This study examines how the beliefs of 139 psychologists regarding the causes of male homosexuality influenced how favorably they perceived male clients presenting in therapy with concerns about sexual orientation. The independent variables were the goal the client identified (accept or change his orientation) and the beliefs the psychologist had about the causes of homosexuality (more the result of "nature" or "nurture"). It was hypothesized that a significant interaction would be found between the client's goal from therapy and the psychologists' etiological beliefs, which would influence favorability of client perception. It was further hypothesized that psychologists would perceive a client seeking change would be perceived less favorably than one seeking to accept his orientation. To measure participants' beliefs, the Etiological Beliefs Regarding Male Homosexuality (EBRMH) scale was developed. Positive scores indicate more internal beliefs (nature), whereas negative scores reflect more external beliefs (nurture). Favorability was assessed by combining four ratings participants' made about the client: 1-client's level of pathology, 2-appropriateness of the client's goal for therapy, 3-likelihood the client will achieve his goal, and 4-participants' willingness to provide requested treatment. Data were analyzed using multiple regression, and no demographic variables made a significant contribution to the model. Both independent variables and their interaction were significant, however. The interaction was more closely examined using the Johnson-Neyman technique.The research hypotheses were largely supported. Participants viewing homosexuality as more influenced by internal factors strongly preferred clients seeking to accept their homosexuality over clients wanting to change it. Participants with more external beliefs felt more similarly regarding clients regardless of goal, though most viewed the client wanting to accept his orientation more favorably. A small group of participants (n = 8) with extremely external beliefs reported no difference in how they viewed the client regardless of his goal.The results of the present study challenge some empirically supported beliefs about judgments regarding homosexual clients. Specifically, several factors often considered to influence how favorably a homosexual client is seen (e.g. amount of clinical experience with homosexual clients, being homosexual oneself) had no real influence on favorability ratings. / Department of Counseling Psychology and Guidance Services

Thesis (MA (Psychology))--University of Stellenbosch, 2009. / The importance of delivering psychological services, particularly in disadvantaged communities is acknowledged by policy makers. Yet, little information exists about how communities view psychologists and psychological services. This study explores how key informants and primary health care service users in a peri-urban community in the Western Cape perceive psychologists and their profession. Focus groups were conducted with primary health care service users and in-depth interviews were conducted with key informants. Results were content analysed. These results indicate that this community’s conceptualisation of psychology incorporates both Western and indigenous notions and concepts which are utilised simultaneously. Psychology is viewed positively as a profession that can aid individuals and groups in dealing with and resolving intra- and interpersonal problems and conflicts. Those with mental health problems are still subject to a great deal of stigmatisation. The fear of being labelled makes the utilisation of the services of a psychologist or other mental health professional highly unlikely in several instances. This problem is exacerbated by issues related to the availability of and access to such services, as well as the quality of available care. Nonetheless, these participants state that psychologists themselves can make a positive contribution to addressing these issues, starting with active involvement in communities and providing information regarding the nature and value of the work they do. This information is critical if we are to design and implement comprehensive intervention strategies that allow for meaningful and informed participation within communities.

Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Educational Psychology

This study was an investigation into the clinical judgments made by counseling psychologists when faced with a patient who had major depression and AIDS. Two hundred and eighty one counseling psychologists evaluated one of four vignettes depicting an individual with major depression. In three of the vignettes the individual also had AIDS but the vignette varied on how the virus was contracted (unprotected gay sex, IV drug abuse, hemophilia). In the fourth vignette (the control group) the individual did not have AIDS. Results of the study suggested, that the presence of AIDS overshadows the evaluation and treatment decisions made by counseling psychologists when their patient has major depression and AIDS. Three factors-counseling psychologists' general experience with people who have AIDS, their clinical experience with AIDS patients and how the AIDS virus was contracted-were investigated for possible moderating effects of the overshadowing bias. How the AIDS virus was contracted was used as an indirect measure of clinician attitude toward people with AIDS. Neither general or clinical experience with AIDS patients appeared to have an effect on the diagnostic or treatment decisions made by counseling psychologists when evaluating depressed patients with AIDS. As with experience, method of contracting the AIDS virus did not have a moderating effect on the overshadowing bias. Implications of these results for the evaluation and treatment of depression in AIDS patients, as well as future research are discussed. / Department of Counseling Psychology and Guidance Services

