Mémoire (M.Ed.)-- Université du Québec à Chicoutimi, 1993. / Résumé disponible sur Internet. CaQCU Document électronique également accessible en format PDF. CaQCU

Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

abstract: Background: The shortage of available dietetic internship (DI) positions for qualified applicants threatens the future of dietetics. Only about half of all applicants will obtain a slot. Additional internship positions are needed and can be offered only if more practitioners become preceptors. Objective: To examine the perceptions associated with the role of DI preceptor among nutrition and dietetic practitioners and identify barriers and motivators to becoming a DI preceptor in Arizona. Design: An online survey adapted from previous published instruments was administered between July and September 2011 to dietetic and nutrition professionals eligible to precept dietetic interns. Participants: RD, DTR, and school food service professionals on file with Arizona registries were invited to participate in the survey. A total of 675 subjects participated in the study. Statistical analyses performed: Chi-square analysis was used to assess differences between preceptors and non-preceptors for categorical variables. Independent t-tests were used to analyze differences between groups for continuous variables. Results: Respondents included 314 current or former preceptors and 361 non-preceptors with no significant differences in gender, age, or race between groups. Preceptors typically perceived the preceptor role more favorably than non-preceptors. Non-preceptors reported fewer benefits and more disadvantages to being a preceptor. Only 18% of non-preceptors knew how to become a mentor. Conclusions: Motivators for practitioners to become preceptors and continue in the role include personal benefits, dedication to the role and profession, and contributions to the workplace by interns. Barriers to mentoring interns include lack of compensation, increased workload, lack of support, lack of training, lack of resources, intern liability, and lack of knowledge of how to become a preceptor. Results of the study can be used to target barriers and emphasize benefits associated with the preceptor role to encourage participation in the preceptor process to make more internship positions available. / Dissertation/Thesis / M.S. Nutrition 2012

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Counselor wellness is an important concept that can be taught in counselor education programs. Nonetheless, counseling interns tend to be at a higher risk for impairment issues due to stressors related to being novice counselors. The stress of engaging in therapeutic relationships with clients, lack of clinical experience, idealistic expectations of the profession, and personal issues can hinder their wellness. It is the responsibility of CACREP programs to incorporate wellness education into counselor training, which includes impairment topics such as compassion fatigue and burnout. The lack of this essential education can impede counseling interns' professional growth; create barriers within the therapeutic relationship, and raises questions about programs' gatekeeping policies. This study surveyed 68 counseling interns of 20 CACREP programs to determine: a) their levels of compassion satisfaction, compassion fatigue, and burnout as measured by the Professional Quality of Life (ProQOL) and, b) their perceptions of their programs' wellness curriculum and their knowledge of programs' nonacademic and retention policies as measured by The Counseling Interns' Perceptions of Wellness Survey (CIPW). Furthermore, this study examined the relationship between interns' perceptions of wellness and their levels of compassion satisfaction, compassion fatigue, and burnout. Descriptive and correlational statistics, and a MANOVA analysis were conducted to answer the research questions. The results demonstrate that a percentage of counseling interns were at a risk for compassion fatigue and burnout while providing therapeutic services to clients. Also, there were interns with low levels of compassion satisfaction. Additionally, there were interns who believed their programs were not educating them about counselor wellness and who were not knowledgeable of their programs' gatekeeping policies. There were positive relationships between interns' perceptions of their programs' wellness education and compassion satisfaction, and between compassion fatigue and burnout. There were negative relationships between wellness education and burnout, and compassion satisfaction and burnout. The results of this study suggest that counselor impairment occurs during training. Likewise, this study has reinforced the need to educate counseling students about impairment topics and wellness strategies. Further results suggest that counselor education programs need to strengthen and restructure gatekeeping policies during counselor training. / Ph. D.

