Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (Ph. D.)--University of Sydney, 2006. / Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2006. Includes bibliographical references. Also available in print form.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Directed by Jolene Henning; submitted to the Dept. of Kinesiology. Title from PDF t.p. (viewed Jul. 12, 2010). Includes bibliographical references (p. 107-116).

Syftet med denna uppsats var att undersöka psykologstudenters upplevelse av utbildningsterapi. På grund av att utbildningsterapin, som är ett obligatoriskt moment på flera psykologprogram i Sverige, för närvarande är omdiskuterad, var det av intresse att undersöka hur den upplevs av studenterna. Data samlades in genom semistrukturerade intervjuer med studenter på psykologprogrammet vid Linnéuniversitetet i Växjö och analyserades med induktiv tematisk analys. Resultaten sammanfattades i tre huvudteman: Administrativa aspekter av kursen, Terapiprocess och Utbildningsterapins behållning. Slutsatsen som dras är att utbildningsterapin upplevs som en lärorik och viktig erfarenhet, men att vissa aspekter är paradoxala / The purpose of this study was to examine psychology students´ experience of personal therapy. Because personal therapy, which is a mandatory feature at many psychologist programmes in Sweden, is currently debated, it was of interest to examine how it is experienced by students. Data was collected through semi-structured interviews with psychology students at Linneaus University in Växjö and analyzed with inductive thematic analysis. The results were summarised in three main themes: Administrative aspects of the course, Therapy process and Profit of personal therapy. The conclusion is that the personal therapy is perceived as an educative and important experience, but that some aspects are paradoxical.

No description available.

Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 77-80).

Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 77-80). Also available in print.

This thesis is directed towards investigating the nature of English language learning in a foundation-year programme in one public university in the United Arab Emirates. The aims of the thesis were based on the need to provide a possible explanation for the significant number of learners achieving low results, or failing their English language courses, in this programme. It was felt that a critical Jungian perspective could help uncover the existence in the Emirati tertiary system of both conscious and unconscious student resistance to English and of, synchronous, discursive forms of linguistic imperialism. This notion was based on findings in the literature, principally in Analytical Psychology, which suggest that the individual psyche is composed of profound and powerful personal and collective unconscious elements as well as critical theory, which maintains that the language classroom cannot be extricated from the influence of surrounding political, or even geopolitical, forces. The thesis sought, through the use of both a critical discourse analysis and critically-oriented case studies, to provide insight into the nature of the dialectical tension believed to exist, in this milieu, between the propagators of the language and those adopting it. The findings provided considerable evidence of a tension operating both at the discursive level and at the psychological level in the use of English in the foundation-year programme. The findings suggested that the discourse presented to learners, from western textbook writers and editors, is heavily Anglo-Saxon in its use of motifs and topics and that there is room, at least on a macrostructural level, to offset this tendency and reconsider the cultural weighting of topical content so as to more appropriately cater to an Arabic and Muslim audience. Also, the primary data revealed that the study’s participants were critical of the use of English as the university’s medium of instruction and there was consensus among them that a significant number of Emirati students, as well as some members of the public, were not receptive to the intrusion of this foreign language into their lives. Critical Discourse Analysis and critical case studies were combined in the shaping of the research methodology and this enabled the researcher to gain an in-depth and qualitative insight into the nature of English propagation and adoption. Key data collected from the research interviews was placed into a Jungian taxonomy and combined with the critical discourse analysis. Upon examination, it provided the researcher with information, supported by relevant literature, that led to a number of recommendations directed, in particular, to language teachers (and publishers) regarding the need to shape discourse to cater to the cultural needs of the learners and to consider the psychological impact that the tertiary English language policy was having on the Arab student body. The thesis strongly maintains that the discursive content of the language materials delivered to such students needs to be more extensively adapted in order to cater to the student body so as to minimize, as much as possible, potential cultural alienation. It also advocates the provision of Jungian psychological counseling in English language programmes because it would encourage policy makers to acknowledge the role of the unconscious in learning as well as provide invaluable support to language learners who are experiencing conscious or unconscious resistance to the English language in such a setting.