To see the other types of publications on this topic, follow the link: Counsellors.
Dissertations / Theses on the topic 'Counsellors'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Counsellors.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Higgins, Anna-Gret. "Counsellors' experience of being changed by clients : a narrative autoethnographic inquiry." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/counsellors-experience-of-being-changed-by-clients-a-narrative-autoethnographic-inquiry(b87cc478-c073-4fb3-a925-28aa3b105d78).html.
Full textAbstract:
This thesis addresses four research questions: 1. Are counsellors changed by their clients? 2. If so, how do they make meaning of any change? 3. How does the academic literature explain these changes? 4. How do counsellors ensure change is positive?Previous research has largely focused on the negative effects of clients' stories on counsellors. The potentially positive impact is relatively unexplored - despite the fact that research suggests that it is possible for people who directly experience a wide range of traumatic experiences to grow as a result (Tedeschi & Calhoun, 1996). Moreover, a handful of research studies has suggested that it is possible to experience these changes vicariously (Manning-Jones, deTerte & Stephens, 2015). This thesis describes a qualitative research study carried out with eight counsellors who worked either in a hospice (counselling clients experiencing bereavement or illness) or in private practice (counselling clients who had experienced sexual violence). Narrative inquiry and autoethnography were used to collect and analyse counsellors' stories of being changed by their clients and re-presented as poetic representation, visual art and polyvocal texts. The results show that counsellors do indeed share stories of being changed: sometimes for the worse but often for the better. These changes are in the areas of self-perception, interpersonal relationships and life philosophy and are largely consistent with conceptualisations of vicarious posttraumatic growth. However, what drives change is different. In hospice counsellors, mortality awareness is the driver for change; whereas human cruelty and brutality is the driver in counsellors who work with clients who have experienced sexual violence. Counsellors draw on a number of alternative discourses to make meaning of their experience and this reflects different counselling modalities. The counsellors' stories of change may represent personal growth or reflect western metanarratives linked to a quest for identity. These findings are discussed in relation to the training and supervision of practitioners.
2
Al-Rebdi, Sufyan Ibrahim Abdulaziz. "Role of the school counsellor as perceived by counsellors, principals and teachers in Saudi Arabia." Thesis, University of Manchester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535523.
Full text
3
MacKinnon, Marjorie M. "Competency-based indicators of counsellor development : an examination of changes in cognitive skills of counsellors-in-training." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29080.
Full textAbstract:
The purpose of this study was to strengthen our understanding of counsellor development by examining changes in trainees' knowledge and thinking during master's training in counselling psychology. Forty-two volunteers (21 practicum and 21 internship students) critiqued a 20-minute segment of a counselling videotape before and after one academic year.Qualitative analysis of pretest-posttest responses revealed substantial improvement in students' understanding of the counselling process and adjustment to the counsellor role. Greater self-confidence was also conveyed by a significant increase in trainees' use of clinical terminology. However, students' ability to observe and conceptualize the client, to establish therapeutic goals, and their overall counselling effectiveness did not differ over the academic year. Given that changes were related to training emphasis, results call attention to the need for more systematic training in a wider range of cognitive competencies.
4
Kostouros, Patricia A. "Vicarious traumatization among sex offender counsellors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36616.pdf.
Full text
5
Watson, Valerie V. "The training experiences of black counsellors." Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/11592/.
Full textAbstract:
There has been a significant expansion of counselling and psychotherapy training programmes within higher education and the independent training sector. The curriculum content for counselling and psychotherapy training is largely unregulated at a national level, and yet qualified counsellors are expected to cater for 'clients' with wide ranging needs and from a diversity of cultural backgrounds. The aims of the research are to examine how issues relating to ethnicity 'race' and culture are addressed in training. The research offers some insight into the lived experience of a minority group, indicating how counselling may be received by black clients. Through qualitative inquiry into the training experiences of black counsellors in England, the views and reflections of a minority group within the counselling profession are examined. Theory relating to racial identity development, internalised racism and black-white dyadic relationships was used to analyse some of the material derived from the research. The dual role of the researcher as 'insider' and 'outsider' is explored through reflexive analysis. Analysis of the data gathered from this research indicates that the presence and ethnicity of black counsellor trainees was ignored, or seen as problematic, in the training environment. Research results show that direct experience of racism at a personal and institutional level is a common component of black counsellors' experience. This research gives 'voice' to some of the concerns, experiences and views of black counsellors about the content and delivery of counselling training. Themes and experiences identified as consistent throughout the research are: positive learning about self and identity, isolation, invisibility, tokenistic visibility, frustration, and being silenced. These issues were explored in this research, providing insights for counselling trainers about the impact and effectiveness of training provision for a recognised minority. Some of the insights may have relevance to the experiences of other minority group counselling trainees.
