Academic literature on the topic 'Child psychotherapy Study and teaching (Internship)'
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Journal articles on the topic "Child psychotherapy Study and teaching (Internship)"
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Fernandes, Vitor de Almeida, Ana Cláudia B. Scucuglia, Ricardo Alessandro T.Gonsaga, and Terezinha Soares Biscegli. "Contribution of the Activities Diary to the pediatric teaching." Revista Paulista de Pediatria 31, no. 3 (September 2013): 366–70. http://dx.doi.org/10.1590/s0103-05822013000300014.
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OBJECTIVE To describe the fifth-year medical students' self-evaluation based on the reflexive discourse of the Activities Diaries (portfolio) from the Pediatric Internship I and Child Care Rotations. METHODS Cross sectional, qualitative and descriptive study using the collective subject discourse of the diaries used during the internship of the Medical School, in Catanduva, São Paulo, from January to November, 2011. The registered students' testimonials in the portfolio sections called self-assessment and students' impression were assessed according to their central ideas (discipline organization, breastfeeding outpatient clinic, number of admissions in the pediatric hospital ward and satisfaction with the Child Health training ), related to the teaching of Pediatrics and Child Care. The portfolios with incomplete registers were excluded. RESULTS The testimonials of 47 interns (75% of the students) were analyzed, and 21.3% of them expressed satisfaction with the discipline organization and 27.7% praised the inclusion of the breastfeeding outpatient clinics in the course. For 25.5% of the academics, the number of admissions in the pediatric wards was insufficient for an ideal learning; however, 70.2% were satisfied with the Child Health training. CONCLUSIONS This critical analysis allowed a summary of the reflections, suggestions and critics registered by the interns and can be used as a tool for improvement of the professional cycle.
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Amalina, Nor. "BASIC SKILLS OF STUDENTS DEALING WITH THE WORLD OF WORK THROUGH ACCOUNTING PRACTICES IN SMK NEGERI 3 BANJARMASIN." Jurnal Socius 9, no. 2 (October 10, 2020): 181. http://dx.doi.org/10.20527/jurnalsocius.v9i2.8145.
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Abstract This study aims to describe the learning, media, and curriculum of the SMK Negeri 3 Banjarmasin Accounting expertise program, describe the debriefing provided by the school before the Accounting expertise program students carry out the internship and describe the experience gained by the accounting expertise program at the SMK Negeri 3 Banjarmasin accounting program from the implementation of the internship in the relevant agencies. The research method used is a qualitative research method with data collection techniques through interviews, observations, and document studies. Sources of data obtained from interviews with informants are productive accounting teachers, deputy head of the public relations department, deputy head of the curriculum, administrative staff, and students of accounting expertise program at SMK Negeri 3 Banjarmasin. Data was also obtained from the document study results. The results showed that the Banjarmasin SMKN 3 in teaching and learning activities developed a KTSP-based curriculum, as well as carrying out industrial work activities for three months while students were in the third and fourth semester, and using online learning media to support learning while students were in the business world of industry. As for debriefing by the school when the child will carry out an apprenticeship given by productive teachers, counseling guidance. the head of the expertise program, the deputy head of the school, to the head of the school regarding student matters and readiness regarding the implementation of the internship. Industrial work practices provide special experience and illustrations for students related to business and the industrial world.
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Fry, Sara Winstead. "On Borrowed Time: How Four Elementary Preservice Teachers Learned to Teach Social Studies in the NCLB Era." Social Studies Research and Practice 4, no. 1 (March 1, 2009): 31–41. http://dx.doi.org/10.1108/ssrp-01-2009-b0003.
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This study presents the findings of a qualitative investigation about four elementary preservice teachers’ experiences learning to teach social studies in the No Child Left Behind era. The participants’ internship took place in an elementary school which devoted the majority of the day to literacy and mathematics instruction. Because previous interns in the school had limited or no opportunity to teach social studies, the four participants were required to complete an Interdisciplinary Teaching Assignment to ensure that they were able to teach and reflect upon teaching social studies at least one time during the semester. Findings indicated the interns found the experience meaningful and rewarding because of their students’ enthusiasm toward the content and instructional approaches. After meeting the requirements of the assignment, the participants found ways to borrow time from the hours dedicated to literacy and mathematics instruction in order to address social studies topics and themes. The paper concludes with a discussion of teacher educators’ roles in preserving social studies education in American
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Acar-Ciftci, Yasemin. "Bridging Knowledge and Action in the Workplace: An Evaluation on Internship Learning Outcomes of Child Development Associate Degree Program Students." Journal of Education and Learning 9, no. 3 (May 28, 2020): 174. http://dx.doi.org/10.5539/jel.v9n3p174.
