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Addressing the need for school based support for bereavement and loss : perceptions, experiences and interventionThomas, Wendy Anne January 2010 (has links)
Phase One: Effects of loss on the emotional health and well-being of children are wide-ranging and increase the risk of longer term impact on educational success and mental health (McLanahan 1999; Abdelnoor & Hollins 2004a). As frontline workers, school staff hold a role in identifying and supporting pupils at a universal level. How staff view the issue of loss and their role in supporting this is therefore pivotal. A survey design using two devised online questionnaires and semi-structured interviews identifies the experiences and perceptions of school based staff on the issue of loss for schools in one local authority. Using interactive analysis, qualitative and quantitative data from senior leaders in 20 schools, 25 additional school staff members and 9 multi-agency professionals is triangulated to determine perceptions. A range of effects across social, emotional, behaviour and learning are well recognised by staff although behaviour is used as the most frequent indicator of those at longer term ‘risk’. A more structured and rigorous school response exists for loss through death compared to family breakdown despite some specific staff concerns for pupils experiencing loss through multiple changes in the family. Whilst staff members indicate a high expectation to support pupils with loss, they report lower confidence in doing so. A series of influencing factors on staff perceptions are identified at a contextual, situational and individual level. Factors that could be targeted by Educational Psychology Service to help schools build capacity are highlighted, with future considerations for support with identification, training and supervision. Abstract: Phase Two: This second phase of a two part research design investigates how an Educational Psychology Service can increase the capacity of schools to support pupils who have experienced loss. Following a survey design identifying staff attitudes on the issue of loss for schools, a multi-method case study approach is used to research the implementation of a 6-week ‘Loss and Change’ intervention programme. Seven secondary age students participated in the group intervention for pupils who have experienced loss, facilitated by two Educational Psychologists working alongside a member of school staff. A grounded theory approach analysed data from observation, semi-structured interviews and self-report measures. Eight key processes that impact on the effectiveness of the programme are identified and the positive effects spanning social, emotional and behavioural mechanisms are reported for six of the participants. Potential implications of this model of practice for Educational Psychology Services seeking to develop the capacity of schools to support loss are discussed.
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The dynamic shift in therapeutic relationships through counselor self-disclosure with military client: a case studyBlackwell, Ophelia M. January 1900 (has links)
Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Kakali Bhattacharya / Doris W. Carroll / This qualitative case study is designed to explore how two participants described their role with their use of counselor self-disclosure in establishing and maintaining therapeutic alliance with military clients. Utilizing purposeful and criterion-based sampling, participants for this study were counselors who worked with the military populations, had independent practices, and believed that counselor self-disclosure was beneficial in building strong therapeutic alliances with military clients. Informed by Symbolic Interactionism, the participants’ understanding of self-disclosure and its role in establishing and maintaining therapeutic alliance with military clients were explored through semi-structured, in-depth, open-ended interviews.
Counselor self-disclosure (CSD) is a technique that helps to establish strong therapeutic alliances and break down barriers that may exist between the military population and their counselors. Some military members experience mental health disorders following deployments. However, these military members experience barriers when seeking treatment and they commonly terminate treatment prematurely.
Findings indicate that when counselors use self-disclosure it inspires participants to open up and model their counselor’s behavior. Moreover, military clients become aware of their own symptoms that were previously invisible to them, and find ways to relate and trust the counselor. Conversely, findings also indicate that CSD can be used improperly or even when used properly could have undesired effects such as causing ruptures in the therapeutic relationship due to a lack of clients’ openness, or perceiving CSD unprofessional and an inauthentic way to elicit therapeutic alliance.
This study has implications for counselor educators and practitioners to consider training about relationally-oriented cultural practices that help to prevent ruptures in therapeutic alliances with military clients. Another implication is about how CSD could be used in the preparation of students in counselor education training programs and how more inquiry could be conducted to document systematic data about the influence of CSD on therapeutic alliance. Finally, the study has implications about how CSD can facilitate support for military clients and critically understanding how CSD can aid in supporting retention or loss of treatment for military clients.
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Diagnostiese waarde van klei as projeksiemediumBreytenbach, Frieda 11 1900 (has links)
Text in Afrikaans / he goal of this research study is to determine whether clay has any diagnostic value to the
Educational Psychologist. The phenomenon of claywork with children has been examined by
literature to determine whether this subject has been researched before. The developmental
phases in claywork and the development of clayfigures are discussed, as well as the clay
techniques which are applied by children. A comparison between clay as a three-dimensional
medium and drawings as two-dimensional medium is made. The ways of application of clay
are discussed by means of case studies. The general value of clay for the Educational
Psychologist is also mentioned. On the grounds of certain short-comings in the literature
study, "The Clay-feelingstory technique" is initiated and applied.
For the empirical study eighty learners in the foundation phase, aged between five and nine
years, were involved. Random sampling was used. This research study uses the combined
method design in order to better understand the phenomenon of clay projections. Although
the study is mainly qualitative in nature, some data is quantified.
The research results prove that clay projections have diagnostic value, concerning the child's
verbal and non-verbal messages, the way he applies clay techniques, by decoding his
symbolic messages, emotions come to the fore, actions are portrayed and described,
relations are revealed, themes come to the fore and needs are expressed. It also seems that
clay projections can be taken in group context as an identification medium to help the child in
need. It also seems that clay projections can be applied as a supplementary projection
medium and that hypothesis can be verified with other exploratory media. Guidelines are
given for the application and interpretation of clay as projection medium. / Educational Studies / D.Ed. (Sielkundige Opvoedkunde)
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Diagnostiese waarde van klei as projeksiemediumBreytenbach, Frieda 11 1900 (has links)
Text in Afrikaans / he goal of this research study is to determine whether clay has any diagnostic value to the
Educational Psychologist. The phenomenon of claywork with children has been examined by
literature to determine whether this subject has been researched before. The developmental
phases in claywork and the development of clayfigures are discussed, as well as the clay
techniques which are applied by children. A comparison between clay as a three-dimensional
medium and drawings as two-dimensional medium is made. The ways of application of clay
are discussed by means of case studies. The general value of clay for the Educational
Psychologist is also mentioned. On the grounds of certain short-comings in the literature
study, "The Clay-feelingstory technique" is initiated and applied.
For the empirical study eighty learners in the foundation phase, aged between five and nine
years, were involved. Random sampling was used. This research study uses the combined
method design in order to better understand the phenomenon of clay projections. Although
the study is mainly qualitative in nature, some data is quantified.
The research results prove that clay projections have diagnostic value, concerning the child's
verbal and non-verbal messages, the way he applies clay techniques, by decoding his
symbolic messages, emotions come to the fore, actions are portrayed and described,
relations are revealed, themes come to the fore and needs are expressed. It also seems that
clay projections can be taken in group context as an identification medium to help the child in
need. It also seems that clay projections can be applied as a supplementary projection
medium and that hypothesis can be verified with other exploratory media. Guidelines are
given for the application and interpretation of clay as projection medium. / Educational Studies / D.Ed. (Sielkundige Opvoedkunde)
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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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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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