Thesis (Ph. D., Education)--University of Idaho, July 2008. / Major professor: Jerome Fischer. Includes bibliographical references. Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. K. Michele Kacmar, Florida State University, College of Business, Dept. of Management. Title and description from dissertation home page (viewed Sept. 23, 2004). Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Western Michigan University, 2001. / Includes bibliographical references (leaves 217-225).

The transgender (TG) community has become more visible, both individually and collectively. The counseling professions, not unlike other professions, have lagged behind in their understanding of this population and their culture, an act that perpetuates stereotypes and supports unequal treatment. Among the many barriers faced by transgender individuals, barriers that block access to mental health and medical care are the most critical, as they can be life threatening (Shipherd, Green, & Abramovitz, 2010; Stotzer, Silverschanz & Wilson, 2013). Ignorance, bias, and discrimination are a common experience for those who are TG when trying to gain access to social services (Grant et al., 2010a). Accredited training programs that are responsible for training counseling professionals to work with all people, regardless of gender, vary in their extent and method of providing multicultural instruction, including information regarding TG individuals (Lewis, Bethea, & Hurley, 2009). A lack of uniform preparation for counselors may leave them unprepared to work with a population that is growing and becoming more likely to present for treatment. Supervisors are often counselors themselves with only two or more years of experience of training to establish their clinical licensure. Like counselors, they may have received minimal education with regard to transgender clients and culture during their masters training program. This study was an exploration of nine counselor supervisors’ experiences of providing supervision for counselors who worked with TG clients. Additionally, there was exploration into whether when supervising for counselors who are working with TG clients, what, if any changes occurred in the supervision relationship. Prominent themes emerged among the supervisors’ training experiences, their models of supervision and training, and their supervision alliances. An additional prominent theme among the supervisors interviewed was their trajectory of knowledge acquisition about transgender culture and needs. Most supervisors gained their knowledge through self-motivation, investigation, and self-direction. Likewise, the motivation that led the supervisors to seek more knowledge also compelled them to pass this on to others. Experiences from supervision preparation to supervision provision were explored, examined, and analyzed to identify common themes. Following the Grounded Theory (GT) methodology of Corbin and Strauss (2008), nine counseling supervisors, located throughout the United States, were interviewed. The population of interest for this study was unique and specific: counselor supervisors who supervised a counselor from a CORE or CACREP accredited program that was working with a TG client. The information from these interviews revealed a lack in formal training at both the Masters level for counselors and at the Doctoral level for supervisors. Through dialogue with these supervisors, a description of their experiences in their work and the relationships between themselves and their supervisees was exposed. Subsequent analysis revealed five themes: personal choice, multicultural skills to work with TG clients, lack of training, self-motivation to work with TG clients, and barriers to working with TG clients. Supervisors discussed their experiences of working with supervisees and their perception of necessary training to work with TG clients. Supervisees who lacked training struggled with such issues as language use and internalized hate. According to these participants’ training and education on the TG population was obtained in other venues such as conferences, on the job trainings, and from other certification organizations.

This study explores and analyses the experiences and perceptions of community nurses (District Nurses, Health Visitors and School Nurses) involved in mentoring Project 2000/Diploma in Higher Education student nurses within one site of a College of Nursing. It addresses the significance of mentorship in nursing education and in particular, the mentoring role of community nurses from their own perspective. Conceptual frameworks derived from the literature review on mentorship in nursing education are adopted in operationalising the research aims and the formulation of questions for data collection. The exploratory and descriptive nature of the study lends itself to utilising two methods of gathering data: postal survey questionnaires and semi-structured interviews. One hundred (100) respondents participated in the former, while twenty (20) informants took part in seventeen (17) interviews carried out by the researcher over a period of four months. The findings of the study indicate that mentoring Project 2000 student nurses is a complex, time consuming and skilled activity, and that there are positive as well as constraining factors which affect the effectiveness of the mentoring process and the quality of the mentors. It also suggests that mentors require educational and managerial support, continuing professional development, and recognition for their role. Recommendations are made for improving the mentoring process and the quality of mentors. It is hoped that the information will improve the quality and utility of nurse education, and enhance the quality of interpersonal relationships between mentors, students, and clients or patients in the community.

The objectives were to evaluate the prudential supervision of UK building societies and to produce a blueprint for reform. The cases for and against regulation with particular reference to financial institutions and building societies were evaluated and the objectives of regulation were subsequently incorporated into a building society questionnaire. The supervision of societies since the Building Societies Act 1986 and five case studies were examined with respect to five objectives of supervision. A series of semi-structured interviews were conducted with members of the industry.

