51 |
The journey to be a therapist : personal experiences of ethics in training and therapyMakena, Paul Tshwarelo 06 1900 (has links)
The tone of this dissertation is in the first person as allowed by the lens of constructivism used in it.
Being constantly self-reflective, the author takes the reader through his personal journey to be a therapist,
and the ethical dimensions encountered in the process, to indicate that one cannot do therapy \\'ithout
considering ethics in the fusion of the professional and personal selves of the therapist.-
What is lost in the delineated field of observation is hoped to be gained, in the richness of its personal
material. Not aiming at drawing any generalisable arguments, the purpose of the dissertation is to provoke
a dialogue about our ethical conduct with clients, indicating that our therapeutic conduct is enriched by
constantly involving ourselves in the ethical dilemmas that emerge in the therapeutic process. / Psychology / M.A. (Clinical Psychology)
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52 |
Behind training : differentiation of self of a psychotherapy traineeVan der Merwe, Sasja 06 1900 (has links)
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)
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53 |
Systems theory training as a context for healing : an autoethnographyWichmann, Werner Johann 01 1900 (has links)
The mini-dissertation explains how systems theory provided a healing context
for me in my training as a clinical psychologist over two years. The
emergence of my authentic voice is narrated in an autoethnography (five act
drama) about what happened. The main theoretical bases for the dissertation
are – constructivism to understand the learning and teaching I experienced;
learning as a collaborative endeavour and the emergence of my authentic
voice with help from more skilled others. Systems theory informs the entire
study at every theoretical level. Bowen’s family therapy theory is significant
for the differentiation of the self and his I-position is equated with the
emergence of an authentic voice. Myth, epic narratives, the hero’s journey
amplify my interpretation of the differentiation of self. The raw data for the
qualitative research were observations, interviews, creative writing, photocollage,
a collection of readings, songs and dialogues. The themes emerging
from the autoethnography were about obstructions because of the
authoritarian nature of my upbringing, life and work. These themes lessened
in force in clinical training until my authentic voice emerged in relation to self
and as a clinical psychologist. A recommendation from the dissertation is that
autoethnography provides a good vehicle for reflection and intense interior
scrutiny needed to become a practising clinical psychologist; the
autoethnographical exercise could be used by training clinical psychologists
more extensively on their journey to maturity. / Psychology / M.A. (Clinical Psychology)
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54 |
Talking sticks and BMW's: ritual, power and authority in a psychotherapy training placementJansen, Shahieda 01 January 2002 (has links)
This study explores trainees' experiences of power dynamics within a
ritualised training context, with reference to the three major aspects of the study:
training, ritual and power. The psychotherapeutic training took place at Agape, a
community-based counselling service in Mamelodi, whose theoretical approach to
training included a mixture of postmodern, ecosystemic and African traditions. A
substantial literature survey examines the major concepts and issues related to the
research subject, such as psychotherapeutic training approaches, the philosophies and
theories that may inform training procedures, ritual practices in psychotherapy, and
organisational and power aspects of psychotherapeutic training. The research process
was executed using the qualitative, interpretive research methodology. A sample of
six of the trainees who had completed their training at this placement was
interviewed, and two of the trainers. The researcher's reflections on her own training
experiences are woven into the material. Using the interview technique and through
asking a series of open-ended questions, the researcher obtained an account of the
subjective, sacralised training interactions at Agape. Themes were identified that had
emerged during the interview process. In brief, the themes referred to trainees'
theoretical and practical experiences in the training placement, how they made sense
of the sacralised therapeutic experiences, and comments on their relationship with
trainers and fellow trainees. The most common theme that emerged was that of
power. The end product of this study portrays the trainees' understandings of power
within a sacralised psychotherapeutic context and their responses to this. This study
makes explicit the links between ritualisation and power within an evaluative
psychotherapeutic training context, and the consequences of this for training. / Psychology / M.A. (Clinical Psychology)
|
55 |
Ecologies of violence: implications for theory and practicePera, Linda Paula 30 November 2004 (has links)
This postmodern dissertation examines three individual experiences of violence in South Africa, using the qualitative research method of heuristics. Using social constructionism as a lens for viewing the phenomenon, violence is seen as occurring within a specific ecology, which is part of the individual's fluctuating, subjective reality. This discussion proposes that the violent experience, to which meanings are attributed, is part of the individual's socially constructed ecology. This ecology can either be transformed or conserved through dialogue, specifically dialogue relating to the telling of the story of the violent experience. This is discussed in relation to therapeutic encounters. The primary objective of the research is the implication of ecological thinking generally and, more specifically, ecological thinking on violence, for therapeutic interactions and psychological theory. This discussion also refers to psychological ethics. / Psychology / MA (CLINICAL PSYCHOLOGY)
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56 |
Towards the training of psychology tutors : an ecosystemic approachStylianou, Nitsa 06 1900 (has links)
This study explores the training of Psychology tutors at the University of South Africa's
(UNISA) learning centres with a view to providing a paradigm shift in tutor training and
contributing towards new ways of thinking about education and training in South Africa. It
furthermore opens up alternative ways of thinking about the process of facilitation in general.