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The efficiency of the education systems fundamentally depends on the quality of teaching and learning in classrooms, workshops, laboratories, and other educational spaces. Perfect teachers, well-designed courses, and proper facilities, provision of necessary resources are required for an excellent education, but not enough. This study aims to evaluate child development associate degree program students in their learning during their summer internships the scope of Raelin’s Work-Based Learning Model. The individual level of this model takes place two types of learning (theory and practice) and four types of individual learning (conceptualization, experimentation, experience, and reflection) that arise from a matrix of two forms of knowledge (explicit and implicit). This research was designed as a case study, one of the qualitative research methods. Depending on the tradition of qualitative research, observation, semi-structured interview, and document review strategies were used to increase the reliability of this study. In the analysis of the qualitative data, the descriptive analysis technique was used to define and interpret the data in line with the predetermined themes. The findings obtained in this study revealed that although the students made various observations and practices during their internships, it has been identified that these studies did not include the learning types in the context of the model.
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Hurwich-Reiss, Eliana, Colby Chlebowski, Teresa Lind, Kassandra Martinez, Karin M. Best, and Lauren Brookman-Frazee. "Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery." Autism 25, no. 6 (March 28, 2021): 1709–20. http://dx.doi.org/10.1177/13623613211001614.
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This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI (“An Individualized Mental Health Intervention for ASD”). Data were drawn from a randomized community effectiveness trial and included a subsample of 159 therapists (86% female) providing outpatient or school-based psychotherapy. Therapist strategies were measured via observational coding of psychotherapy session recordings. Exploratory factor analysis used to examine patterns of strategy delivery showed that among therapists in the usual care condition, strategies loaded onto the single factor, General Strategies, whereas for therapists in the AIM HI training condition, strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies. Among usual care therapists, General Strategies were associated with an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were associated with reductions in child behavior problems over 18 months. Results support the effectiveness of training therapists in evidence-based interventions to increase the specificity of strategies delivered to children with autism spectrum disorder served in publicly funded mental health settings. Findings also support the use of active teaching strategies in reducing challenging behaviors. Lay abstract This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI (“An Individualized Mental Health Intervention for ASD”), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18 months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services.
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Lu, Jiayu, Jianhong Bai, Zhenpeng Liu, Songyuan Chi, Zhaoxiang Yu, Lin Shen, and Wei He. "Application of CBL Teaching Method Combined with Situational Simulation Teaching in Clinical Teaching of Anesthesiology and Its Influence on Improving Theoretical Knowledge and Clinical Practice Ability of Anesthesiology Medical Students." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 4332–40. http://dx.doi.org/10.18001/trs.7.5.1.211.
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Objective. To analyze the application of case based learning (CBL) teaching method combined with situational simulation teaching in clinical teaching of anesthesiology and its influence on improving theoretical knowledge and clinical practice ability of anesthesiology medical students. Methods. 42 anesthesiology medical students who came to our hospital for internship from March 2019 to March 2020 were selected as the research objects, and were randomly divided into the study group and the reference group, with 21 students in each group. The CBL teaching method combined with situational simulation teaching was adopted for the study group, while the traditional teaching mode was adopted for the reference group. After the teaching, both groups of students were assessed in theory and skill operation, and the scores were compared. Results. There was no significant difference in gender ratio, average age, only-child or not, home address and aspiration to choose this major between the two groups (P>0.05). After training, the scores of theory test and skill operation in both groups were significantly higher than those before training (P<0.001), and the scores in the study group were significantly higher than those in the reference group (P<0.001). The scores of fill-in-the-blankquestions, noun explanations and essay questions of the study group were significantly higher than those of the reference group (P<0.001). The study group was better than the reference group in deepening learning and memory,improving autonomous learning ability, stimulating learning interest, and cultivating clinical thinking (P<0.05). The scores of professional practical ability, professionalattitude,management ability, interpersonal communication ability, professional development ability, and critical thinkingability in the study group were significantly higher than those in the reference group (P<0.05). After training, the humanistic care abilityscores of both groups were significantly higher than those before training (P<0.001), and the score in the study group was significantly higher than that in the reference group (P<0.001).The total recognition of the study group was significantly higher than that of the reference group (P<0.05). Conclusion. CBL teaching method combined with situational simulation teaching can significantly improve students’ mastery of theoretical knowledge and practical operation of clinical anesthesiology, and stimulate their humanistic care consciousness, which can lay the foundation for cultivating professional talents of anesthesiology in our hospital.