Magister Artium (Psychology) - MA(Psych) / The aim of this study was to establish if there is a relationship between Self-Esteem, Network Orientation and the student-supervisor working alliance and if that working alliance in turn influences the perception of thesis work as being stressful. Student throughput and retention at universities is a worldwide problem creating issues for public reputation and financial viability. Successful completion of a thesis is an important part of a Masters degree, but has been identified as the most stressful element of the course. Understanding of the student-supervisor working-alliance may shed some light on ways in which universities may increase throughput and retention. Permission to conduct the study and ethics clearance was obtained from the Senate Research Committee of the University of the Western Cape and all relevant ethics principles were adhered to. An incentivized, online survey using established measures of Self-Esteem (Rosenberg’s Self Esteem Scale), Network Orientation (Network Orientation Scale), Working Alliance (The Working Alliance Inventory) and Perceived stress (The - Perceived Stress Scale) was conducted with a sample of 73masters-level students in the Community and Health Sciences Faculty of a Historically Disadvantaged University. The survey had a response rate of 24.5% (n=83/ 338) after 4 follow-up mailings. Hierarchical regression analysis was used to establish the predictive relationships between these variables. Self-esteem and Network Orientation were found to be reciprocally determining; and both could significantly predict working alliance as independent criterion variables. When combined, Self-Esteem dominated Network Orientation as a significant predictor of Working Alliance controlling for Race. The findings indicated that the perception of thesis work as stressful was found to be a function of Network Orientation controlling for Race, Working Alliance and Self-Esteem. More notably Network Orientation only had an influence on Perceived stress in the presence of Working Alliance that suggests a mediative relationship

This study deals with the indirect effects of industrial technology upon the behavior of first-line supervisors. Homans' paradigm of the constituents of social behavior, and Woodward's observations regarding organizational correlates of technology provide the rationale for the enunciation of specific hypotheses pertaining to the nature of supervisory activities, interactions and sentiments associated with each of three categories of industrial technology. The validity of the specific hypotheses is tested thru a secondary analysis of data reported in a number of observational studies of organizational behavior. The perennial "man in the middle” concept of the first-line supervisor is rejected. It is not a valid ideal-type concept that is representative of supervisory behavior in all forms of contemporary production organizations. It appears that the dominant mode of technology within a production organization or work unit affects organization structure and processes. The latter phenomena seem to be important factors shaping supervisory role demands, characteristics of work environment, and, hence, supervisory behavior. Thus, the study suggests the utility of three ideal-type constructs of supervisory behavior; one for each of the three categories of technology. Unit-and small-batch-production technology Role demands include an important technical element. Administrative activities include personally attending to personnel matters, production reports and specifications, and coordinating and monitoring work flow through the unit. Interactions with fellow supervisors along the work flow are minimally required. Interactions with both subordinates and staff specialists are typically task-oriented, face-to-face and devoid of conflict. Interactions with superiors may be mediated by the reports of staff specialists if the latter are found in the organization. Sentiments toward subordinates, superiors and staff specialists tend to be neutral to friendly in tone and fairly constant over time. Mass-production-assembly-line technology The supervisor typically neither possesses, nor is required to possess, a significant body of technical knowledge or set of technical skills. Administrative activities are directed toward coordinating and monitoring work flow through the unit, and, in general, achieving the collaboration of others. These activities are effected by verbal interactions, mainly with non-workers such as staff specialists. The requirement for interactions with fellow supervisors along the work flow ranges from being minimally required to inherent in the productive process. Interactions with staff specialists are face-to-face, task-oriented, and typically hostile. Interactions with superiors tend to be task-oriented, hostile and heavily mediated by the reports of staff specialists. Supervisory interactions with subordinates tend to be face-to-face, frequently hostile, and primarily task-oriented. The sentiments of supervisors toward subordinates, and particularly superiors, are characteristically those of defense and hostility; they are unstable over time. Sentiments toward staff specialists tend to be neutral to hostile and generally stable over time. Continuous-process technology Role demands of the supervisor include an important technical element; technical advice is both sought from and given to subordinates and staff specialists. As the degree of automaticity of production control increases, the need for coordination of work flow within and between units decreases; similarly for the requirement for exclusively task-oriented interactions with other organization actors. Administrative activities include inspection and control functions designed to assure the safety of both personnel and the process and equipment. Interactions with subordinates and staff specialists tend to allow for the mutual evaluation of technical issues. As the degree of automaticity of production control increases, such interactions tend to be characterized by the exchange of advice and information. Sentiments are generally neutral to friendly and slightly unstable over time. V.V. Murray, Supervisor / Business, Sauder School of / Graduate