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Aim: Whilst there is a wide range of research that explores ethics guidance and committee perspectives of research ethics processes, there is a lack of research into trainee experiences. The aim of this study was to explore Trainee Clinical Psychologists experience of the research ethics process and provide a platform to those voices. It was hoped that this research may be able to create a deeper understanding of applicants’ experiences, in which both positive and negative experiences of the application process can be shared and explored. This understanding could then potentially support ethics committees, training courses and applicants to work together and thus improve the application process and resulting research at a national level within the context of Clinical Psychology training. Method: This study adopted a qualitative approach in conducting semi-structured interviews with three Trainee and three Newly Qualified Clinical Psychologists who had applied for ethical approval for their Doctoral thesis. Interpretative Phenomenological Analysis (IPA) was used in an attempt to illuminate the lived experience of applying for research ethical approval. Results: From the analytic procedure, three main themes emerged regarding the experience of research ethics processes from participants’ accounts: The emotional intensity and personal impact of the ethics process; Responses to and ways of managing the ethics process; and Challenges within the ethics process. Implications: This study highlights the importance of recognising the impact of the relationships between Trainee Clinical Psychologists, Clinical Psychology training courses and Research Ethics Committees upon trainees’ journey through the research ethics process. A ‘them and us’ dynamic is being maintained by misunderstandings about each other’s roles, uncertainty and stereotyping, amongst other factors. Potential ways to change this dynamic and improve the research ethics process during clinical Psychology Training has been explored.

The current study sought to examine client outcome data for clients seen for outpatient psychotherapy services by graduate-level student therapists in doctoral psychology training clinics in order to better understand the change process occurring in such settings and to examine whether services being offered are meaningful for clients. One hundred ninety-nine clients seen by graduate-level therapists at a training clinic setting were assessed on a session-by-session basis using the Outcome Questionnaire-45 in order to identify the percentage of clients who met criteria for clinically significant change, reliable improvement, no change, or deterioration in outcomes across the course of treatment. Approximately 28% of clients seen for treatment met criteria for clinically significant change at the termination of treatment and 23% reliably improved. Survival analysis indicated that the median time required to attain clinically significant change was six sessions. Current findings are compared to earlier investigations in both training and nontraining settings. The implications of these findings for education and training, client care and clinical services, and policy are discussed.

Made available in DSpace on 2014-12-17T15:38:38Z (GMT). No. of bitstreams: 1 PabloSS_TESE.pdf: 1766714 bytes, checksum: 68dee0bbc26a2b796428f492c6dc9adc (MD5) Previous issue date: 2014-01-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Criticism done to the undergraduate training process of the psychologist in Brazil raised debates known as "dilemmas of training". In recent years the classic training model, based on the Minimum Curriculum has undergone a series of changes after the National Curriculum Guidelines (DCN), modifying the context of courses. Thus, this paper aimed to investigate, in a post- DCN context how undergraduate courses in Psychology in Brazil have been dealing with the dilemmas of training. So, we decided to analyze the Course Pedagogical Projects (CPPs) of Psychology in the country. Forty CPPs, selected by region, academic organization and legal status were collected. The data was grouped into three blocks of discussions: theoretical, philosophical and pedagogical foundations; curriculum emphases and disciplines; and professional practices. The results were grouped into four sets of dilemmas: a) ethical and political; b) theoreticalepistemological; c) professional practice of the psychologist and d) academic-scientific. Courses claim a socially committed, generalist, pluralistic training, focusing on research, non-dissociation of teaching-research-extension, interdisciplinary training and defending a vision of man and of critical and reflective and non-individualistic psychology. The curriculum keeps the almost exclusive teaching of the classical areas of traditional fields of applied Psychology. Training is content based. The clinic is hegemonic, both in theory and in application fields. The historical debate is scarce and themes linked to the Brazilian reality are missing, despite having social policies present in the curricula. Currently, DCNs have a much greater impact on courses due to the influence of the control agencies, fruit of current educational policy, and the result is felt in the homogenization of curriculum discourses / As cr?ticas feitas ao processo formativo graduado do psic?logo no Brasil fizeram surgir debates conhecidos por dilemas da forma??o . Nos ?ltimos anos o modelo formativo cl?ssico, baseado no Curr?culo M?nimo passou por uma s?rie de transforma??es ap?s as Diretrizes Curriculares Nacionais (DCN), modificando o contexto dos cursos. Assim, esse trabalho objetiva investigar, em um contexto p?s-DCN, como os cursos de gradua??o em Psicologia no Brasil tem lidado com os dilemas da forma??o. Para tanto, optou-se por analisar os Projetos Pedag?gicos de Curso (PPCs) de Psicologia no pa?s. Foram coletados 40 PPCs, selecionados por regi?o, organiza??o acad?mica e natureza jur?dica. As informa??es coletadas foram agrupadas em tr?s blocos de discuss?es: fundamentos te?ricos, filos?ficos e pedag?gicos; ?nfases curriculares e disciplinas e; pr?ticas profissionais. Os resultados foram agrupados em quatro conjuntos de dilemas: a) ?ticos e pol?ticos; b) te?rico-epistemol?gico; c) pr?tica profissional do psic?logo e d) acad?mico-cient?ficos. Os cursos reivindicam uma forma??o compromissada socialmente, generalista, pluralista, foco em pesquisa, defesa da indissociabilidade entre ensino-pesquisa-extens?o, forma??o interdisciplinar e defesa de uma vis?o de homem e de Psicologia cr?tica e reflexiva e n?o-individualizante. Os curr?culos mant?m o ensino quase que exclusivo das ?reas cl?ssicas, dos campos tradicionais da Psicologia aplicada. A forma??o ? conteudista. A cl?nica ? hegem?nica, tanto na teoria como nos campos de aplica??o. O debate hist?rico ? escasso e s?o ausentes os temas ligados ? realidade brasileira, apesar das pol?ticas sociais estarem presentes nos curr?culos. Atualmente, as DCNs t?m um impacto muito maior nos cursos devido ? influ?ncia das ag?ncias de controle, frutos da pol?tica educacional atual, e o resultado disso ? sentido na homogeneiza??o dos discursos dos curr?culos