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Ogden, David J. "Developing a regional specialist registrar day." Psychiatric Bulletin 30, no. 8 (August 2006): 310–12. http://dx.doi.org/10.1192/pb.30.8.310.
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Higher specialist training in psychiatry requires the development of a broad range of knowledge and skills in a short space of time. However, a brief national survey of programme directors confirms reports from peers that structured, targeted teaching tends not to continue beyond completion of College Membership examinations. Exceptions to this rule are child and adolescent psychiatry and to a lesser extent psychotherapy, which reflects requirements laid out in the Higher Specialist Training Handbook (Royal College of Psychiatrists, 1998). Specialist registrars must therefore, using limited study time and funding, attempt to acquire knowledge from local and national courses. These, however, are usually aimed at more generic groups: for example, all health service specialist registrars or at consultants for fulfilment of continuing professional development.
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Ribeiro, Maria Do Céu. "Analog and Digital Games as a Pedagogical Tool in the Teacher Training Context." Research in Social Sciences and Technology 4, no. 2 (November 8, 2019): 163–73. http://dx.doi.org/10.46303/ressat.04.02.12.
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This article focuses on analog and digital game play and the challenges it poses to future teachers in an educational context. For that, a review of the literature on the subject was made, addressing the theories of Piaget and Vygotsky. We refer to the game as a pedagogical resource, its relation to the teaching-learning process, and its role in stimulating the multiple intelligences referenced by the psychologist Howard Gardner. Structurally framed by this theoretical framework, we developed this study in an integrated internship context in a classroom of the First Cycle of Basic Education, with 20 children ages 9 and 10. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following question: How do the different game supports (analog/digital) motivate children to the teaching-learning process? In order to answer this question, we have outlined the following objectives: i) to understand if the type of support in which children play influences learning; ii) develop activities in contexts, using games (analog and digital); (iii) understand, to what extent, playing games encourages the development of multiple skills. The study is part of a descriptive, interpretive, and reflexive process, framed in a qualitative approach. For data collection, we used participant observation, observation log grids, field notes, photographic records, and interviews with the children. After analyzing the data, these tend to reveal, among other aspects, a remarkable improvement in motivation of children, perceiving that the game is an excellent teaching/learning strategy that allows the development of social and communication skills of children, predisposing the child for learning. As far as the type of game support is concerned, we found that although digital is more appealing to children born in the Digital Age, we verified that both the game in analog and digital support, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.
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Brookman-Frazee, Lauren, Colby Chlebowski, Miguel Villodas, Ann Garland, Julie McPherson, Yael Koenig, and Scott Roesch. "The effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services." Autism 26, no. 3 (January 5, 2022): 678–89. http://dx.doi.org/10.1177/13623613211067844.
