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1
Folkes-Skinner, Julie Ann. „A mixed method study of how trainee counsellors change“. Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/10923.
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In Britain formal counsellor training is regarded as an essential pre-requisite for practice but its impact on the personal and professional development of trainees remains largely unexplored in the research literature. A hierarchical nested research study design (N=64) was used to investigate trainee characteristics and change processes across three BACP accredited counsellor training programmes. This study used quantitative and qualitative methods to conduct two related studies: ‘The Early Effects of Practitioner Training’ and ‘A Longitudinal Examination of Trainee Change’. The first was comprised of a cross sectional examination of trainee characteristics (n=63) and two qualitative studies: The Beginning of Training Study and a single subject Case Study of Margaret. The second consisted of one quantitative and two qualitative studies, these were: a paired sample investigation of the impact of training on one student cohort (n=20), the End of Training Qualitative Study of trainees (n=7), and an Assimilation Model Analysis of Mandy. The research was conducted from a critical realist perspective. The majority of trainees were white, female and middle aged but the experience of minority groups within cohorts was explored. Trainees had personal histories characterised by supportive relationships, loss, trauma, abuse and recovery. Practitioner training had a significant impact on personal and professional development but evidence of some negative effects, including Stressful Involvement, were found. Low levels of distress and increased emotional functioning were positively related to the completion of training. It is proposed that although the achievement of key competencies is the ultimate aim of practitioner counsellor training that it is the ability of trainees to assimilate problematic experiences and integrate different kinds of knowledge that is likely to result in therapeutic expertise.
2
Cathcart, Noel C., of Western Sydney Hawkesbury University und of Health Humanities and Social Ecology Faculty. „An Innovative approach to the training of personal and marital counsellors“. THESIS_FHHSE_XXX_Cathcart_N.xml, 1996. http://handle.uws.edu.au:8081/1959.7/236.
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This thesis contends that trainee counsellors are disempowered when they are expected to conform to the patterns provided by the trainer or agency. Empowerment results from the encouragement of the trainee to develop his/her own eclectic approach to their counselling, and this is only possible if a range of elective training programs are made available. This thesis also contends that no one agency or trainer is in a position to provide such a range of counselling approaches, and trainees should be motivated to use the service of other agencies, as well as being involved in independent studies. This inquiry proposes that one of the most effective foundations for the development of effective counsellors is the active encouragement of the trainee's self-awareness and the exploration of the trainee's inner life. If the success or failure of counselling depend on the ability of the counsellor to create an environment in which the client can explore his/her own issues, then it requires counsellors who have been empowered to make this discovery for themselves. This thesis also shows the author's own transformational journey, from a directed learner to a self-directed learner, and this paradigm shift in his own life has become the motivating force for empowering others to move into a position where they can exercise their own choices, and be empowered through participatory and transformative learning approaches.Master of Science (Hons)
3
Cathcart, Noel C. „An Innovative approach to the training of personal and marital counsellors“. Thesis, View thesis, 1996. http://handle.uws.edu.au:8081/1959.7/236.
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This thesis contends that trainee counsellors are disempowered when they are expected to conform to the patterns provided by the trainer or agency. Empowerment results from the encouragement of the trainee to develop his/her own eclectic approach to their counselling, and this is only possible if a range of elective training programs are made available. This thesis also contends that no one agency or trainer is in a position to provide such a range of counselling approaches, and trainees should be motivated to use the service of other agencies, as well as being involved in independent studies. This inquiry proposes that one of the most effective foundations for the development of effective counsellors is the active encouragement of the trainee's self-awareness and the exploration of the trainee's inner life. If the success or failure of counselling depend on the ability of the counsellor to create an environment in which the client can explore his/her own issues, then it requires counsellors who have been empowered to make this discovery for themselves. This thesis also shows the author's own transformational journey, from a directed learner to a self-directed learner, and this paradigm shift in his own life has become the motivating force for empowering others to move into a position where they can exercise their own choices, and be empowered through participatory and transformative learning approaches.