6
Westerberg, Susan. "Palliative Care : The role of Counsellors." Thesis, Ersta Sköndal högskola, Institutionen för socialvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-2237.
Full textAbstract:
The following article is a study about counsellors working with terminally ill patients receiving Palliative care. In an effort to understand their role in the Palliative team and how they participate in the care of dying individuals, four counsellors working in four different Palliative hospices in Stockholm were interviewed by using structured interviews. The key questions concern the methods and interventions counsellors use, the risk factors that the job entails, the support they receive and finally their reflections about life and death The literature on the topic was accessed via Ersta Sköndal Högskola College library and Internet database. The results of the study reveal that Palliative Care Approach takes into consideration all aspects of an individual (physical, psychological, social and spiritual). Counsellors are part of a multidisciplinary team and their role is to focus on the social and psychological aspects. They undertake comprehensive assessments of the patient’s context and their coping strategies through the use of psychosocial theories such as Sense of Coherence and Logo therapy. Via their skilled use of core counselling skills they establish close relationships with patients and families. At the same time they are always mindful of keeping the right distance. Counsellors are the receivers of a lot of emotional pain and suffering of patients and families and as such this transference can lead to emotional exhaustion. Access to good support is an essential prerequisite for avoiding burnout. Close encounters with death leads to reflections of life and death. Counsellors need to be well developed and experienced in order to provide good quality palliative care.
7
Januszkowski, Tania. "The multicultural counselling competencies of Canadian counsellors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ49625.pdf.
Full text
8
Macaskie, Jane Frances. "Transcending polarities : counsellors' and psychotherapists' experiences of transformation." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7239/.
Full textAbstract:
This study of therapists’ experiences of transformation arose from reflections on the longing for change which motivates many clients to seek therapy and draws many therapists to the profession of counselling/psychotherapy. Therapy research typically focuses on outcomes and change processes, but the nature of transformational experiences, particularly for therapists, is not well documented. The aim of this study was to investigate therapists’ experiences of personal and professional transformation, including my own. It therefore involved a personal quest for individuation. An autoethnographic account of the parallel research and individuation processes is interwoven with a dialogical analysis of research conversations with seven experienced counsellors/psychotherapists. The initial conversations were video-recorded and an adaptation of Interpersonal Process Recall was used to facilitate joint discussion of the recordings. Selected key moments were analysed dialogically. My experience as researcher was documented by recording dreams, drawing and reflexive writing. These artefacts provided data for the autoethnographic account. Psychotherapy theories and practices, particularly Jung’s (1960) concept of the collective unconscious and method of active imagination, offered a lens through which the data were viewed. The study demonstrated that transformational experience often required an intersubjective relationship to enable shifts in perspective or new ways of being. Dynamic relational processes therefore became significant elements of transformation. The research conversations demonstrated processes facilitative of transformation as well as resistance. Building on Stern’s (2004) concept of moments of meeting, the study suggests the significance for lasting change of additional intersubjective events identified as moments of not-meeting, reflective moments of meeting and shared interest focus. Elements contributing to transformation were identified as firstly the connection of thinking with feeling and secondly reflection on the connection within a relational matrix, leading to integration and potentially to transformative action. The nature of transformational experience was found to involve transcending polarised states or positions, enabling movement towards a third perspective. The antithesis of transformation, referred to here as –T, was noted in some professional contexts. The implications for therapeutic practice and other relational settings, and for therapy education, research and the professional social context, are discussed.
9
Finlay, Cheryl. "Gay and lesbian adolescents : the role of school counsellors /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36120.pdf.
Full text
10
Folkes-Skinner, Julie Ann. "A mixed method study of how trainee counsellors change." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/10923.
Full textAbstract:
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.
11
Gustafsson, Tilde, and Paulina Eriksdotter. "Clients’ and counsellors’ experiences with HIV - A Ugandan example." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-26140.
