The purpose of this research was to examine counselor educators’ perceptions of the gatekeeping process. To fulfill this purpose, a qualitative methodology using grounded theory procedures was utilized. Eight counselor educators participated in three rounds of individualinterviews. These counselor educators were located in the south-east region of the United States and had five or more years of experience teaching in CACREP-accredited graduate programs. Initial interviews occurred face-to-face and follow-up interviews were conducted via electronic mail. Initial face-to-face interviews were audio taped and transcribed for the purpose of data analysis. Electronic mail interviews were printed for analysis purposes. For each round of individual interviews, coding procedures were utilized to identify emergent themes. Emergent themes were organized in four general categories: pre-admission screening phase, postadmission screening phase, remediation plan phase, and remediation outcome phase. Additionally, two interwoven themes emerged related to each gatekeeping phase: support and cultural sensitivity. Verification procedures are discussed and methods to address potential limitations are presented. Implications for counselor educators, counselor education programs, related educational programs, CACREP, and ACA are highlighted. Finally, suggestions for further research are offered.

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Working with students requires you to know laws and ethics related to teaching. The content of this chapter orients students with FERPA, ADA, and IDEA. It includes a review of the ACA ethical guidelines and CACREP standards related to the roles and functions of Counselor Educators and Supervisors. Though the use of case study examples, readers have the opportunity to develop applied understanding of the ethical and legal guidelines related to the role of being an instructor and gatekeeper of the profession.

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Siegfried Kracauer distingue deux tendances du cinéma: la «tendance réaliste» qui s'attache à montrer le monde dans sa réalité matérielle, et la « tendance formatrice» qui accorde une primauté absolue à une rêverie artistique détachée du monde alentour. Ces tendances répondent selon lui à deux postures éthiques contradictoires de l'homme qui, ou bien entretient un rapport d'immersion avec le monde ou bien, quand cette immersion s'avère impossible, se replie sur son intériorité. Ce clivage binaire peut être nuancé à l'aide du concept de dislocation qui, questionnant les rapports troubles qu'entretient l'homme avec un monde devenu difficilement habitable, permet de penser une posture éthique intermédiaire entre immersion et détachement, entre présence et absence au monde. Associé à la théorie du cinéma de Stanley Cavell, et interrogé à travers les filmographies de Wim Wenders, Théo Angelopoulos et Jean Cocteau, ce concept non seulement ouvre la voie à la conception d'une troisième tendance du cinéma que nous appelons la « tendance dislocatrice », mais permet aussi, à travers l'exploration des enjeux narratifs, esthétiques et « ontologiques» qu'il mobilise, de dessiner les traits d'un éventuel « cinéma de la dislocation ». / Siegfried Kracauer identifies two main tendencies of cinema: the "realistic tendency" in which the images depict the world in its material reality, and the "formative tendency" which gives absolute priority to an artistic reverie that is fully detached from the surrounding world. For Kracaeur, these tendencies are derived from two contradictory ethical postures of man who either has an immersive relation with the world or, when the immersion is impossible, withdraws into his own self. This binary cleavage can be questioned through the concept of dislocation. Studying the troubled relation between man and a world that has become hardly habitable, dislocation suggests an intermediate ethical posture which falls between immersion and detachment, presence in and absence from the world. Following Stanley Cavell's film theory, and studied through the films of Wim Wenders, Theo Angelopoulos and Jean Cocteau, this concept not only paves the way for the conception of a third tendency that we call the "dislocative tendency" of cinema, but can also, through the exploration of the narrative, aesthetical and "ontological" issues that it mobilizes, draw the features of an eventual "cinema of dislocation".