4
Ballinger, Liz Mary. „The role of the counsellor trainer : the trainer perspective“. Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-counsellor-trainer-the-trainer-perspective(21a01315-562b-47cb-86ea-47676a9be8a5).html.
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This research sets out to explore how counsellor trainers understand and experience their role in the context of early twenty-first century Britain. The training sector is facing significant pressures connected with the shifting context for counselling and changes within the educational sector itself. These are occurring against a wider backdrop of economic recession and a lack of published research into rank-and-file trainer experiences and viewpoints. The methodology of choice is Interpretative Phenomenological Analysis (IPA), a qualitative approach which focuses on the production of rich individual accounts of subjective experience. Sixteen trainers were recruited from across Great Britain via purposeful convenience sampling using the professional networks of the researcher, herself a trainer. The trainers were individually interviewed using a semi-structured interview schedule. The result is four separate but interconnected studies of the experiencing and understanding of the role on the part of trainers within programmes based on person-centred, integrative, psychodynamic and cognitive behavioural therapy (CBT) approaches. The four studies are analysed separately and contextualised within the literature. Tentative overall themes are then drawn out and implications discussed. The findings highlight the multifaceted and demanding nature of the training role. A commonality and difference in understanding of the role is evident across the studies. Discernible differences focus primarily on the relational nature of the role and the centrality accorded to critical thinking and the evidence-base. There are also different levels of identification and reconciliation expressed in relation to professionalising processes. A dominant finding in terms of the experience of the role is its high-reward and high-stress nature. Across all four studies, there is an identifiable vulnerability to substantial levels of stress and a developed potential for burnout. Workload pressures, the emotional demands of the role, a limited sense of autonomy and a perceived lack of appropriate support are among some of the major factors cited. In parallel trainers report a high level of reward and vocational commitment. The experience of the role’s rewards and challenges is a dynamic one, the balance shifting in the longer or shorter term. The context of the work carries significance with trainers in the private sector reporting substantially less stress. On a wider note, the shifting professional, educational and economic contexts are perceived as adding a new note of threat and uncertainty and leading some trainers to question their vocational commitment. The continuing divisions amongst differing theoretical schools are evident as well as a continued sense of non-belonging within institutional contexts. The findings are not presented as generalisable truths but as a contribution to the development of a case-based context-dependent understanding, regarded as important to effective practitioner development.
5
Kam, Jessica C. „Mindfulness, gratitude and perceived stress among counsellor trainees“. Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53952.
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This study uses data from a larger mindfulness study to investigate the impact of a mindfulness and gratitude intervention on mindfulness, gratitude and perceived stress among graduate counselling psychology students in clinic. Twelve participants took part in a weekly meditation and gratitude journaling intervention, and three participants were in a control group. Participants also completed a questionnaire package four times: pre-intervention, one week after mindfulness training (during the first week of the intervention), at six weeks of intervention, and at twelve weeks. The questionnaires completed were the Kentucky Inventory of Mindfulness Skills (KIMS; Baer, Smith, & Allen, 2004), Gratitude Questionnaire-Six Item Form (GQ-6; McCullough, Emmons, & Tsang, 2002) and the Perceived Stress Scale (PSS; Cohen, Kamarck, & Mermelstein, 1983). No significant differences for the main of effect of intervention or the interaction between time and intervention were found between the control and intervention groups on the dependent variables. The main effect of time was found to be significant for the Observing subscale of the KIMS. Significant negative correlations were found between perceived stress and gratitude at 6 and 12 weeks. There were also significant negative correlations between perceived stress and the Observing and Describing subscales of the KIMS at pre-intervention, 1 week and 12 weeks. At 1 and 12 weeks, there was a significant negative correlation between perceived stress and the Acting with Awareness subscale of the KIMS. Finally, there was a significant correlation between perceived stress and Accepting without Judgement subscale of the KIMS at 6 weeks. Findings are discussed in context of the literature, as well as implications and future research.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Chen, Charles Pintang. „The experience of counsellor trainees from non-Western cultures“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56658.pdf.
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Liu, Xuebing. „Becoming a counsellor in a second language : a reflexive case study“. Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/29618.