Full textAbstract:
Uppsatsen baseras på en åtta veckor lång fältstudie i Jinja, Uganda och behandlar socialt arbete med fokus på HIV-rådgivning. Syftet är att beskriva HIV- rådgivning och hur det utförs. Detta genom frågeställningar om interaktionens natur mellan klient och rådgivare utifrån en ugandisk kontext, vad respektive parter har för upplevelser av rådgivning samt vilka utmaningar som kan identifieras gällande såväl HIV- prevention som HIV- rådgivning. Studien är kvalitativ och den insamlade empirin består av semistrukturerade intervjuer med sammanlagt nio informanter, varav fyra är eller har varit aktiva rådgivare, fyra är HIV- positiva klienter som får rådgivning och en är aktiv både som rådgivare och som klient. Vi har valt att spegla vår empiri mot teorier om stigma, sexuella skript och pastoralmakt. Ur resultatdelen har det mellan klienter och rådgivare framträtt en bild som visar på en samstämmighet såväl som diskrepans gällande relationens natur och innehåll såväl som utmaningar kopplat till HIV- rådgivning och preventionsarbete. Relationen bygger på vänskap såväl som professionalism och det tycks finnas en förväntan på rådgivaren som räddare som understöds av såväl klienterna som rådgivarna själva. Det framkommer att stigma fortfarande framträder kopplat till HIV, men i mindre utsträckning än förut och i högre utsträckning bland män och barn än bland kvinnor. Sedan ARV, bromsmediciner, kommit HIV- smittade till del, talar de klienter vi intervjuat om hur HIV numera inte behöver ses som värre än vilken annan sjukdom som helst, vilket rådgivarna menar på också är en risk, då minskad respekt för sjukdomen också kan leda till ett ökat riskbeteende. I de rådgivande samtalen låg fokus på beteendeförändringar baserade på ett hälsofrämjande tänkande och handlande, så kallat positive living. Vidare framgår att religionens framträdande roll i det ugandiska samhället även tar sin plats genom ord eller handling i mötet mellan rådgivare och klient.This study is based on a minor field study that took place during eight weeks in Jinja, Uganda. It discusses the aspect of social work in HIV counselling, with the object to describe HIV counselling and how it is conducted. The study attempts to answer questions about the nature of the interaction between the client and the counsellor from a Ugandan context, what experiences that lies between them, as well as what challenges can be identified when it comes to HIV prevention as well as HIV counselling. The study’s research strategy has a qualitative approach and the collected data is derived from semi-structural interviews with four HIV positive women who receive counselling, four counsellors and one woman who is both a client and a counsellor. We have chosen to understand our empirical findings through theories of stigma, sexual scripts and pastoral power. From our findings, we were able to conclude that there is consensus as well as discrepancies between the clients’ and the counsellors’ perceptions of their relationship, the counselling content as well as the challenges that is connected with HIV counselling. The relationship is the result of an intertwining of friendship and professionalism and there seem to be an expectation on the counsellor as a savior, which is supported by both clients and counsellors. It appears that stigma still appears in relation to HIV, but to a lesser extent than before and more so among men and children than among women. Since the introduction of ARV’s, many of our interviewed clients seem to view HIV as any other disease, which is regarded as something of a risk by many of our interviewed counsellors, as it may lead to increased risky behavior when it comes to HIV transmission. In the counselling session, the focus seems to be on behavioral change through the concept of positive living, which revolves around the idea of physical and mental well-being. Furthermore, religion has a great impact on the Ugandan society, which can be seen in the words and actions in the meeting between counsellor and client.
12
Mabota, Princess Martinah. "Psychological well-being of volunteer counselling and testing counsellors." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/33375.
Full textAbstract:
In the South African public health care system, HIV Counselling and Testing (HCT) has
become a function that is routinely entrusted to lay counsellors. These counsellors are expected
to educate clients about HIV and AIDS, encourage them to be tested and convince them to
change risky behavioural practices. They have to convey the clients’ test results and assist those
who test HIV-positive and their families to cope with the psychological challenges associated
with the diagnosis. The counsellors occupy the front line of HIV and AIDS service delivery,
even though they are not formally employed in the health care system. They only have basic
training and are not adequately remunerated. The counsellors are confronted with psychological
and structural stressors in their work. Psychological stressors include the impact of emotionally
challenging work, the lack of appropriate training, debriefing and supervision. Because they are
not formally employed in the health care system, there is a lack of formal supervision or
channels to discuss their frustrations. This research focuses on the stressors which HIV
counsellors experience, how they cope, and the impact it has on their psychological well-being.
