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Counselor educators are responsible for training counselors-in-training (CITs), equipping them with knowledge and skills to best serve racially diverse clients (CACREP, 2015). CITs may demonstrate multicultural competence by broaching race, or inviting clients to consider the extent to which race contributes to one's presenting problem (Day-Vines et al., 2017). Practicum and Internship experiences offer counselor educators the opportunity to prepare CITs to broach race through group supervision. Thus, this interpretative phenomenological analysis aimed to explore experiences of Black counselor educators in CACREP-accredited counseling programs, as their voices have historically been overlooked in scholarship (Haskins and Singh, 2015). Five GETs were revealed including: (a) Degree of Multiculturalism in Counseling Program, (b) Regular Conversations of Race, (c) Defining Broaching, (d) Centering Clients' Culture, and (e) Feeling Tension with Students as well as three divergent experiences. Overall, these findings highlight the ways in which Black counselor educators navigate the task of supporting CITs with the broaching intervention. This study illuminates what counselor education programs, counselor educators, and CACREP can do to improve what is currently being done about broaching preparation in counselor education. / Doctor of Philosophy / Counselor educators are responsible for training counselors-in-training (CITs), equipping them with knowledge and skills to best serve racially diverse clients (CACREP, 2015). CITs may demonstrate multicultural competence by broaching race, or inviting clients to consider the extent to which race contributes to one's presenting problem (Day-Vines et al., 2017). Practicum and Internship experiences offer counselor educators the opportunity to prepare CITs to broach race through group supervision. Thus, this qualitative study aimed to explore experiences of Black counselor educators in CACREP-accredited counseling programs, as their voices have historically been overlooked in scholarship (Haskins and Singh, 2015). Five GETs were revealed including: (a) Degree of Multiculturalism in Counseling Program, (b) Regular Conversations of Race, (c) Defining Broaching, (d) Centering Clients' Culture, and (e) Feeling Tension with Students as well as three divergent experiences. Overall, these findings highlight the ways in which Black counselor educators navigate the task of supporting CITs with the broaching intervention. This study illuminates what counselor education programs, counselor educators, and the accrediting body for counselor education programs can do to improve what is currently being done about broaching preparation in counselor education.

This thesis describes the experience of a graduate speech student as an intern during the 1949-1950 school year at North Texas High School.

This study explores trainee psychotherapists' experiences of double bind situations and inconsistency between explicit and implicit contexts of training. The epistemological foundations of this text are postmodern, social constructionist and ecosystemic. A review of the relevant literature is presented, which includes aspects such as explicit and implicit contexts, double bind and experiences of trainees in training. This is followed by an account of the qualitative research approach adopted, namely, discourse analysis. Themes that are extracted from the text of the transcribed interviews are assumed to reflect discourses in training and the broader societal contexts in which trainees find themselves. These discourses are seen to inform trainees' constructions of their experiences in training. The findings of the analysis are found to concur with the initial hypotheses of this dissertation, as well as with findings in the literature. Recommendations for future research are offered. / Psychology / M.A. (Clinical Psychology)

Psychology / M.A.(Psychology)

Psychotherapy is an interpersonal encounter where a therapist collaborates with clients to facilitate a healing process. Due to the personal nature of the therapeutic encounter, the therapist requires the necessary skills and knowledge, as well as a differentiated sense of self. The importance of supporting the psychotherapy trainee’s own differentiation process seemed to have been neglected in research in recent years. In South Africa there has recently been increasing pressure to select larger groups of trainees which has the risk that the tending to differentiation would further be neglected. The purpose of this research study is to reemphasise the importance of differentiation of self of the psychotherapy trainee by examining my own process of differentiation during my psychotherapy training. This study introduces the reader to these concepts and explores psychotherapy training in general and the Unisa training method specifically. The research design of this study is autoethnography which falls in the realm of social constructionism and the coding method is Thematic Data Analysis. The research findings as reflected in the two global themes namely individuation; and gaining and strengthening authentic relationships, seem to accurately reflect the process of differentiation. The specific training method of the Unisa training team in combination with the way in which I engaged with this process seemed important for the facilitation of this process of differentiation. / Psychology / M.A. (Clinical Psychology)

This study explores trainee psychotherapists' experiences of double bind situations and inconsistency between explicit and implicit contexts of training. The epistemological foundations of this text are postmodern, social constructionist and ecosystemic. A review of the relevant literature is presented, which includes aspects such as explicit and implicit contexts, double bind and experiences of trainees in training. This is followed by an account of the qualitative research approach adopted, namely, discourse analysis. Themes that are extracted from the text of the transcribed interviews are assumed to reflect discourses in training and the broader societal contexts in which trainees find themselves. These discourses are seen to inform trainees' constructions of their experiences in training. The findings of the analysis are found to concur with the initial hypotheses of this dissertation, as well as with findings in the literature. Recommendations for future research are offered. / Psychology / M.A. (Clinical Psychology)

Psychology / M.A.(Psychology)