Thesis (MPhil (Health ScEd))--University of Stellenbosch, 2010. / No abstract available

The purpose of this study was to identify factors that may affect counseling psychology doctoral students' tendencies to seek professional psychological help for their personal problems. The study had the following specific goals: (a) to identify psychology students' reasons for seeking professional help, (b) to identify psychology students' reasons for hesitating to seek professional help, (c) to determine the incidence of personal distress among psychology students, (d) to determine the incidence of professional psychological help seeking, and (e) to begin to examine the impact that training environments have on the development of psychologists' attitudes toward seeking personal psychotherapy.The population of this study was doctoral students in APA-approved programs in Counseling Psychology during their internship phase of training. The sample consisted of 178 pre-doctoral interns. Students were mailed a survey developed by the researcher. The survey instrument consisted of questions about psychological problems experienced and the extent to which students had sought or would seek help for these problems. The survey also addressed students' perceptions about whether or not personal help seeking was advocated in their training programs and extent to which the topic of personal psychotherapy was included in their graduate curriculum.Data were analyzed using a combination of qualitative and quantitative procedures. Grounded theory analysis techniques, frequency distributions and multiple regression analyses were utilized.The study reveals that the decision to seek help is a complex one. While most students had sought or would be willing to seek help in the future, many would hesitate to do so. Conclusions drawn are that psychologists (in training) may prefer to turn to professional help as a last resort, and that there are barriers that prevent trainees from obtaining psychological services including finances, availability of therapists, and concerns about confidentiality. Trainees who have had positive experiences with therapy or who value it for personal or professional growth are more likely to seek help. Trainees who perceive that help seeking is normative among their peers are also more likely to seek help. The topic of "psychologists' seeking help for themselves" is not consistently addressed as a part of counseling psychologists' formal training. / Department of Counseling Psychology and Guidance Services

Joint Applied Project / Over the next seven years, more than 50 percent of DoD’s acquisition workforce will be eligible for retirement. To replace these highly skilled acquisition professionals, the Department of Defense (DoD) will need to efficiently and effectively train employees who are entering the contracting profession. In 2003, the Communications Electronics Life Cycle Management Command (CE-LCMC) established a pilot training program that was intended to accelerate the training and development of contracting interns. The purpose of this study was to examine the effectiveness of this program from the perspectives of the 91 participating interns, the Contracting Officers who work with these interns, and the managers/supervisors in the Acquisition Center. Based on the analysis of five surveys, recommendations are offered for the improvement of the CE-LCMC’s pilot intern training program.

This dissertation examines the influence of youth ministry internships as a component of education for full time youth ministry. The need for evaluation of ministry internships is elucidated within a discussion of the current state of theological field education. The precedent literature relevant to theological field education is then discussed. This includes biblical discipleship, experiential learning theory, internships in higher education, and internships in youth ministry. The literature points to five basic objectives of internships that are used to guide the evaluation of learning from field experience. These are the expansion and assimilation of knowledge, the acquisition of skills, the formation of character, the development of mentor relationships, and the opportunity to test vocational interests in order to make a vocational decision. Purposive sampling was employed in this descriptive, quantitative research to reach the largest segment of the research population. The population consisted of junior and senior youth ministry majors in the seven largest universities associated with Churches of Christ who offer a bachelor's degree in youth ministry. Information was collected from these students concerning their internships through a survey instrument. Results indicated students perceive internships to be a vital component of their education for ministry. Interns ranked learning new skills in ministry, followed by growing in Christian character, and learning new knowledge about ministry as the most important contributions of their internships. Although interns ranked the influence of the supervisor relationship as fourth among significant contributions of internships, the supervisor relationship permeated every other aspect of internships. When supervisors were intentional about offering training and support in ministry, and when they practiced the spiritual disciplines with interns, their interns were more likely to say they experienced both educational and spiritual growth. The practice of journaling and theological reflection also emerged as influential disciplines of interns. The influence of internships on the vocational decisions of students to enter or avoid ministry was minimal. Applications for ministry education are proposed as they apply to professors, supervisors, and interns. These are followed by suggestions for future research in the area of theological field experience. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.