Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 188-206). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains ix, 120 p.; also includes graphics. Includes bibliographical references (p. 115-120). Available online via OhioLINK's ETD Center

Thesis (doctoral)--La Salle University, 2005. / ProQuest dissertations and theses ; AAT 3227729. Includes bibliographical references (leaves 45-53)

It is estimated that as many as 20% of children and young people experience psychological problems at any one time (The Mental Health Foundation, 1999), and research suggests that young people have many concerns that may go unnoticed by the adults around them (Cheminais, 2008). Pupils’ interest in direct access to psychological services in the form of ‘drop-in’ opportunities has previously been highlighted (Nichtern, 1978; Woolfson and Harker, 2002; Woolfson et al., 2008; Weerasinghe, 2009). Wider evidence suggests that ‘drop-in’ services may be an age-appropriate method for older adolescents to seek emotional health support. There is some research evidence to support the use of Educational Psychology ‘drop-in’ services for parents, however, there is little evidence to date regarding the use of such services with pupils, and no evidence to support the use of Educational Psychology drop-in services for a post-16 population. This thesis describes an Action Research project that was run in one secondary school in North Wales. A Trainee Educational Psychologist worked alongside a stakeholder group of school staff and other agencies in an effort to make Educational Psychologists (EPs) more accessible to post-16 pupils. The Research and Development in Organisations (RADIO) framework was applied to support the joint design and implementation of a psychological drop-in service for Year 12 and 13 pupils. Data was collected through focus groups, on-going discussion with stakeholders, and the maintenance of a research diary, each audio recorded. Data was analysed qualitatively using thematic analysis, with the key themes being fed back to the stakeholder group at pertinent stages of the RADIO model to help guide the direction of the action research project. The project did not take the anticipated course, as no pupils made use of the drop-in service during the pilot period. However, the critical realism stance adopted allowed for consideration of the underlying generative mechanisms that gave way to the outcomes achieved. Pupil’s perceptions of stigma and their negative constructions regarding the role of EPs were identified as particular barriers to direct access and participation with the service offered. The findings are discussed in relation to existing literature and the potential implications for secondary school pastoral care staff and Educational Psychology Services.

A constituição da psicologia como ciência e profissão tem sido, historicamente, marcada por ambiguidades e paradoxos, a começar pelos problemas que surgem quando se coloca para os psicólogos a questão aparentemente fundamental: o que é a psicologia? No presente trabalho, são analisadas essas e outras controvérsias que permeiam o campo psi a partir do modo como elas se colocam na experiência de psicólogos em formação. Busca-se, com isso, pistas para a colocação e recolocação do problema do conhecer e do conhecimento nesse campo. A pesquisa utiliza, em suas distinções, contribuições dos estudos da cognição e do conhecimento de Virgínia Kastrup, Francisco Varela, Humberto Maturana, Pierre Lévy, Bruno Latour e de estudantes de graduação em psicologia da Universidade Federal do Rio Grande do Sul (UFRGS) em pesquisa realizada sobre suas experiências de formação. Nessa pesquisa, inspirada pelo método da pesquisa-intervenção e pelas metodologias de primeira pessoa, solicitou-se aos estudantes que descrevessem o que faziam nas diferentes práticas de formação – de estudos, pesquisa, estágio – a partir da escrita dessa experiência e posterior compartilhamento em grupos coordenados pela pesquisadora. A partir das distinções dos estudantes e do diálogo com os autores referidos, são produzidas articulações em torno de três problemas que permeiam o conhecer e o conhecimento nesse campo: a relação dos psicólogos com as diferentes psicologias e as escolhas teóricas; a produção dos planos da teoria e da prática na formação profissional e a relação entre ciência e experiência na pesquisa em psicologia. Utiliza o conceito de política cognitiva de Virgínia Kastrup para caracterizar os modos de conhecer presentes nas experiências de formação dos estudantes investigados e o propõe como alternativa à epistemologia na colocação do problema do conhecimento nesse campo. / The constitution of psychology as a science and profession has been, historically, permeated by ambiguities and paradoxes. This fact may be observed by asking psychologists an apparently basic question: “what is psychology?” In this study, this and other controversies around psychology are analyzed from the students of psychology`s view. The main goal is to find the clues that could map how the knowing and the knowledge’s problem is being placed and replaced in this field. The study is based out of contributions of Virgínia Kastrup, Francisco Varela, Humberto Maturana, Pierre Lévy and Bruno Latour’s cognition and knowledge studies and of psychology’s undergraduate students from Universidade Federal do Rio Grande do Sul (UFRGS) in a research about their educational experiences. In this research, inspired by intervention-research and first-person methodologies, students were asked to describe what they do in various educational practices – studies, research, professional training. The students were invited to write about these experiences and later on sharing them in groups coordinated by the researcher. From students’ distinctions and the dialogue with the authors referred, articulations are made around three problems involved in knowing and knowledge in this field: the psychologists’ relation with the different psychologies and theory’s choice; the production of the levels of theory and practice in professional education and the relation between science and experience in psychology research. The concept of cognitive policy is used to characterize the ways of knowing present in the investigated students’ educational experience and is proposed as an alternative to epistemology in the placing of knowledge’s problem in this field.