As part of the mixed methods approach 50 HCT counsellors working at the City of
Tshwane clinics completed the Bar-On Emotional Quotient Inventory, the Maslach Burnout
Inventory for Human Services Survey (MBI- HSS), the Centre for Epidemiologic Studies
Depression scale (CES-D), and the Brief COPE scale to assess their psychological well-being.
In addition, they participated in focus group discussions. EQ-i scores indicated that counsellors reported below average emotional skills, with the overall
group score of (88.76). Scores that indicated average emotional skills were Self-Regard (101),
Interpersonal Relationships (100.12), and Impulse Control (102.66). Scores that indicated low
emotional skills were Independence (86.66), Self-Actualization (88.28), and Reality Testing (83.94). Although they reported high levels of Emotional Exhaustion (27.66), they also have a
sense of high Personal Accomplishment (38.64) (MBI-HSS). Counsellors reported an overall
CES-D score which was indicative of mild depression (26.08). Counsellors used mostly positive
coping skills that included religion, planning, and direct action in coping with stressors in their
lives. In a regression analysis with depression as the dependent variable, there was a positive
relationship between depression and depersonalization and a negative relationship with positive
or active coping and assertiveness.
It was concluded that counsellors experienced some depression, emotional exhaustion,
and lower than average levels of emotional well-being. Despite that, they reported positive ways
of coping and high levels of personal accomplishment. Counsellors were motivated by their
sense of altruism, compassion towards their clients, the positive changes they see in client’s lives
as well as the reciprocal relationships they have formed with their clients. Counsellors thus have
strengths to cope with the high level of stressors and challenges related to their work. It can be
concluded that their state of mental health is in line with Keyes’ proposal that mental health
forms a continuum. They fluctuate between mental well-being and mental ill-being. However, it
is necessary to assist HCT counsellors to develop their emotional capacities to enable them to
enhance their ability to counsel their clients effectively.Dissertation (MA)--University of Pretoria, 2013.
gm2014
Psychology
unrestricted
13
Bulkeley, Barbara Elizabeth. "School Guidance Counsellors and Adolescent Depression: Beliefs, Knowledge and Practice." Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5892.
Full textAbstract:
Adolescent depression is a significant problem in New Zealand. The Youth2000
survey indicated that around 9.0% of male and 18% of female secondary school
students reported feeling depressed. School Guidance Counsellors (SGCs) are ideally
placed to identify, assess and treat these adolescents. However, SGCs are rarely
included in mental health research.
I investigated the beliefs, knowledge and practice of SGCs around adolescent
depression. There were three stages to the research. Stage One used a qualitative
approach, with nine focus groups held in Auckland in 2004. Fifty-two SGCs
participated. I developed a thematic map from the results that emerged. Category One
���Beliefs and Knowledge��� had three themes: causes, negative connotations and
different presentations. Category Two ���Practice��� had five themes: assessment,
referrals, effective therapy, systems and training needs.
Stage Two comprised a questionnaire based on these results. This investigated SGCs���
knowledge of depression, assessment, training and referral decisions. It also requested
demographic data. In 2005, this was sent to 455 SGCs throughout New Zealand. Two
hundred and forty SGCs (53%) responded. Eighty percent did not believe that their
initial training equipped them adequately to work with mild to moderately depressed
adolescents. SGCs wanted further training, especially appropriate strategies. They
requested information based on research and presented by clinicians.
In Stage Three, I developed a training workshop on assessment, referral and treatment
of adolescent depression, tailored to SGCs��� needs. Thirty-nine SGCs attended
workshops in 2006. Evaluations were positive and indicated that this training was
appropriate and useful. SGCs would recommend the workshop to others.
Strengths and weaknesses of the study are discussed and recommendations made
about future developments. There is emphasis on the need for policy to encourage
collaboration between SGCs and Child and Adolescent Mental Health Services
(CAMHS), education and health, training providers and the New Zealand Association
of Counsellors. As SGCs are placed outside both teaching and health, they need to be
adequately trained and receive regular professional development, supervision and
consultation around depression. CAMHS are well placed to offer training to SGCs
based on identified needs and evidence-based practice.