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This thesis focuses on the trainee counsellor’s experience of speaking a second language in counselling practice. It is based on a single in-depth case study, examining the author’s experience of practice during her training and in her first post-qualification years. Through a detailed exposition of the practitioner’s countertransference experience in relation to her use of a second language, it identifies three positions, termed ‘Worrying and Stumbling’, ‘Connecting and Attuning’ and ‘Relaxing and Playing’. Detailed practice examples are provided to illustrate each position. Like Klein’s use of the term, positions are conceptualised not as chronological or fixed stages, but as ways of being in relation which can dominate or recede at any time. In contrast to the problem-focused perspective that characterises existing research on second language use in counselling, this thesis provides evidence of the opportunities that arise in the therapeutic relationship when the counsellor is working in a second language, even arguing that second language use can be an asset. As counselling and psychotherapy become increasingly globalised, with counsellors and clients often no longer sharing the same native tongues, this thesis makes a timely contribution to research focused on the counsellor’s experience in this setting. Shedding new light on the experience of trainees working in a second language, it offers insights to counselling educators, researchers, practitioners and trainees.
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Davis, Paula Anne. „A culturally responsive education program for trauma counsellors in developing countries“. Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/7451c1eb9f88a39889e77487cc726753d1dea9affdf5b0e387e1a237dc1963d7/62276450/Davis_2016_A_culturally_responsive_education_program_for.docx.
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The vast majority of training for para-counsellors and community workers who facilitate trauma recovery programs in Uganda and Sri Lanka is based on Western developed conceptual frameworks and techniques that tend to strengthen the resilience of the individual. Yet little known research is available to determine how the gained knowledge and skills through individualistic-oriented training programs are adapted in practice within collective-based contexts where the clients have experienced enduring political violence and civil warfare. Specifically, this research aims to identify how trauma counselling trainees understand, cope and adapt counselling skills and strategies that are designed within a different cultural framework to their own. The researcher adapted an ethnographic case study design. Two case studies were selected. One case study was conducted in Uganda. The second case study was conducted in Sri Lanka. The participants in each of these studies were purposefully selected from among three cohorts of para-counsellors who participated in training programs that were conducted by the researcher in collaboration with local organisations and counsellors in these two countries. Data were collected through a variety of data gathering strategies: interviews with three samples of trainees, examination of cultural artefacts nominated or described by the trainees to represent their trauma experience, observations of the trainees during training sessions, the analysis of the training documents, the diaries produced by the trainees and the researcher’s diary. Data were entered, analysed and coded using the NVivo computer program. Initial readings of the data enabled the researcher to create wide-ranging codes. Then, an iterative process was employed to develop narrower concept categories and sub-categories that were allocated descriptive titles derived from the researcher’s conceptual memos. This facilitated engagement with the process of continuous meaning making to provide an understanding of the research participant’s experiences. The findings show that the trainees adapted some aspects of the therapeutic approaches and tools of counselling gained during their training that were more consistent with collective social harmony, particularly in Uganda; for example, the para-counsellors de-emphasise probing but encourage storytelling as a form of selfdisclosure. A similar adaptation was not observed in Sri Lanka. The para-counsellors here tend to implement the learned trauma-counselling strategies in similar ways to their Western colleagues. The Ugandan clergy de-emphasise their previous understandings of trauma, illness and adversity as being related to the religious viewpoints that underpin African Tribal Religion. However, they encourage the use of Psychoeducation as a therapeutic tool of counselling that explains trauma in terms of neurobiology. The trauma recovery education program would benefit from continuing to facilitate the trainees’ self-disclosure, using the selected therapeutic tools of counselling, as they were generally found to result in their personal growth, assist them in symptom reduction and decrease their distress. Equal numbers of male and female participants may constitute a shift in male dominance and may lead to greater self-disclosure and female participation. Also, the trauma recovery education program may be more beneficial to the trainees if it includes less Western theoretical knowledge and more content that aligns to the trainees’ life experiences and needs, especially in adapting the selected counselling tools to fit the collective value of social harmony in trauma recovery. This may be achieved through role-plays of family situations where several family members exhibit trauma symptoms and behaviours that interfere with their capacity to function in their socially assigned roles.