Although the study focuses on tutor training within the discipline of Psychology, the
outcomes of the study are applicable to tutor training and tutoring in general, and make a valuable
contribution in identifying the basic principles underlying tutor training in other disciplines as
well. An ecosystemic approach encourages the trainer-trainee system to become aware of how
they affect each other's thinking and behaviour. The basic principles underlying the process of
facilitation that emerge in the study, therefore apply equally to the training of tutors and the
tutoring of learners by others. These principles provide guidelines in terms of the processes
involved in tutor development, as well as inform the issues and themes around which the sharing of ideas can be choreographed in the field of tutor training and tutoring.
In conclusion, the information generated in the study focuses specifically on student
support in the form of face-to-face tutorials in the distance education setting, the form of tertiary
education which is most accessible to many historically disadvantaged learners in South Africa
today. More generally, it will make a valuable contribution in the current educational context
in South Africa, where student support is of the utmost importance in striving for equality in
education, and where the focus is on outcomes-based education. / Curriculum and Instructional Studies / D.Litt. et Phil. (Psychology)
|
57 |
Conflicted custody: the unfolding of a professional problem-determined systemFasser, Robyn Lesley 01 1900 (has links)
With the maturation of the child custody investigative process, the role of investigators and
the process of these investigations have come under increasing scrutiny. The investigators are
expected to be objective, neutral, and professional while following procedures that conform to
model standards. However, this assumption of a lack of bias has been largely overlooked in the
literature regarding the investigative process. It is assumed that investigators should
self-monitor to ensure that their stance is objective and neutral. Furthermore, this position of
neutrality and objectivity is assumed to be intuitive and natural.
By using a case study, this thesis investigates and describes the process of a child custody
investigation predicated on a constructivist epistemology. It highlights the impossibility of any
investigator to be objective and neutral in any investigation automatically, regardless of the
procedures and methods employed. The thesis highlights the participant observer status of
investigators. An aim of the thesis is thus to sensitise investigators to this inevitable
vulnerability with the expectation that such an awareness may allow investigators to establish
processes to render investigations consciously more balanced, considered, and transparent.
A further aim is to describe a child custody evaluation from an eco-systemic perspective by
contextualising the investigation in the larger ecosystem to which it belongs. This description
includes the investigation as part of an evolving
problem-determined system. An awareness of this wider and evolving context may enable investigators
to approximate a position of objectivity and neutrality more effectively. It may also act as an
inoculation against the ‘contamination’ of the investigator by the investigative system.
With the maturation of the child custody investigative process, the role of investigators and
the process of these investigations have come under increasing scrutiny. The investigators
are expected to be objective, neutral, and professional while following procedures that
conform to model standards. However, this assumption of a lack of bias has been largely
overlooked in the literature regarding the investigative process. It is assumed that
investigators should self-monitor to ensure that their stance is objective and neutral.
Furthermore, this position of neutrality and objectivity is assumed to be intuitive and
natural.
By using a case study, this thesis investigates and describes the process of a child
custody investigation predicated on a constructivist epistemology. It highlights the
impossibility of any investigator to be objective and neutral in any investigation
automatically, regardless of the procedures and methods employed. The thesis highlights
the participant observer status of investigators. An aim of the thesis is thus to sensitise
investigators to this inevitable vulnerability with the expectation that such an awareness
may allow investigators to establish processes to render investigations consciously more
balanced, considered, and transparent.
A further aim is to describe a child custody evaluation from an eco-systemic
perspective by contextualising the investigation in the larger ecosystem to which it
belongs. This description includes the investigation as part of an evolving
problem-determined system. An awareness of this wider and evolving context may enable
investigators to approximate a position of objectivity and neutrality more effectively. It
may also act as an inoculation against the ‘contamination’ of the investigator by the
investigative system.
xviii
In South Africa, we have yet to formulate a document that establishes a model
standard of practice or specific, dedicated training in this area. This thesis identifies what
could be included in both areas (in addition to the expected protocols and procedures) by
describing the investigator’s position as an expert learner, rather than just an ‘expert’. In
line with current literature, it highlights the benefits of thinking consciously and in a
considered manner. Furthermore, it indicates the benefits of a team approach to
investigations, which could be considered an area for further investigation.