14
Adams, Cynthia. "Multicultural counselling self-efficacy among school counsellors in British Columbia." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54272.
Full textAbstract:
Across Canada, schools are serving an increasingly multicultural student population, one with diverse and sometimes unfamiliar experiences and worldviews. Despite this fact, very little research has been conducted on school counsellor multicultural self-efficacy in Canada. To address this gap, a survey research design was used to assess the level of multicultural self-efficacy among a sample of school counsellors (N = 226) in British Columbia. This study also sought to identify the demographic and workplace variables that contribute to higher levels of multicultural counselling self-efficacy among school counsellors in British Columbia. In addition, the study examined the relative contribution of years of experience versus caseload diversity, and the impact of high levels of multicultural training on the relationship between self-efficacy and years of experience. The School Counselor Multicultural Self-Efficacy Scale (SCMES; Holcomb-McCoy, Harris, Hines, & Johnston, 2008) measured self-efficacy across six factors. Results suggest that BC school counsellors have moderate to high levels of multicultural counselling self-efficacy across all six factors of the SCMES. Hierarchical regression analyses were used to identify the unique contributions of specific predictor variables to specific SCMES factors. Three distinct patterns emerged. In Pattern #1, graduate-level multicultural training courses, and frequency of cross-cultural sessions were the most influential predictors. In Pattern #2, multicultural training alone exerted the greatest influence. However, in Pattern #3, teaching experience and community setting combined with graduate-level multicultural training as significant contributors to a single factor: Factor 3 (Developing Cross-Cultural Relationships). Factor 3 plays an important and unique role in subsequent analyses. The implications of these findings for counsellor training and practice, and suggestions for further research are discussed.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
15
Johnson, Katherine. "Counsellors' experience of the ethical dimensions of social justice advocacy." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32145.
Full textAbstract:
In recent years, there has been a call within the counselling profession to expand our roles to include social justice advocacy work. This call seems to be based in ethical considerations regarding how to best to do good for, and not harm, our clients; however there has been no research regarding the ethical issues that may arise from such a role. In this study, I explored the following question: How do community counsellors experience the ethical issues surrounding their practice of social justice advocacy?
Data were gathered through individual interviews using the interpretive description methodology. Data from 10 participants (5 men and 5 women) were analyzed using elements of analytic frameworks proposed by Miles and Huberman (1994) and Knafl and
Webster (1988). A set of "social justice values" which included solidarity, equality, justice, taking action for change, non-neutrality, and questioning the status quo emerged, which impacted the ethical decision making of participants, who viewed their social justice orientation as part of ensuring beneficence. Ethical issues were often the motivation for, rather than the result of social justice advocacy. Participants struggled with barriers to ethical practice within their professional discourse and places of employment that made them feel "part of the system" of oppression. Participants identified several ethical dimensions of social justice advocacy work which included ensuring client autonomy and fully informed consent in advocacy decisions, equalizing power in client-counsellor relationships, and identification with clients' feelings of marginalization, which could contribute to burnout. Many concerns were raised regarding areas of counsellor training, practice and regulation which may contribute to injustice and unethical practice, and these counsellors endeavored to develop a practice and lifestyle that was congruent with their social justice values.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
16
Shek, Mabel. "Professional identity of school counsellors in Hong Kong primary schools." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686614.
Full textAbstract:
Listening to a school counsellor's story of how she decided to leave the profession stimulated the author to embark on a process of narrative inquiry in order to understand the experience of school counsellors in a changing educational landscape. The research investigates how experienced primary school counsellors in Hong Kong have constructed and reconstructed their professional identities within this historical, social and cultural context. It aims to engender critical discussion of the complexities of educational reform and the influence of embedded Chinese cultural values on the development of professional identity and interaction with other professionals. The similar but unique stories of four participants, collected from individual narrative interviews and a reflecting team process (RTP), are re-presented within different themes to show how a common context emerges. This study found that the participants went through a cyclical process with four stages: conceptualisation, internalisation, clarification and renewal to develop their professional identity. The embedded Chinese values of harmony, superior-subordinate relationship and high power distance affected the participants' self-defined professional role, perception of professional autonomy and decision and practice in the educational reform context. In addition, the author scrutinises her own assumptions and beliefs and intertwines her reflective stories to add a voice that makes the journey of this research more transparent to the reader. In doing so she invites readers to recall and reflect on their own experiences, as resonated by the text, to form a polyphony of voices. In concluding this study, the author reflects on her journey through narrative inquiry, the trajectory of professional identity development and the contextual influences on this process. This increased understanding has enhanced her awareness of her own assumptions and beliefs, and contributed to changes in her pedagogical approach to the counselling training programme. This journey offers a space for methodological development of narrative inquiry in the local context as well as significant insights into the implementation of educational reform and the deliberation of how culture and counselling may interact in future research.