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An Individualized Mental Health Intervention for ASD (AIM HI) was developed in collaboration with community stakeholders for delivery in mental health services in response to therapist- and caregiver-identified need to improve services for children with autism spectrum disorder (ASD). Primary findings from a cluster randomized Hybrid Type 1 effectiveness-implementation trial conducted in publicly funded mental health programs demonstrated the effectiveness of AIM HI therapist training on child and caregiver outcomes. This study examined therapist outcomes and therapist experience as a moderator of training effects. Mental health programs were randomized to immediate AIM HI training or usual care. Therapists and child/caregiver clients were recruited from participating programs. Therapists in the AIM HI training condition received consultation for 6 months while delivering AIM HI. Differences between training conditions were examined using multilevel modeling. Therapists receiving AIM HI training were observed to use more extensive active teaching strategies with caregivers, engagement strategies with children, strategies promoting continuity of care, and had more structured sessions with more extensively pursued skill building. Therapist licensure moderated some training outcomes. The current study provides support for evidence-based practice implementation in usual care mental health services. Lay abstract Publicly funded mental health services play an important role in caring for school-age children with autism spectrum disorder (ASD); however, therapists report a lack of specialized ASD training, which families identity as a barrier in obtaining mental health services for their children. An Individualized Mental Health Intervention for ASD (AIM HI) was developed in collaboration with community stakeholders to respond to identified needs of children and community therapists. The current study examined the effects of therapist training in AIM HI on the changes in therapist practice, including therapists’ use of evidence-based intervention strategies in session. Data were collected from a study conducted in community outpatient and school based mental health programs randomly assigned to receive AIM HI therapist training or observation of routine care. Therapist and child clients were enrolled from participating programs. Therapists in AIM HI training received training and consultation for 6 months while delivering the AIM HI intervention to a participating client; therapists in usual care delivered routine care. Both groups of therapists video recorded psychotherapy sessions which were scored by trained raters. Differences between training groups were examined using multilevel modeling. Therapists trained in AIM HI were observed to use more extensive active teaching strategies with caregivers, engagement strategies with children, strategies promoting continuity of care, and had more structured sessions with more effective pursuit of caregiver and children skill teaching. Therapist licensure moderated some training outcomes.
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Salihi, Imane, and Jiann Lin Loo. "Postgraduate Psychiatry Training Programme in Morocco." BJPsych Open 8, S1 (June 2022): S26—S27. http://dx.doi.org/10.1192/bjo.2022.134.
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AimsThe field of psychiatry in Morocco has grown significantly since the 1970s, from less than 10 psychiatrists to the current number of around 400. The increased number of practising psychiatrists has enabled the expansion of local residency training programmes, which has been set up since 1974 to cater for the population needs of more than 36 million population of Morocco. This study is aimed to describe the current medical educational approach of the Moroccan postgraduate psychiatry training programme.MethodsThis descriptive medical educational study was based on official training documents and interviews with local faculty members involved in the training.ResultsThe entry requirement of the four-year Moroccan postgraduate psychiatry residency programme includes the completion of 1 year of foundation training and passing the entrance examination consisting of psychiatric semiology and pharmacology. The postgraduate residency programme is run by the local universities in collaboration with the Ministry of Health and accredited by the Moroccan government. Trainees have the option of taking up a voluntary or contractual position with the government or University Hospitals. All trainees will go through 34 months of general adult outpatient and inpatient, while liaison psychiatry training starts from the second year until the end of the training. On top of the core rotation, a trainee can opt for two months in old age and neuropsychiatry postings. Child and adolescent rotation is currently not available. Addiction psychiatry training is optional and can be done through a university diploma. The 4th year is a 12-month elective posting in any discipline that is relevant to psychiatry, which can be done either locally or abroad. Teaching methodologies involve lectures, seminars, ward rounds, case conferences, journal clubs, and skill training workshops. Formative assessments included case-based discussions and mini-clinical evaluation exercise. There are multiple high stakes summative assessments at year 1, year 2, year 3, and year 4. The summative assessment strategies includes modified essay question, clinical short case and long case. Viva voce is used to assess competency in research. Different mandatory skill competencies include electroconvulsive therapy, psychotherapy, and research.ConclusionThe advancement of local postgraduate psychiatry residency training in Morocco has improved the access of local trainees to quality training. Similar to other developing countries, Morocco requires more psychiatrists to improve the psychiatrists to population ratio so that the mental service can become more accessible to the local population.
Dissertations / Theses on the topic "Child psychotherapy Study and teaching (Internship)"
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Crane, Jodi M. "Training family therapists to work with families with young children: Current practices in accredited family therapy programs and recommendations for the future." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2679/.