186f. / Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2013-07-18T13:24:36Z No. of bitstreams: 1 Dissertação Luane Neves Santos Versão Final.pdf: 1679875 bytes, checksum: b2d6306803e6cbecf9514a6fe5306267 (MD5) / Approved for entry into archive by Ana Portela(anapoli@ufba.br) on 2013-07-18T16:04:44Z (GMT) No. of bitstreams: 1 Dissertação Luane Neves Santos Versão Final.pdf: 1679875 bytes, checksum: b2d6306803e6cbecf9514a6fe5306267 (MD5) / Made available in DSpace on 2013-07-18T16:04:44Z (GMT). No. of bitstreams: 1 Dissertação Luane Neves Santos Versão Final.pdf: 1679875 bytes, checksum: b2d6306803e6cbecf9514a6fe5306267 (MD5) Previous issue date: 2013 / Este trabalho teve por objetivo analisar como a desigualdade social, materializada no contato com populações pobres e vulneráveis socialmente, repercute na profissional psicóloga e em sua atuação no CRAS/SUAS. Utilizou-se como aporte teórico a teoria da subjetividade proposta por González Rey e produções brasileiras sobre a desigualdade social, com ênfase na teoria de Jessé Souza. Optou-se pela metodologia qualitativa para estudo da subjetividade, a partir da perspectiva sócio histórica, uma vez que esta incorpora a dialética entre objetividade e subjetividade, no esforço para articular o sujeito ao seu processo social e histórico. Considerando o envolvimento da pesquisadora com o tema, recorreu-se a análise da implicação enquanto recurso metodológico e mecanismo ético-político para interlocução com a pesquisa. A definição do instrumento seguiu a lógica da dinâmica conversacional, almejando transformar a pesquisa em um espaço de construção de sentido. A coleta de dados ocorreu no ambiente laboral das seis psicólogas participantes, requerendo entre dois e três encontros individuais. As conversas foram estimuladas através de comentários e inserção de temas e reflexões, de modo aberto, ainda que contemplassem quatro eixos norteados: 1) trajetória pessoal e familiar; 2) trajetória profissional; 3) o trabalho na assistência social básica; 4) hipóteses explicativas da desigualdade social. A análise dos dados desenvolveu-se como um processo construtivo-interpretativo, no qual após transcrição das conversações, foram conduzidas várias leituras do material coletado, visando seleção de indicadores, destacados pelo aspecto emocional e simbólico que revelavam. Foram então construídos os núcleos de sentido das configurações subjetivas de cada participante, para posteriormente elaborar as zonas de sentido, articulando elementos das subjetividades individuais e social. As sínteses das vivências singulares foram agrupadas em seis zonas de sentidos: 1) hipóteses explicativas sobre a desigualdade social; 2) enfrentamentos da desigualdade social; 3) a dicotomia social X psicológico; 4) a atuação no CRAS frente à concretude da desigualdade social; 5) o (des)preparo das psicólogas para atuar na assistência social básica; 6) a má fé institucional na assistência social básica. A análise destes dados permitiu perceber que o trabalho na assistência social insere as psicólogas em dinâmicas laborais, nas quais vivenciam posições subjetivas referentes à condição de oprimidas e opressoras, construindo práticas 10 atravessadas por sentidos subjetivos que culpabilizam os usuários por sua condição social e naturalizam o fenômeno da desigualdade social. As participantes apresentaram sentimentos de frustração, impotência, angústia e sofrimento, numa dinâmica que alia compaixão e conformação frente às hipóteses explicativas de uma realidade social com forte estratificação. A visão dicotômica, em que demandas sociais não são vistas em relação com as demandas psicológicas, leva a uma atuação fragmentada, influenciada pelos modos de enfrentamento da desigualdade social. Os resultados indicam a necessidade de reposicionar as práticas para atuar na dimensão subjetiva dos problemas sociais, produzindo novas tecnologias e reflexões sobre o lugar social das técnicas, aliado a um trabalho que oportunize espaços de expressão para os usuários, visualizando potências sem perder de vista os limites impostos pelos determinantes sociais e compreendendo a transformação da realidade social como responsabilidade coletiva e cotidiana. This study aimed to investigate how social inequality - manifested in the contact with socially vulnerable populations - has repercussions in psychologists and their work at CRAS/SUAS. González Rey's theory of subjectivity was the theoretical basis used, along with Jessé Souza's papers on social inequality. The study of subjectivity has been done using the qualitative methodology with a socio-historical perspective. Such frame of reference has been chosen due to an effort to relate the subject to its social and historical process, it incorporates the dialectic between objectivity and subjectivity. Considering the researcher's involvement with the theme, implication analysis has been employed both as a methodological resource and ethical-political mechanism to dialogue with the study. The definition of the research instrument followed the Conversational Dynamics Model, which has transformed the study into a process in which meaning could be built to its participants. Data collection took place at the participant Psychologists' workplace and required about two and three individual meetings. The conversations were stimulated through comments and the presentation of themes and reflections that contemplated four different topics: 1) personal and family related trajectory; 2) professional trajectory; 3) professional practice at basic welfare; 4) explanatory hypothesis of social inequality. The data analysis has been developed as a constructive-interpretative process, where the transcripted conversations were read several times in order to select indicators that stood out by the emotional and symbolic aspects they revealed. The following step was the formulation of meaning nuclei of the subjective configurations of each participant, which lead to the elaboration of zones of meaning that articulates elements of social and individual subjectivities. The summaries of the singular experiences were grouped in six zones of meaning: 1) explanatory hypothesis concerning social inequality; 2) confrontation of social inequality; 3) the social vs. psychological dychotomy; 4) working at CRAS while facing the reality of social inequality; 5) the psychologists' unpreparedness to work at basic welfare; 6) the institutional disbelief in basic welfare. The data analysis showed that the professional practice at welfare places the psychologists in labor dynamics in which they experience the subjective positions of being at once the oppressors and the oppressed. Through such positions, the psychologists have built practices that are affected by subjective meanings that blame their clients for their social condition, thus naturalizing the phenomenon of social inequality. The participants have showed feelings of frustration, impotence, anguish, and suffering, while showing compassion and resignation when faced with the explanatory hypothesis of a strongly stratified social reality. A dichotomous point of view - in which social demands are not seen as related to psychological demands - leads to a fragmented profissional practice. The study's results suggest the need to change the professional practice in order to operate on the subjective dimension of social problems, yielding new technologies and reflections on the social place of techniques. Furthermore, the professional practice should provide spaces where the clients can express themselves and can be understood in their possibilities and limitations provided by social determinants. / Salvador