17
Pack, Sylvia. "New Zealand counsellors talk about ritual abuse: A discourse analysis." Massey University, 2009. http://hdl.handle.net/10179/1098.
Full textAbstract:
Research indicates that in the last five decades, claims of Satanic ritual abuse (RA), and the numbers of clients receiving counselling for RA, have increased in all Western countries. This has resulted in an increased corpus of related literature overseas, which includes studies in which facticity as well as aetiology, symptomology and treatment are debated. This present study focuses on a New Zealand context, and examines the talk of New Zealand counsellors in relation to their views regarding RA and the counselling of RA clients. Social constructionist and positivist epistemologies were evaluated in terms of their suitability for this research, and the discourse analytic method developed by Potter and Wetherell (1987) chosen as the means by which participants’ talk might be analysed in such a way as to allow the inclusion of multiple constructions and the emergence of the many discourses and conflicting ideas which occur in overseas literature. A broad selection of the literature was first critically analysed to give an understanding of the topic. Nine counsellors gave interviews, eight women and one man, all Pakeha, six of whom were ACC-registered (Accident Compensation Commission, 2009). The participants constructed RA as a physical reality, which was justified by the use of the credible client discourse. A traditional linguistic repertoire furnished a discourse of government backing, which was employed to warrant voice. A moral stake in counselling, named concern for the client, was shown to be present in all arguments. The participants constructed three truths relative to context: a legal truth, the counsellor’s truth, and the client’s truth. Recovered memories were given a dual construction which legitimised correct and incorrect recall. DSM-IV (American Psychiatric Association, 2000) labelling was debated in a discourse of ambivalence. Finally in a discourse of preparedness, the participants constructed the therapeutic skills needed to treat RA clients. The thesis concludes by highlighting the participants’ comments regarding the need for openness and awareness, and specialised literature and training for counsellors treating RA clients.
18
Meyer, Linda C. "A survey of ethical concerns of Saskatchewan secondary school counsellors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ30521.pdf.
Full text
19
MacKenna, Patricia. "In the telling, critical reflections from child and youth counsellors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33990.pdf.
Full text
20
White, Chantal. "Wives of alcoholics : how they are perceived by alcoholism counsellors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37311.pdf.
Full text
21
Robbins, Margaret. "Gender matters women counsellors' experience of working with male clients /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39226.pdf.
Full text
22
Maskell, Pauline. "Personal development outcomes from training and practice for peer counsellors." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251780.
Full text
23
Haider, Rukhsana. "Impact of peer counsellors on breastfeeding practices in Dhaka, Bangladesh." Thesis, London School of Hygiene and Tropical Medicine (University of London), 1998. http://researchonline.lshtm.ac.uk/682261/.
Full textAbstract:
In Bangladesh, mothers rarely breastfeed exclusively. The national programme promoting exclusive breastfeeding has focused mainly on hospitals, but the majority of mothers deliver at home, and it is important to reach them there. This research aimed to assess the impact of community-based peer counsellors on the prevalence of exclusive breastfeeding. Other objectives were to assess the impact on infant morbidity and growth, and the acceptability of the lactational amenorrhoea method (LAM) for contraception. In Dhaka, 40 localities were randomised as intervention and control clusters. One woman in each intervention cluster was trained as a peer counsellor. The intervention comprised a minimum of fifteen counselling visits (two in the third trimester of pregnancy, two within 5 days of delivery, one between 10-14 days and then fortnightly), to help mothers establish and continue exclusive breastfeeding for 5 months. A total of 726 mothers, with mean of 4.5 years of school, from the lower-middle socioeconomic class, were enrolled during 1996, of whom 573 completed 5 months of follow-up. In the intervention group, 69% of mothers fed their infants colostrum as the first food compared to 11% of the controls (p<0.0001), and 70% breastfed exclusively for 5 months versus 6% of the controls (p<0.0001). Despite small differences in morbidity from diarrhoea, cough and fever, there was a substantial impact on weight gain. At the end of 5 months, the mean weight-for-length Z score was +0.1 (SD 0.8) in the intervention group and -0.9 (SD 0.8) in the control group (p<0.0001). The majority of mothers who breastfed exclusively, also accepted and practised the LAM (59% at 5 months). This trial has demonstrated that trained community-based peer counsellors can significantly increase exclusive breastfeeding and appropriate contraceptive practices, with benefits to infant health. Inclusion of peer counsellors in mother and child health programmes is recommended.