The purpose of this study was to determine school psychologists' current level of knowledge about Attention-deficit/hyperactivity disorder (ADHD), their training and comfort level with that training, their roles and practices in assessing, diagnosing, and treating children and adolescents with ADHD, and their attitudes toward the disorder and those with it. An original survey (see Appendix B) developed for this purpose was distributed to 700 systematically selected members of the National Association of School Psychology (NASP) who were currently practicing in the public schools. A total of 406 usable surveys were returned for a final response rate of 58%.Overall school psychologists are confident in their abilities to deliver services (consultation, assessment, and intervention) to students with ADHD. Respondents underestimated the rate of comorbidity of ADHD with other psychiatric disorders but overestimated the percentage of students with ADHD who also have a learning disability. Respondents most often mentioned diagnosis or identification of the disorder as their goal for assessment of possible ADHD. However, in their rankings of specific goals, respondents ranked the development of appropriate interventions as more important than the diagnosis of the disorder. The most often used standardized tests for ADHD referrals are questionnaires (for parents, teachers, and students) and drawings. Most (57%) school psychologists agreed that they do not determine the diagnosis of ADHD, but rather refer to a medical doctor. A Specific Learning Disability is the most often used special education category for students with ADHD who qualify, followed somewhat closely by Other Health Impaired, then by Emotionally Handicapped. Only 14 percent of the school psychologists surveyed stated that every student with ADHD who did not qualify for special education was considered for accommodations under Section 504. More respondents (83%) agreed that teachers often press to have their problem students diagnosed with ADHD than agreed that parents often press (55%). The majority of respondents (74%) agreed that ADHD is overdiagnosed. However, there was disagreement as to whether stimulant medications were used more often than necessary to treat ADHD. Implications of these findings for school psychologists and for future research are discussed. / Department of Educational Psychology

This study examines the mental preparation of elite athletes using naturalistic action research. The focus of investigation was on the personal difficulty of dealing with the "expert issue" that existed in the consultative relationship. The unfolding research experience confronted the researcher with personal dilemmas that needed to be resolved; activating significant shifts in the direction of exploration. These shifts were triggered in conversational contexts, highlighting the impact of co-evolved intimate sharing. Quantum leaps in understanding occurred when the researcher; (a) realised that a research proposal had been formulated that was not congruent with ecosystemic philosophies, (b) discovered action research, thereby shifting from an isolated self-reflective position to embracing the phenomenon of shared inquiry, (c) formed an action research group to investigate consultative issues, (d) became aware that the action research process was a reflection of an individual's unique idiosyncratic interactive and thinking style, (e) had to deal with the impact of a work experience as the action group turned into a therapeutic team, and (f) aligned himself to a narrative writing style to formally report on the "fluid", "free-flow" conversational experiences that had occurred in the research context. "Reflective interactive exploration" written methodology to capture the ideas emerged as a formal that evolve conversation. This methodology became the vehicle to during (a) shift more responsibility onto the athlete to become the "researcher of self", (b) open up further conversation, and (c) to relieve the psychologist of the expert position. The methodology was also utilised in the action research group to explore issues and to exchange ideas with the supervisor. The theory of the "mask of competency" of the athlete existing in a "culture of competition" is forwarded. A therapeutic model that balances intervention techniques with therapeutic conversation is suggested when consulting with athletes. Therapeutic conversation is broadened to incorporate concepts such as "energy flow", "obstacles and resistances" and "connection and intimacy". The personal "expert issue" was found to be a "reflection" of the researcher's own unique perceptions and interactive tendencies. Addressing issues at this level of personal identity required special interpersonal conditions; a context of respectful, intimate conversation. / Psychology / D. Litt. et Phil. (Psychology)

This study examines the mental preparation of elite athletes using naturalistic action research. The focus of investigation was on the personal difficulty of dealing with the "expert issue" that existed in the consultative relationship. The unfolding research experience confronted the researcher with personal dilemmas that needed to be resolved; activating significant shifts in the direction of exploration. These shifts were triggered in conversational contexts, highlighting the impact of co-evolved intimate sharing. Quantum leaps in understanding occurred when the researcher; (a) realised that a research proposal had been formulated that was not congruent with ecosystemic philosophies, (b) discovered action research, thereby shifting from an isolated self-reflective position to embracing the phenomenon of shared inquiry, (c) formed an action research group to investigate consultative issues, (d) became aware that the action research process was a reflection of an individual's unique idiosyncratic interactive and thinking style, (e) had to deal with the impact of a work experience as the action group turned into a therapeutic team, and (f) aligned himself to a narrative writing style to formally report on the "fluid", "free-flow" conversational experiences that had occurred in the research context. "Reflective interactive exploration" written methodology to capture the ideas emerged as a formal that evolve conversation. This methodology became the vehicle to during (a) shift more responsibility onto the athlete to become the "researcher of self", (b) open up further conversation, and (c) to relieve the psychologist of the expert position. The methodology was also utilised in the action research group to explore issues and to exchange ideas with the supervisor. The theory of the "mask of competency" of the athlete existing in a "culture of competition" is forwarded. A therapeutic model that balances intervention techniques with therapeutic conversation is suggested when consulting with athletes. Therapeutic conversation is broadened to incorporate concepts such as "energy flow", "obstacles and resistances" and "connection and intimacy". The personal "expert issue" was found to be a "reflection" of the researcher's own unique perceptions and interactive tendencies. Addressing issues at this level of personal identity required special interpersonal conditions; a context of respectful, intimate conversation. / Psychology / D. Litt. et Phil. (Psychology)