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This study examined how current family counseling/therapy programs train students to work with families with young children and made recommendations for training in this area based on recommendations of child and family therapy experts and the research and clinical literature. These recommendations explored what knowledge and skills all students should acquire versus students who want to specialize with this population. Changes to accreditation standards were also proposed as well as a description of resources to support changes in program curricula. Current training was measured by examining curricula from master's level marriage and family counseling/therapy programs accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) and the Council for Accreditation of Counseling and Related Education Programs (CACREP) and master's level social work programs with a family-related concentration accredited by the Council on Social Work Education Commission on Accreditation (CSWE), the accreditation standards from these three organizations, course syllabi from the COAMFTE and CACREP programs, and surveys of COAMFTE and CACREP program directors (60% response rate). Recommendations for training were obtained through a qualitative analysis of quotations from the literature concerning training and through interviews of child and family therapy experts (65% response rate). The results revealed the number of courses recommended by the literature and experts was much greater than the number of child-related courses per program and a great variety of textbooks were used. Accreditation standards also required little child-related course material. The on-campus clinics had low percentages of child-related facilities but high percentages of child-related resources. The results also showed the experts recommended much greater percentages of experiential activities than were required by the programs. Finally, a much larger percentage of experts than program directors agreed that accreditation standards should be changed to include more child-related courses.
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Laino, Kathleen S. "An Analysis of Sample Duration in a Parent Training Program." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3653/.
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Although several guidelines are available for designing observational procedures in both basic and applied settings, few researchers have experimentally examined and compared different direct observation methods. Such methods may have a direct impact on practitioners' ability to effectively assess strengths and challenges, set treatment goals, adjust intervention procedures, and monitor progress. The current study compared 1 and 5 min observations to 10 min observations throughout baseline and intervention phases of a parent training program for toddlers with autism. Results showed similarities with regards to variability, level, and trend in the 5 and 10 min data samples; however, clear differences were seen in the 1 min data sample, which typically showed very low occurrences of responding and displayed steady and flat trends. The findings have implications for the development of time-efficient direct observation procedures utilized in parent training programs for children with autism.
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Prentice, John. "Difficulties in the choreography of training clinical psychology." Diss., 2001. http://hdl.handle.net/10500/591.
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The hypothesis derived from four case studies proposes that if at a philosophical level the training is choreographed at confusing levels of philosophical punctuations, and the training programme involves an ongoing commentary on the 'self' of the trainee, and this
ongoing commentary interrupts or interferes with the process in which the 'self' comes to be defined, then on an experiential level the training context is unstable for experiential exploration, and the trainee experiences psychological discomfort. A further five case studies are investigated using focused interviews and content analysis to verify the hypothesis. The author-text-reader metaphor serves to describe the trainer-training-trainee relationship. This reveals that the trainee experiences psychological discomfort, often perceived as psychological damage, when the training text is incoherent and
therefore unreadable. In each instance where the training text was found incoherent the trainer was identified as the author, and therefore responsible and accountable for the trainee's psychological discomfort.Na aanleiding van vier gevallestudies word 'n hipotese afgelei wat voorstel dat wanneer opleiding op 'n filosofiese vlak gechoreografeer word vanuit onsamehangende vlakke van filosofiese punktuasies, en waar sogenaamde opleidingsprogramme voortgesette kommentaar op die 'self' van die student lewer, en waar hierdie voortgesette kommentaar die proses waardeur die 'self' gedefinieer word onderbreek of beinvloed, word die opleidingskonteks op 'n ervaringsvlak onstabiel vir ervaringsondersoek en die student beleef sielkundige ongemak. 'n Verdere vyf gevallestudies word daarna ondersoek, en deur middel van gefokusde onderhoude en inhoudsanalise word die hipotese bevestig. Die skrywer-teks-leser metafoor word dan aangewend om die dosent-opleiding-student verhouding te beskryf. Dit onthul dat die student sielkundige ongemak ervaar, dikwels beskou as sielkundige skade, wanneer die opleidingsteks onsamehangend en dus onleesbaar is. In elke geval waar die opleidingsteks onsamehangend bevind is, word die dosent as die skrywer geiidentifiseer en kan dus verantwoordelik en aanspreeklik gehou word vir die student se sielkundige ongemak.
