Magister Artium - MA (Psychology) / The state of postgraduate studies in South Africa has come under renewed enquiry in recent years as concern is placed on the inconsistency between postgraduate enrolment and graduation rates. The discrepancy between the enrolment and completion rates is attributable to a range of factors. Literature identified the supervisory relationship as an important and significant factor in predicting completion. The establishment of a good working alliance in the beginning of the thesis process has been identified as a crucial task. As a result, it is useful to gain insight into how students set about establishing working relationships with new supervisors and how they rate the quality thereof. The present study was conducted with Psychology Masters students who were in their first semester of the first enrolment in the Community and Health Sciences faculty at the University of the Western Cape. Attachment theory provided the theoretical framework for the study as it posits that the quality of current relationships are a function of early relationship experiences. Thus students were thought to draw on earlier experiences when setting about establishing new relationships such as the supervisory relationship. The study was exploratory and descriptive in nature. Semi-structured interviews were conducted with eleven eligible participants who have been selected purposively. Transcriptions have been subjected to a Thematic Analysis. Ethics clearance has been requested from and granted by the Senate Research Committee and all relevant ethics principles such as, confidentiality, anonymity, voluntary participation and informed consent, have been adhered to. Findings indicated that supervision was a central component for graduate completion, underscoring the importance of early supervisory sessions to form a strong working alliance. Furthermore, the findings indicated that the supervisor's role in providing the expertise and support largely contributed to the success of establishing strong and productive supervisory relationships. Participants perceived strong supervisory relationships as necessary to foster completion of higher degree requirements. The development of a new supervisory relationship activated relational patterns for students that underscored the importance of recognizing the supervisory relationship as a relationship.

The supervisory relationship is reported to be fundamental in determining whether the goals of supervision are met. Its role is said to surpass any methods or approaches used (Kilminster and Jolly, 2000). In educational psychology the supervisory relationship with trainees has not been explored in any depth. This study aims to explore how both trainees and supervisors experience the relationship. An onus is placed on exploring the effective features of the relationship, with a view to enhance practice. In phase 1, interpretative methodology was applied to identify newly qualified educational psychologists’ experiences of their practicum based supervision when they were in year three of their training. Main themes described are participants needing to feel accepted by their supervisor, the supervisor acting from within professional, personal and nurturing based roles, feeling connected with the supervisor, being open and disclosing with the supervisor and how service culture impacts supervision. The power dynamic between trainee and supervisor appeared to significantly impact on key features of the relationship The themes from phase 1 were presented to supervisor participants in phase 2. Interpretative methodology was used to explore supervisors’ perceptions of these themes. Overall, supervisors appeared to like relationships which were mutual and reciprocal. Implications for practice are explored e.g. the need to facilitate authenticity and open dialogue in the relationship. Limitations of the study include 1) piloting the interview process with a non-educational psychology professional who does not have experience of the context of trainee educational psychology supervision 2) possible disadvantages of knowing some of my participants 3) accessing supervisory experiences related to just year 3 of training and 4) inconsistency in criteria for participation, i.e. not all participants had been working with the same supervisor or trainee for year both years 2 and 3 of the training programme.