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Mohamad, Yusoff Salmah. „Experience in teaching and learning group work among counsellor educators and counselling trainees“. Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/48356/.
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This research aims to explore the experiences of counsellor educators and counselling trainees of teaching and learning group work. Group work is one of the core courses that aims to prepare trainee counsellors to be group work leaders. However, there is no specific research that explores the preparation of counselling trainees for group work practice from both trainees’ and educators’ perspectives. In this qualitative study, the counsellor educators’ and counselling trainees’ experiences of teaching and learning group work courses are explored. As a collective case study, in-depth exploratory data was collected from six group work lecturers and six groups of undergraduate counselling trainees from three Malaysian public universities and analysed using thematic analysis. The analysis highlighted three important components, which are: 1) experiential learning activities, 2) therapeutic factors in group work training, 3) personal qualities in relation to teaching and learning group work and 4) the interaction of experiential learning activities, personal qualities and therapeutic factors during the teaching and learning group work. These elements are interrelated in the process of understanding both educators’ and trainees’ experiences to promote the best practices in teaching and learning group work courses, especially for informing counsellor educators about the process of teaching and learning group work in counsellor education.
10
Coppard, Dorothea. „A comparison of the knowledge and attitudes of school counselors trained in the prevention and awareness in schools of HIV/AIDS project and untrained counselors in Tanga Region, Tanzania“. Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4825_1260533199.
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This study aimed to establish the effect of the training that was provided by PASHA on the knowledge and attitudes of school counsellors regarding HIV/AIDS. The research was conducted as a quantitative, observational KA(knowledge, attitude) study in 57 schools (37 or 32 % of the intervention schools,20 non-intervention schools) in Tanga region, using questionnaires to compare the knowledge and attitudes of trained counsellors with those of untrained counsellors towards HIV/AIDS, sexuality and reproductive rights of their students. Questionnaires were pre-tested and then administered face-to-face over a four week period in 2007. Eighty five counsellors were interviewed, 56 of these had received in-service training as counsellors, while 29 had not received any training by PASHA.
11
McNab, Stuart Hugh. „The use of personal development groups in counsellor training : an examination of trainers', facilitators and students' experiences“. Thesis, Keele University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344134.
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Carver, Elizabeth V. „A co-operative inquiry into counselling and psychotherapy trainers' inter- and intra-personal concerns and challenges in a higher education context“. Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620560.
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Key Aim: The purpose of this study was to examine complex concerns and challenges encountered by counselling and psychotherapy trainers, and support them to deliver a consistent, relationship-centred learning approach within Higher Education (HE). Background: Counselling and psychotherapy training is central to regulating practice, however, studies conceptualising trainers’ concerns and challenges in the United Kingdom (UK) are sparse. Literature generally evaluates trainer challenges from a professional competence and/or gatekeeping perspective. Little evidence exists identifying problems connected with ‘professionalisation’. Aims and Objectives: The aim was to evaluate trainers’ multidimensional unease that can hinder working relationships. The intention was to: explore difficult patterns of behaviour and group dynamics in the ‘training alliance’; explore trainers’ perceptions and experiences when confronted with gatekeeping issues; collaboratively develop strategies to enhance trainers’ learning experience; examine the processes needed to sustain these strategies; and identify the lessons learnt to inform practice, education, and research. Approach and Methods: A qualitative, co-operative inquiry approach enabled trainers to question their situated and propositional knowledge, reconcile professional challenges, allay concerns about individual fitness to practice, and provide alternative responses to students, peers, and managerial hierarchies in HE and professional bodies. This approach has a political and social element, according with personal desire to make change. Thematic analysis uncovered new insights, expanded or modified principles and re-examine accepted interpretations during 8 inquiry sessions with 5 experienced trainers, and 3 associated workshops. A primarily iterative and inductive process of immersion, involved reflexive engagement, and sharing of data with trainer/practitioners. Findings: 6 overarching themes were identified: Trying to Make Sense of Significant Events; Negotiating Conflict and Incongruity in Training Groups; Navigating Inherent Challenges within Counsellor Training Teams; Teaching as a Never-Ending Challenge; Organisational Constraints and Challenges; and Contemplating Individual Connection in a Collaborative Context. Discussion and Conclusion: Findings supported previous research suggesting trainers require training, and that trainers’ concerns and challenges are interlinked; beginning with interpersonal challenges that subsequently impact on trainers’ professional and intra-personal sense of identity. Co-operative inquiry can benefit programme teams in terms of the co-construction of trainers’ realities and dynamic negotiation of meaning. Co-researchers’ knowledge and confidence in responding to potential conflict in training was enhanced. To achieve the best outcome, this knowledge needs implementing in practice; programme team involvement is a prerequisite, and support is required by professional bodies and HE to ensure ethical training practice in the face of student disgruntlement, management demands in HE and from professional accrediting bodies.