Speakers: Walter Cuenin, Mary Jo Bane, Thomas Groome; Convenor: Lisa Sowle Cahill

A dissertation submitted in partial fulfilment of the requirements for the degree Doctor of Philosophy in Community Psychology in the Department of Psychology University of Zululand, 2006. / This study was aimed at improving knowledge, attitude and practices of teachers, parents and learners on HIV/AIDS issues in Mthatha schools in Eastern Cape. The specific objective was to promote mental health in the form of improved family communication about HIV/AIDS issues and also to promote the value of psychological interventions among Xhosa families in the Eastern Cape. The target population was drawn among teachers and families of the learners in two schools (urban and rural) in the Mthatha district of Eastern Cape. All participants were given an HTV/AIDS life skills intervention programme for about nine weeks. Quantitative data was collected from a structured questionnaire and qualitative data from a focus group interview. The findings revealed a general improvement in HIV/AIDS knowledge, attitude and practices. Teachers seemed to be more knowledgeable than parents and learners with regard to HIV/AIDS issues. Learners manifested resistance to change in their practices though all participants preferred abstinence or safer sex than the use of condom. Learners seemed resistant to change sexual practices though all participants preferred abstinence or safer sex above condom usage.

This PhD by published work consists of: five single authored articles in refereed journals; two main author articles in refereed journals; four jointly authored articles in refereed journals; a single authored article in a non-refereed journal; one jointly authored book, including five single authored chapters; two single authored chapters in edited books. They were published in the period 2003-2013. None has been submitted for any other degree or diploma by me or any other person. The theme running through these publications is the need for social workers to pay significant attention to issues arising from religion, belief and culture. The research reported highlights the impact of such issues on the lives, experiences, resources and responses of individuals, groups and communities for whom they are important. The work emphasises the importance of developing such understanding and of enhancing knowledge of different ways in which religion, belief and culture impact on the issues that social workers deal with. I suggest that these are essential aspects of culturally competent social work practice which have too often been neglected in both research and professional training. The publications are listed in Appendix 1 (pp 56 - 59). They demonstrate how my thinking has developed over the past decade. They reflect and are, in part, a response to the developing professional, theoretical and political ii context within which I have operated as a social work practitioner, manager and academic over a longer period. The majority are solo-authored. However, I remain committed to collaborative work and recognise that discussions with those researched, my collaborators, and others remain invaluable to the ongoing development of my thinking. Joint authorship declaration forms have been completed, in respect of all relevant publications, and are appended. Eight publications (Art.12, Art.11, Art.10, Art.9, Art.8, Art.6, Art.5 and Art.3) are based on findings from primary research, while Art.1 and Art.2 explore published data or data supplied by others to provide original analyses of particular issues. The remaining publications, notably book chapters, are primarily conceptual in their approach. They are underpinned by findings from both the primary research reported elsewhere and the use of case examples collected from semi-structured interviews with social work practitioners. / PhD by published work. The published articles are not displayed in full text with the online version of the PhD due to publisher copyright restristrictions.

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Products and technologies provide us with significant lifestyle benefits but they can also evolve into hazards and bring about concern for human health. A history of poor regulatory performances has resulted in a public displeased with and skeptical of the actors responsible for protecting the public against the unintended effects of progress. It is within this historical and social context that the study explores the following objectives: to understand people's responses to emerging health issues, of which there is considerable knowledge uncertainty and little public awareness; to identify the information needs regarding these issues, and to explore the role of government disclosure for personal decision-making around these issues. Seven focus groups were conducted in Hamilton, Ontario with community members from a range of backgrounds: youth, faith, allophone immigrants, environmental, health, recreational, and mixed. Two scenarios about potential hazards, i.e. a persistent pollutant and extreme heatwaves from climate change, were used to generate discussion about people's experiences with risk and knowledge. Results indicate that emerging health issues are framed by lay individuals as a chronic societal phenomenon. Their concerns about health and well-being, resiliency, and issue comprehension point to an overarching preoccupation about social vulnerability, irrespective of the presence of confirmed hazards. The analysis further revealed several roles for disclosure which would allow for more capacity in personal decision-making; more transparent and accountable regulatory processes, and which could lead to more trustworthy relations between citizens and government. / Thesis / Master of Arts (MA)