24
Simons, Jack D., Matthew J. Beck, Nancy R. Asplund, Christian D. Chan, and Rebekah J. Byrd. "Advocacy for Gender Minority Students: Recommendations for Professional School Counsellors." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2599.
Full textAbstract:
Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success
25
Simons, Jack D., Matthew J. Beck, Nancy R. Asplund, Christian D. Chang, and Rebekah Byrd. "Advocacy for Gender Minority Students: Recommendations for Professional School Counsellors." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5814.
Full textAbstract:
Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.
26
Grimes, Barbara Lynn. "The extent of agreement among counsellors on practical models of counselling." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26824.
Full textAbstract:
The present study examined types of practical models evident in the reported practice of counsellors at the every-day clinical level. It was found that there was one dominant model. The practical model reported by graduate counselling students was similar to the predominant model indicated by professors. The model found tends to agree with the relationship aspect of counselling as described by Egan (1982) in Stage 1 and Stage 2. However, goal setting and problem-solving techniques found in Stage 2 and 3, respectively; were not apparent.
Twenty-seven individuals, twelve faculty members and fifteen graduate students in the Department of Counselling Psychology at the University of British Columbia participated in the study. Using sixty statements selected from Egan's (1982) developmental model of counselling, each participant was asked to Q-sort the statements according to what was most characteristic of oneself as a practising counsellor or as characteristic of oneself as the practising counsellor one hoped to be.
Participant's results were intercorrelated. The matrix of intercorrelations was submitted to principal components analysis and then to a varimax rotation. The clearest data reduction was achieved by the first principal component without rotation.
The results indicated one dominant, hypothetical model of counselling used by this sample. Also, the similarities of the hypothetical counselling model and Egan's (1982) model were within Stages 1 and 2. They differed in setting goals and problem-solving techniques.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
27
Cathcart, Noel C., of Western Sydney Hawkesbury University, and 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.
Full textAbstract:
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)
28
Wood, Allison. "Working with sexual abuse survivors, the effects of sexual assault counsellors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq61035.pdf.
Full text
29
Aucamp, Juanca. "Emotional intelligence, coping and health of non-professional counsellors / Juanca Aucamp." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1654.
Full text
30
Cathcart, Noel C. "An innovative approach to the training of personal and marital counsellors /." View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030801.093144/index.html.
Full textAbstract:
Thesis (MSc. Health, Hum. & Soc. Ecol. (Honours))--University of Western Sydney, Hawkesbury, 1996. Thesis looks at the empowerment of counsellers."A thesis submitted in fulfilment for the requirements for the degree of Master of Science (Honours) at the University of Western Sydney, Hawkesbury. Faculty of Health, Humanities and Social Ecology."
31
Gossman, Marion. "Student Counsellors’ Perceptions of the Effects of Recording the Counselling Interview." Thesis, University of Canterbury. Educational Studies and Human Development, 2009. http://hdl.handle.net/10092/3192.