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Van, Aswegen Louise. „he effect the experiences of volunteer HIV counsellors have on their own well-being :|ba case study / Louise van Aswegen“. Thesis, North-West University, 2009. http://hdl.handle.net/10394/4775.
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The aim of this qualitative interpretive research was to explore the experiences of HIV counsellors and how these experiences influence the counsellors' psychological wellbeing. The complexities of the context within which HIV pre and post test counselling occurs form the day-to-day real ity of barely trained volunteer counsellors whose task it is to counsel, inform and educate people at grass roots concerning HIV. The guiding question of the current research pertained to the experience of HIV counselors regarding the influence of their work on their own well-being. A case study design was used. In depth interviews were conducted with nine Sotho speaking HIV counselors working in primary healthcare clinics in the Sedibeng region of Gauteng. Additional data was collected through observation. Data was initially coded, using axial coding; this was followed by thematic analysis. The focus was .on the psychological well-being of the volunteer HIV counsellors. The data indicated that the participants were not overwhelmed by the many stressors of their challenging occupations. They succeeded in developing their own ways of stress relief especially through practising their spiritual beliefs and other means like participating in community activities and meaningful relationships of significant other. They experienced personal growth and empowerment in general, but especially in the field of health and sexuality. The female participants were increasingly able to negotiate safer sex. Participants' lives were enriched through amongst others the regard they received from their communities, and being in a position to give information and advice that they gained from the training and exposure to information. The participants experienced feelings of self-worth in that they were able to contribute to their communities and thereby adding meaning to their own existence. It became clear that their character strengths such as wisdom, courage, humanity, justice and transcendence enabled them to function and grow in their difficult situation. The research highlighted that the inner strengths and virtues of the volunteer counsellors enable them to persist, in challenging work conditions and socio-economic circumstances. Difficulties facing volunteer HIV counsellors that became clear are the lack of support and recognition they have to contend with. It is therefore recommended that more attention should be given by the relevant stakeholders to strengthen the support and to make more resources available to them.Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2010.
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Sibisi, Hleziphi. „The understanding and approach of trained volunteer counsellors to negative racial sentiments in traumatized clients“. Thesis, 2009. http://hdl.handle.net/10539/6585.
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In the current South African context there is a strong likelihood of the occurrence of trauma
incidents that involve people of different races. Anecdotal evidence suggests that this has
contributed to the increased expression of negative racial sentiments by victims of trauma,
especially in crime related trauma, when the perpetrator/s are of a different race group to the
victim. This research study locates itself within the small number of studies that have sought to
engage with the problem of negative racial sentiments as a response to trauma. This study
focused particularly on the observations, explanations and interventions of volunteer counsellors
in having to engage with this content in traumatized clients. The study sought to understand the
impact that the expression of negative racial sentiments had on the process of trauma counselling
and debriefing and on counsellors personally. The research was operationalized within a
hermeneutically oriented qualitative research framework. The participant group was comprised of
11 volunteer counsellors from different parts of Johannesburg and from different organizations.