Psychology
M. A. (Clinical Psychology)
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Dlamini, Mavis. "Training reflections-an ecosystemic exploration." Diss., 2005. http://hdl.handle.net/10500/1444.
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This study is qualitative in nature. It reflects on the rich and varied experiences I encountered during training to be a psychotherapist. The content and process information around training is explored. My personal biases and prejudices towards training are made explicit. The experiences reflected upon are contextualized within the Unisa academic and the hospital clinical internship training contexts. The two contexts of training are contrasted accordingly showing their epistemological stance in their contribution to training of trainee therapists. The primary data in this research is the trainee researcher who is also the only participant subject in the study. The rest of the data is drawn from the experiences of the subject in interaction with others in different systems and subsystems. Through the creative synthesis step in the heuristic research approach the inferred theme is integrated in the analysis. Finally the research shows the limitations and implications involved.Psychology
M.A. Psychology
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Van, der Merwe Sasja. "Behind training : differentiation of self of a psychotherapy trainee." Diss., 2013. http://hdl.handle.net/10500/10599.
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Psychotherapy is an interpersonal encounter where a therapist collaborates with
clients to facilitate a healing process. Due to the personal nature of the therapeutic encounter,
the therapist requires the necessary skills and knowledge, as well as a differentiated sense of
self. The importance of supporting the psychotherapy trainee’s own differentiation process
seemed to have been neglected in research in recent years. In South Africa there has recently
been increasing pressure to select larger groups of trainees which has the risk that the tending
to differentiation would further be neglected. The purpose of this research study is to reemphasise
the importance of differentiation of self of the psychotherapy trainee by examining
my own process of differentiation during my psychotherapy training. This study introduces
the reader to these concepts and explores psychotherapy training in general and the Unisa
training method specifically. The research design of this study is autoethnography which falls
in the realm of social constructionism and the coding method is Thematic Data Analysis. The
research findings as reflected in the two global themes namely individuation; and gaining
and strengthening authentic relationships, seem to accurately reflect the process of
differentiation. The specific training method of the Unisa training team in combination with
the way in which I engaged with this process seemed important for the facilitation of this
process of differentiation.Psychology
M.A. (Clinical Psychology)
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Small, Cecilia Sanet. "Differentiation as a double-edged sword." Thesis, 2003. http://hdl.handle.net/10500/1206.
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Sandilands, Fiona. "Help yourself to positive parenting." Thesis, 1997. http://hdl.handle.net/1885/144707.
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Jansen, Shahieda. "Talking sticks and BMW's: ritual, power and authority in a psychotherapy training placement." Diss., 2002. http://hdl.handle.net/10500/603.
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This study explores trainees' experiences of power dynamics within a
ritualised training context, with reference to the three major aspects of the study:
training, ritual and power. The psychotherapeutic training took place at Agape, a
community-based counselling service in Mamelodi, whose theoretical approach to
training included a mixture of postmodern, ecosystemic and African traditions. A
substantial literature survey examines the major concepts and issues related to the
research subject, such as psychotherapeutic training approaches, the philosophies and
theories that may inform training procedures, ritual practices in psychotherapy, and
organisational and power aspects of psychotherapeutic training. The research process
was executed using the qualitative, interpretive research methodology. A sample of
six of the trainees who had completed their training at this placement was
interviewed, and two of the trainers. The researcher's reflections on her own training
experiences are woven into the material. Using the interview technique and through
asking a series of open-ended questions, the researcher obtained an account of the
subjective, sacralised training interactions at Agape. Themes were identified that had
emerged during the interview process. In brief, the themes referred to trainees'
theoretical and practical experiences in the training placement, how they made sense
of the sacralised therapeutic experiences, and comments on their relationship with
trainers and fellow trainees. The most common theme that emerged was that of
power. The end product of this study portrays the trainees' understandings of power
within a sacralised psychotherapeutic context and their responses to this. This study
makes explicit the links between ritualisation and power within an evaluative
psychotherapeutic training context, and the consequences of this for training.Psychology
M.A. (Clinical Psychology)
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Lloyd, Nina. "Clinical training as double bind: explicit and implicit contexts of learning." Diss., 2003. http://hdl.handle.net/10500/1163.