Supervision of counselors-in-training (CITs) is complex and multifaceted. While supervision is critical to the professional development of CITs, they are also being evaluated for a grade that will advance them academically. Therefore, CITs may feel pressured to intentionally withhold information in supervision that could reflect badly on them or their supervisor and/or hinder their progress. Indeed, one study indicated that 97.2% of CITs intentionally withheld relevant information in supervision (Ladany, Hill, Colbert, and Nutt, 1996). Fortunately, there are ways to reduce supervisee non-disclosure. For example, when CITs perceive a strong supervisory relationship, nondisclosures occur less frequently (Mehr, Ladany, and Caskie, 2010). There is some evidence that the supervisory relationship is impacted by the supervisory working alliance and supervisee attachment styles. More general social perceptions may also impact the supervisory relationship, but that has not been assessed in the context of CIT supervision. Therefore, the purpose of this quantitative study was to examine these factors, supervisory working alliance, supervisee attachment styles, and social perceptions, and their impact on intentional nondisclosure by CITs. This quantitative study included a sample of 112 master's-level counselor-in-training students enrolled in internship at a CACREP-accredited (Council for Accreditation of Counseling and Related Education Programs) counselor education program. Results indicate that CITs report more discomfort in disclosing supervision-related issues compared to client-related issues. An exploratory factor analysis of the three constructs of interest resulted in a four-factor model. These factors were: (1) Perception of a Supervisor, (2) Anxious Attachment in Supervision (3) the Supervisory Working Alliance, and (4) Avoidant Attachment in Supervision. A multiple regression analysis indicated that a model including social perceptions of supervisors, the supervisory working alliance, and supervisee attachment styles explained 64% of the variance in intentional nondisclosure. Avoidant attachment styles and rapport of the supervisory working alliance were significant predictors of intentional nondisclosure. Implications for counselors and counselor educators are included. Limitations and recommendations for future studies will be discussed based on the unique findings from this study. / Ph. D.

Wellness has become an increasingly important paradigm for counseling and clinical supervision. A heightened focus on counselor wellness in supervision has emerged as an intervention to improve quality of care to clients and prevent counselor impairment. Although researchers have examined the benefits of wellness interventions in supervision, we have little understanding of the supervisor's ability to model wellness to their supervisees. Nor have researchers shown how a supervisor's wellness influences supervisee wellness—and if and how the strength of the supervision relationship changes this influence. Thus, the purpose of this quantitative investigation was to (a) analyze the role of modeled wellness as a way for supervisors to influence the multifaceted aspects of supervisee wellness, and (b) identify if the factoring in the supervisory relationship changes this influence. This quantitative study included a sample of 105 counselor education students enrolled in practicum or internship courses who were receiving supervision from a site-based supervisor. Results indicated that supervisee personal wellness was influenced by the supervisee's perception of supervisor wellness. Certain second-order factors of perceived supervisor wellness (Creative and Coping Selves) were more predictive of the corresponding factor of supervisee personal wellness. When the strength of the supervisory relationship was considered, the model became more predictive despite the lack of correlation between the strength of the supervisory relationship and supervisee personal wellness. Results from this investigation suggest that the supervisory relationship can act as a suppressor variable, controlling for error in the equation and making the perception of supervisor wellness a more valid predictor. A subsequent correlational analysis suggests that the error in prediction was primarily in supervisory relationships of moderate strength. The combination of the supervisee's perception of their supervisor's wellness and the strength of the supervisory relationship predicted 9% of the variance in supervisee wellness. Implications for counselors, supervisors, educators, and policy are discussed. Limitations and recommendations for future inquiry are highlighted based on the findings from this investigation. / Ph. D.

Magister Artium (Psychology) - MA(Psych) / South Africa has one of the highest postgraduate dropout rates in the world. One of the main contributing factors to the high number of unfinished Master’s and Doctorate degrees is incomplete theses and dissertations. Frequently postgraduate students complete all other course requirements, but are unable to complete the independent research component. Ethics clearance was obtained from the Senate research committee at UWC. This study used a systematic review methodology to identify appropriate literature on the personal characteristics and demographic variables of postgraduate research students and supervisors and the impact that these variables have on completion rates. The study evaluated the literature for methodological quality in order to enable comprehensive identification, evaluation and meta-synthesis of the current best evidence regarding personal and demographic factors which may affect the supervisory relationship and help or hinder completion rates. This resulted in an evidence base of filtered information which can be used by individuals, institutions of higher education, and government or non-government organisations to inform individual practice, specialised training programmes and general psychoeducation. The results indicated that there is empirical evidence from good quality research that personal and demographic variables impact the working alliance between students and supervisors, and ultimately the completion of the research. Race, gender, spirituality, isolation, and socio-economic status were among the more prominent factors identified.

No description available.