Participants were chosen through purposive sampling and face to face semi-structured interviews
were used as the method of data collection. Thematic content analysis was employed to analyze
the interview texts. The findings suggest that negative racial sentiments are a commonly
occurring response following a trauma. Counsellors predominantly understand negative racial
sentiments to be part of the trauma symptom pattern, in that they explain such responses as
‘trigger’ reactions. Counsellors also understood the sentiments to represent pre-existing
prejudice, exaggerated and re-evoked by the trauma. The findings indicate that counsellors were
developing and utilizing skills and interventions mainly of their own design in engaging with
negative racial sentiments, as they are generally not trained on how to engage with this content in
trauma counselling. Counsellors use interventions such as normalizing, psychoeducation and
CBT based interventions when they do intervene, but in some cases make a choice not to
intervene. Counsellors reported considerable discomfort and suggested that although case by case
intervention was important, some guidance as to how to work in this area would be useful. The
contextual nature of the problem and related interventions was also highlighted.
15
Elmslie, Pamela Anne. „The effects of counsellor trainee's family-of-origin on the process of becoming a counsellor“. 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94844&T=F.
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Charlton, Rod. „A Western model of counselling for black teachers trained as counsellors : a case study“. Thesis, 2012. http://hdl.handle.net/10210/6951.
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M.Ed.With more and more emphasis on redressing the wrongs of apartheid and the focus on improving facilities and services in previously disadvantaged communities, there has been a move to bring previously unavailable and inaccessible services to the people who live in the townships. Counselling is one such need, especially considering the past political violence and the ongoing problems of poverty, child abuse, drug and alcohol abuse, unemployment and feelings of helplessness. Trauma Counselling emerged as one of the expressed needs from the townships on the East Rand of Gauteng (Johannesburg). Consequently NG 'S, Universities and local government have become involved in delivering some sort of counselling programme within the townships. The research question emerged as a result of the researcher's work and frustration whilst working in this area. It became apparent that the counsellors who were working within a township context were not always progressing as they would like. The researcher thus decided to investigate the appropriateness of using a western model of counselling within a township context. The theoretical framework consists of a brief overview of a western model of counselling and relevant readings on cross-culturalism. The skilled helper model of counselling was used to represent a typical western counselling model. The concept of Individualism and Collectivism emerged as an important aspect on which the study is based. Further readings on Traditional Healing were also undertaken. The nature of the research question led the researcher to adopting a monographic study as a research format within a qualitative research paradigm. The study is conducted in the single case study format. This in turn directs the research to observations, focus groups and document analysis. A group of black teachers who underwent training in counselling skills is the target of this study. The findings of the study indicate that western-type counselling as it is currently practised in South Africa needs to change to be more effective within the African context. The research also indicates that it is important to include cross-cultural training as well as the theory of Traditional Healing within the training of future educational psychologists
17
Green, Julie Honor. „Evaluation of a lay counselling programme that trains lay counsellors from the townships“. Thesis, 2015. http://hdl.handle.net/10539/16701.
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Arrand, Penny Coral. „Cultural influences on the formation of the therapeutic alliance : a case study with western-trained Chinese counsellors“. Thesis, 1995. http://hdl.handle.net/2429/4141.
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The underlying assumptions of Western counselling and psychotherapy are based on Western European values such as individualism and autonomy. How applicable then are the goals and practices of Western counselling and psychotherapy when applied to non-Western cultures? This research study interviews eight Western-trained Chinese counsellors/psychotherapists who have experience with counselling both Western European clients and Chinese clients. It was found that the establishment of rapport using traditional Western counselling theories has varying amounts of success depending on (a.) the familiarity of the client to Western values, (b.) the
familiarity of the counsellor/psychotherapist with Chinese
values, (c.) the awareness to not apply knowledge of a client's culture in a stereotypical way, and (d.) the willingness of the counsellor/psychotherapist to be open, flexible, and patient in negotiating a process that fits comfortably with BOTH the
particular counsellor/psychotherapist's cultural bias and the particular client's cultural bias.
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Jacob, Jessy. „A study of peer counselling for evolving a strategy to train peer counsellors in the teacher training colleges in Delhi“. Thesis, 1998. http://hdl.handle.net/2009/1191.
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