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Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology trainingConlan, Louise-Margaret January 2013 (has links)
Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.
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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)
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Differentiation as a double-edged swordSmall, Cecilia Sanet 30 June 2003 (has links)
Psychology / M.A.(Psychology)
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494 |
Training reflections-an ecosystemic exploration.Dlamini, Mavis 30 November 2005 (has links)
This study is qualitative in nature. It reflects on the rich and varied experiences I encountered during training to be a psychotherapist. The content and process information around training is explored. My personal biases and prejudices towards training are made explicit. The experiences reflected upon are contextualized within the Unisa academic and the hospital clinical internship training contexts. The two contexts of training are contrasted accordingly showing their epistemological stance in their contribution to training of trainee therapists. The primary data in this research is the trainee researcher who is also the only participant subject in the study. The rest of the data is drawn from the experiences of the subject in interaction with others in different systems and subsystems. Through the creative synthesis step in the heuristic research approach the inferred theme is integrated in the analysis. Finally the research shows the limitations and implications involved. / Psychology / M.A. Psychology
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The role of the educational psychologist in the emotional and social rehabilitation of the traumatic brain injured adolescentVan Pareen, Elmarie 28 February 2002 (has links)
This research study consisted of an examination of the role played by the educational psychologist in the emotional and social rehabilitation of the TBI adolescent. A survey of the literature reveals that traumatic brain injury during adolescence negatively impacts on their adaptation, development and functioning after the acute phase of the rehabilitation process. In order to study this phenomenon, a psycho-educational perspective was utilised. An in-depth qualitative study was undertaken by means of a case study design. The two cases being presented offers the reader insight into the cases pre-morbid functioning, the accident and its aftermath, the specific traumatic brain injuries, the emotional and social problems encountered by these adolescents as well as the psychotherapeutic interventions applied by the educational psychologist in the rehabilitation process of the cases under investigation. The conclusions reached from this investigation were that traumatic brain injury during the developmental phase of adolescence, negatively impacts on the emotional and social well being of these adolescents, and that the educational psychologist plays a valuable role in the emotional and social rehabilitation of these adolescents. / Educational Studies / M. Ed. (Guidance and Counselling)
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My journey towards becoming a psychotherapist: an autoethnographic studyRichards, Carol Cecilia 31 August 2003 (has links)
This autoethnographic study qualitatively explores a trainee's journey towards becoming a clinical psychologist in South Africa. Both the formal and informal processes for becoming a psychotherapist are explored. The formal processes governing the training and registration of a clinical psychologist in South Africa are outlined. A critical appraisal of the training program is covered. The informal processes of the journey of this trainee psychologist is contextualised within the life story of that same person. In so doing a seventeen-year long struggle and academic relationship with UNISA is highlighted, including the insatiable desire and life long dream of the writer in wanting to become a psychologist.
An autoethnographic study was done by using the researcher as the only research subject. The personal writings of the researcher and her family serve as the primary data for the study. An autoethnographic approach was employed in creating and collecting the data. The stories are presented in narrative form, and the data are analysed by employing narrative analysis for extracting and highlighting initial and inferred themes. / Psychology / M. A. (Clinical Psychology)
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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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Towards a model of mental preparation in elite sportJennings, Kenneth E. 09 1900 (has links)
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)
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The learning and teaching of systemic therapy : an action research approachLouw, Willem P. 04 1900 (has links)
Text in English / The training of psychotherapists not only determines what new therapists
learn about the practice of therapy, but influences significantly their identity
and the development of a professional self. This dissertation explores the
professional development of a trainee therapist, taking into consideration the training context and training approach, the trainee's unique training needs and the influence of own interactional style. The study was undertaken from an action research perspective, therefore emphasising solving a problem in the field and feeding this information back into the system during the course of the research project. The researcher describes how the training context (in this case, the Agape Healing Community in Mamelodi, South Africa), the training approach (systemic family therapy), and his personal style shaped his professional sense of self. He found however, that it was the process of action research which encouraged movement from feelings of inadequacy to competence in his professional development. / Psychology / M.A. (Clinical Psychology)
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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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