This study examined the supervisory interactions of past and present residence life staff members, specifically, the implications of race on the residence life professional (HD)/residence life student staff member (RA) supervisory relationship. College and university residence halls provide some of the most diverse environments that individuals will encounter as they move through life (Amada, 1994; Jaeger & Caison, 2005). It is in these spaces that individuals learn the most about themselves and others. Thus, learning to navigate multicultural interactions is critical. Facilitated by residence life staff, this knowledge serves as preparation for the actual experiences and situations students will face once they are in the "real world." Although some areas of the higher education literature were limited, the literature review supported the role that residence life staff members have in preparing student staff members (whom are also residents) for the workplace. Learning how to handle situations in the workplace where there are differences such as language, race/ethnicity, culture, or values and beliefs will aid in positive interactions with others and ultimately contribute to a better working environment--inside and outside of the residence halls. Qualitative methods were used for this study because of their attention to vivid and layered descriptions. These descriptions give voice to a person's experiences and interactions and help them make meaning of their own worlds. As a result of residence life staff members living where they work, the most appropriate way to further examine their life experiences was through a phenomenological lens. In addition to the aforementioned qualitative methods, modified versions of quantitative instruments from an earlier study (Ladany, Brittan-Powell, & Pannu, 1997) and two other scales (Helms & Carter; 1990; Helms & Parham, 1996) were used to measure the racial identity development of the participants. These inventories relied on participants to self-report their perceptions. After these assessments were completed, interviews were conducted with 10 randomly selected participants (five RAs and five HDs). Five themes emerged from these participant interviews: prestige, protection, privilege, proximity, and preparedness. / text

A collective case study is the study of more than one case (Stake, 1995). One therapist supervisor and three therapist supervisees from a child and adolescent residential foster care facility were observed during their individual clinical supervision and interviewed post-supervision. Currently, the literature on clinical supervision seldom addresses the supervision of working professional counselors; particularly those who are child and adolescent counselors (CACs). Using a qualitative approach, two fundamental questions guided this inquiry: (a) what is the nature of clinical supervision involving a supervisor who provides clinical supervision to counselors in a child and adolescent residential foster care center that provides mental health treatment? and (b) within the clinical supervision experience, what issues involving children and adolescents does the supervisor explore?Participants provided detailed demographic information about their work and educational experience. During the post-supervision interviews participants recalled the content of the clinical supervision, discussed their thoughts and feelings about the supervision experience, explored how the supervision met their supervisory needs and expanded on their beliefs about the process of supervision in general. Constant comparative analyses, both within-case and cross-case, were conducted and themes emerged from the interviews. Various themes emerged that were associated with: administrative supervision, best practices, case specific discussion, developmental understanding, ethical dilemmas, the personal issues of the supervisor and supervisees, supervision practices, treatment modalities, treatment planning, and working with various systems. Within the clinical supervision of CACs in residential foster care the nature of supervision is related to discussing specific cases in the facility, the supervision practice as it is experienced within each supervisor supervisee relationship, and a general desire to explore the best approaches when working with the children and adolescents at the facility. Collectively the supervisor and supervisees explored issues related to children and adolescents specific to individual cases consistent with generic supervision. Implications for practice and research are also discussed.

No description available.

This study explores trainee psychotherapists' experiences of double bind situations and inconsistency between explicit and implicit contexts of training. The epistemological foundations of this text are postmodern, social constructionist and ecosystemic. A review of the relevant literature is presented, which includes aspects such as explicit and implicit contexts, double bind and experiences of trainees in training. This is followed by an account of the qualitative research approach adopted, namely, discourse analysis. Themes that are extracted from the text of the transcribed interviews are assumed to reflect discourses in training and the broader societal contexts in which trainees find themselves. These discourses are seen to inform trainees' constructions of their experiences in training. The findings of the analysis are found to concur with the initial hypotheses of this dissertation, as well as with findings in the literature. Recommendations for future research are offered. / Psychology / M.A. (Clinical Psychology)