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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)
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Pera, Linda Paula. "Ecologies of violence: implications for theory and practice." Thesis, 2004. http://hdl.handle.net/10500/1923.
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This postmodern dissertation examines three individual experiences of violence in South Africa, using the qualitative research method of heuristics. Using social constructionism as a lens for viewing the phenomenon, violence is seen as occurring within a specific ecology, which is part of the individual's fluctuating, subjective reality. This discussion proposes that the violent experience, to which meanings are attributed, is part of the individual's socially constructed ecology. This ecology can either be transformed or conserved through dialogue, specifically dialogue relating to the telling of the story of the violent experience. This is discussed in relation to therapeutic encounters. The primary objective of the research is the implication of ecological thinking generally and, more specifically, ecological thinking on violence, for therapeutic interactions and psychological theory. This discussion also refers to psychological ethics.Psychology
MA (CLINICAL PSYCHOLOGY)
Books on the topic "Child psychotherapy Study and teaching (Internship)"
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B, Malley Patrick, and Scott Judith 1940-, eds. Practicum and internship textbook for counseling and psychotherapy. Muncie, Ind: Accelerated Development, 1988.
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Boylan, John Charles. Practicum and internship: Textbook for counseling and psychotherapy. 2nd ed. Washington, D.C: Accelerated Development, 1995.
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1927-, Dana Richard H., and May W. Theodore, eds. Internship training in professional psychology. Washington: Hemisphere Pub. Corp., 1987.
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Boylan, John Charles. Practicum and internship: Textbook and resource guide for counseling and psychotherapy. 4th ed. New York: Brunner-Routledge, 2008.
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Teaching psychotherapy in contemporary psychiatric residency training. New York: Brunner/Mazel, 1987.
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Kourkoutas, Elias E. Behavioral disorders in children: Ecosystemic psychodynamic interventions within the family and school context. Hauppauge, NY: Nova Science Publishers, 2011.
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Nusa Tenggara Timur (Indonesia). Dewan Perwakilan Rakyat Daerah. Peraturan daerah tahun 2012: Tentang Peraturan Daerah no. 7 tahun 2012 Tentang Perlindungan Anak, Peraturan Daerah no. 8 tahun 2012 Tentang Tugas Belajar, Izin Belajar, dan Ikatan Dinas, Peraturan Daerah no. 9 tahun 2012 Tentang Perlindungan Terhadap Anak Yang Bekerja. Kupang: Sekretariat Dewan Perwakilan Rakyat Daerah, Provinsi Nusa Tenggara Timur, 2012.
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M, Briesmeister James, and Schaefer Charles E, eds. Handbook of parent training: Parents as co-therapists for children's behavior problems. 2nd ed. New York: Wiley, 1998.
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Schmukler, Anita G., and Paula Atkeson. Teaching effective supervision of child and adolescent analysis: Enriching the candidate's clinical experience. Lanham: Rowman & Littlefield, 2014.
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H, Cantor Joan, Spiker Charles C, and Lipsitt Lewis Paeff 1929-, eds. Child behavior and development: Training for diversity. Norwood, N.J: Ablex Pub. Corp., 1991.
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Winnicott, Donald W. "Theoretical Statement of the Field of Child Psychiatry." In The Collected Works of D. W. Winnicott, 421–30. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271374.003.0097.
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Winnicott looks at the area of medicine known as Child Psychiatry. He sees psychiatry as based on the emotional growth of the normal infant, child, adolescent, and adult, and their developing relationship to external reality. Psychiatry covers the area that is at the borderline between physical and emotional growth in children. The paediatrician who knows the physical side of child care, in Winnicott’s view, cannot just ‘slip over’ to understanding and practising child psychiatry. As a psychoanalyst Winnicott advocates psychotherapy in order to study the whole child. As an analyst who is also a child psychiatrist, Winnicott values his understanding of the emotional development of the individual. He advocates the specialist teaching and training of child psychiatry, because in the individual’s emotional development is contained society’s potential for family functioning and for the institution and maintenance of social groupings.