M.Ed. (Educational Psychology) / The main aim of this research inquiry was to explore the use of indigenous knowledge by Black-African educational psychologists in South Africa when working with children who have been traumatised. I hoped that the results would provide a better understanding of how indigenous knowledge can be applied in therapeutic interventions in a way that takes into account the client’s cultural preferences. Mental health professionals are becoming more aware that cultural customs and beliefs have considerable influence on therapeutic interventions. The Western conceptualisation of health and illness is insufficient in a culturally diverse society like the one found in South Africa. There is a need to explore how traditional concepts can be incorporated into psychology and how indigenous knowledge can contribute to the wellbeing of a person, from a culturally congruent worldview. In indigenous knowledge, there is recognition that communities have their own definition of healing needs and strategies when addressing trauma. The perception and beliefs about the causation, communication and acknowledgement of the problem are all culturally constructed and can influence psychotherapy. However, there is a lack of research on applying indigenous knowledge in therapy, specifically in the context of children who have been exposed to exploitative trauma (abuse) and loss (death). As such, there is a need in South Africa for the development of psychotherapeutic interventions that are culturally valid, which can be applied to children who have been traumatised. The research approach employed within this study is qualitative. A phenomenological design was followed. The overarching framework was that of social constructivism. I interviewed five black educational psychologists who live in the Gauteng area through the use of snowball sampling. Data was generated through semi-structured interviews. The data collection and analysis process was done through the use of thematic analysis, whereby certain themes were revealed. The psychotherapeutic interventions that were discerned were based mostly on the trauma children experienced due to child abuse and the death of parents. These included 1) use of oral traditions comprising stories, folklore, proverbs and metaphors; 2) rituals, comprising visiting the grave, communication with ancestors through the slaughter of animals and cleansing ceremonies involving the slaughter of animals; 3) games, specifically masekitlana; 4) music, especially singing and drums; 5) the use of Ubuntu to support clients through care, as well as using available family systems to promote systemic support. These interventions are thought to be useful as they are non-threatening; they allow clients to express themselves, they are a way of relating/identifying, they release emotion and they help to release any “impurity”. With the choice of psychotherapeutic interventions, it is important to consider the “goodness of fit” or congruency between the culture and belief system of both the therapist and client. The findings of the study could make a contribution to the field of psychotherapy in South Africa, since it makes a strong case for the inclusion of psychotherapeutic interventions that are sensitive to cultural differences and meet the needs of children’s cultural beliefs.

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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)

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)