In South Africa, we have yet to formulate a document that establishes a model standard of practice
or specific, dedicated training in this area. This thesis identifies what could be included in both
areas (in addition to the expected protocols and procedures) by describing the investigator’s
position as an expert learner, rather than just an ‘expert’. In line with current literature, it
highlights the benefits of thinking consciously and in a considered manner. Furthermore, it
indicates the benefits of a team approach to investigations, which could be considered an area for
further investigation. / Psychology / D. Litt. et Phil. ( Psychology)
|
58 |
Ecologies of violence: implications for theory and practicePera, Linda Paula 30 November 2004 (has links)
This postmodern dissertation examines three individual experiences of violence in South Africa, using the qualitative research method of heuristics. Using social constructionism as a lens for viewing the phenomenon, violence is seen as occurring within a specific ecology, which is part of the individual's fluctuating, subjective reality. This discussion proposes that the violent experience, to which meanings are attributed, is part of the individual's socially constructed ecology. This ecology can either be transformed or conserved through dialogue, specifically dialogue relating to the telling of the story of the violent experience. This is discussed in relation to therapeutic encounters. The primary objective of the research is the implication of ecological thinking generally and, more specifically, ecological thinking on violence, for therapeutic interactions and psychological theory. This discussion also refers to psychological ethics. / Psychology / MA (CLINICAL PSYCHOLOGY)
|
59 |
Talking sticks and BMW's: ritual, power and authority in a psychotherapy training placementJansen, Shahieda 01 January 2002 (has links)
This study explores trainees' experiences of power dynamics within a
ritualised training context, with reference to the three major aspects of the study:
training, ritual and power. The psychotherapeutic training took place at Agape, a
community-based counselling service in Mamelodi, whose theoretical approach to
training included a mixture of postmodern, ecosystemic and African traditions. A
substantial literature survey examines the major concepts and issues related to the
research subject, such as psychotherapeutic training approaches, the philosophies and
theories that may inform training procedures, ritual practices in psychotherapy, and
organisational and power aspects of psychotherapeutic training. The research process
was executed using the qualitative, interpretive research methodology. A sample of
six of the trainees who had completed their training at this placement was
interviewed, and two of the trainers. The researcher's reflections on her own training
experiences are woven into the material. Using the interview technique and through
asking a series of open-ended questions, the researcher obtained an account of the
subjective, sacralised training interactions at Agape. Themes were identified that had
emerged during the interview process. In brief, the themes referred to trainees'
theoretical and practical experiences in the training placement, how they made sense
of the sacralised therapeutic experiences, and comments on their relationship with
trainers and fellow trainees. The most common theme that emerged was that of
power. The end product of this study portrays the trainees' understandings of power
within a sacralised psychotherapeutic context and their responses to this. This study
makes explicit the links between ritualisation and power within an evaluative
psychotherapeutic training context, and the consequences of this for training. / Psychology / M.A. (Clinical Psychology)
|
60 |
Towards the training of psychology tutors : an ecosystemic approachStylianou, Nitsa 06 1900 (has links)
This study explores the training of Psychology tutors at the University of South Africa's
(UNISA) learning centres with a view to providing a paradigm shift in tutor training and
contributing towards new ways of thinking about education and training in South Africa. It
furthermore opens up alternative ways of thinking about the process of facilitation in general.
Although the study focuses on tutor training within the discipline of Psychology, the
outcomes of the study are applicable to tutor training and tutoring in general, and make a valuable
contribution in identifying the basic principles underlying tutor training in other disciplines as
well. An ecosystemic approach encourages the trainer-trainee system to become aware of how
they affect each other's thinking and behaviour. The basic principles underlying the process of
facilitation that emerge in the study, therefore apply equally to the training of tutors and the
tutoring of learners by others. These principles provide guidelines in terms of the processes
involved in tutor development, as well as inform the issues and themes around which the sharing of ideas can be choreographed in the field of tutor training and tutoring.
In conclusion, the information generated in the study focuses specifically on student
support in the form of face-to-face tutorials in the distance education setting, the form of tertiary
education which is most accessible to many historically disadvantaged learners in South Africa
today. More generally, it will make a valuable contribution in the current educational context
in South Africa, where student support is of the utmost importance in striving for equality in
education, and where the focus is on outcomes-based education. / Curriculum and Instructional Studies / D.Litt. et Phil. (Psychology)
|
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