The context of change and the related insecurity resulted in efforts to deal with anxiety by means of excessive reliance on structure. Centralised leadership and a dynamic of control and dependency characterised all levels of the organisation. Cooperation in an interdependent manner was therefore problematic and there was also a struggle in terms of interrelatedness in and between systems. The unconscious defence strategy was related to the general reliance on transactional behaviours and the lack of authorisation of leadership in terms of transformational behaviours. Despite the successful application of theory in the present study and the contribution made by the results, it was concluded that the uniqueness and the realities of each situation need to be explored and provided for, and a system should be allowed to determine the progression in the system. / Psychology / D. Litt. et Phil. (Psychology)