Background and objectives: A thesis is a requirement of the doctoral counselling psychology programme and plays an important role in forming an identity as a trainee counselling psychologist. While extensive research exists for doctorate experiences in general, less is known about the experiences of trainee counselling psychologists undertaking a thesis in the United Kingdom. The rationale behind this study is therefore to explore how trainee counselling psychologists perceive and make meaning of their experiences and how they go about writing their doctoral thesis. Method and analysis: A qualitative design was employed to answer the research question. Semi-structured focus group interviews were conducted with twenty trainee counselling psychologists who were either starting to write their thesis or at the stage of almost completing it. A grounded theory analysis was used in this study, which aims to generate a theory based on categories that have been discovered from the data. Several strategies were employed in this study to demonstrate the rigour and trustworthiness in a qualitative design. Findings: The results of this study show that two categories emerged from the data: (1) obstacles in completing a thesis and (2) positive perspective towards undertaking a thesis. The theory that emerged from this study shows that trainee counselling psychologists have both positive and negative experiences which appear to fluctuate during the process of undertaking a thesis and vary from person to person due to individual circumstances. It is vital not to envisage a dichotomy between the positive and negative experiences, which form a natural and necessary journey for all doctoral students. Conclusions: The trainee counselling psychologists' experiences of undertaking a thesis can be viewed as an emotional and multifaceted journey. Overall, the shared experiences of trainee counselling psychologists undertaking a doctoral thesis was a valuable contribution to this study. The paper discusses avenues for further research alongside some practical recommendations that might be useful for trainee counselling psychologists undertaking a doctoral thesis.