Full textAbstract:
The use of audio and videotape recordings in counsellor education for the purpose of training and
supervision is controversial. Although recordings give counsellors and supervisors direct access to the
counselling session and therefore the skills of the counsellor, a number of concerns have been recorded
both in early research (Betcher & Zinberg, 1988; Frankel, 1971; Gelso, 1973; Goldstein, 1988; Lamb &
Mahl, 1956; Niland, 1971; Van Atta, 1969) and more recently in counsellors’ correspondence to the NZAC
Newsletter (Anonymous, 2006; Grant, 2006) regarding the effects on counsellors, clients and on the
counselling process itself. There is a scarcity of current research on whether or not recording of counselling
or therapeutic interviews actually interferes with the counselling process. The few empirical studies of the
effects of recording are inconsistent in their findings and their methodological flaws preclude meaningful
interpretation of the literature as a whole (Goldstein, 1988). This qualitative research study focuses on one
aspect of recording counselling interviews; the perceptions of counselling students. Thirteen counselling
students enrolled on counsellor education programmes at five tertiary educational settings in Auckland and
Christchurch, New Zealand participated in interviews. They indicated that they perceived the process of
recording to be anxiety promoting, initially having an effect on their ability to be completely present in the
counselling interview. They also reported that recording was extremely beneficial to the development of
effective counselling skills. Counsellors perceived the process of recording to be a potential threat to the
developing relationship between counsellor and client but many were able to manage this concern by
establishing trust and rapport before introducing recording. The majority of the student counsellors
perceived that they became more confident with the process over time, moving from a state of anxiety in
initial recordings to a more relaxed style with practice. This has implications for future practice and for early
introduction to frequent recording in counsellor education programmes.
32
Jalali, Mazlouman Shahla. "Counsellors' use of poetry : what helps and hinders the therapeutic process." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45441.
Full textAbstract:
This study used the Enhanced Critical Incident Technique (ECIT) to explore what helps or hinders the use of poetry in counselling psychology. Interview with nine participants produced a total of 174 critical incidents and wish list items. The study resulted in a total of 23 categories, with 10 categories of helping incidents, seven categories of hindering incidents, and six categories of wish list items. The following helping categories had the highest participation rates: poetry elements, the poetry content, activity, and experience and knowledge. The following hindering categories had the highest participant rates: clients, personal factors, and professional development. The top wish list categories based on participation rate were the following: resources, connecting with other colleagues, time, and supportive work environment. Nine credibility checks were performed to ensure validity of the data. The purpose of this study was to provide counselling psychologists with knowledge about the helping and hindering factors in the use of poetry in counselling.
33
Prysor-Jones, John. "Hope springs internal : counsellors' experiences of hope in the counselling relationship." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/hope-springs-internal-counsellors-experiences-of-hope-in-the-counselling-relationship(16c83830-46f3-4915-a67b-2a8c385a843e).html.
Full textAbstract:
The purpose of this research was to explore counsellors' experiences of hope in the counselling relationship in a number of counselling contexts, early in the twenty-first century in the United Kingdom. This research takes place against the background of considerable changes in mental health policy affecting counselling in both England and Wales. The wider political, social-cultural and economic context was marked by recession and uncertainty. A lack of research into counsellors' experiences of hope in the UK context was identified. A phenomenological perspective was taken as appropriate for exploring human experience with a social constructionist approach to the creation of knowledge complementing realist ontology with a pragmatic under pinning. Semi-structured interviews were conducted individually with seven participants chosen using purposive and convenience sampling in both England and Wales from within professional networks and a variety of counselling settings. The transcribed data was analysed using Thematic Analysis and identified themes evidenced with quotations from the data. The main findings were in the context of hope identified as a common human experience. Participants' found difficulty in accessing their experiences of hope and it was found to be an intermittent and liminal experience varying in intensity and part of a meaning making process. Characteristics of this liminality were found to be placing participants at the limit of what they knew, living with uncertainty and waiting for new knowledge to emerge. This created vulnerability for some participants. Hope was also found to be an embodied relational experience within counsellors which they also saw in their clients. Implications of the findings suggested that counsellors could more actively cultivate awareness of their own hope as a resource for clients within an understanding of counselling as a social and liminal process. It is recommended that professional training and Continuing Professional Development workshops provide opportunities for exploring hope in the context of liminality. Future research opportunities include encouraging counsellors to use case study method to explore their own experiences of hope in counselling relationships and that of clients. These findings are presented as specific to this context and not as general truths.
34
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.
Full textAbstract:
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.
35
Pio, Lisa. "Motivation in the context of the life history of volunteer counsellors." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/8000.
Full textAbstract:
Includes bibliographical references.The ethos behind the psychodynamic approach is that past experiences influence and shape present experiences. The past is seen as playing a pivotal role in life outcomes. This study attempts to trace and explore the factors that shape the current motivations of six volunteer counsellors based at an established counselling organisation. The psychodynamic theory is adopted as the framework to interpret the life stories of the participants. Working within a retrospective and narrative framework the life histories of the volunteers could be explored as the narrative approach emphasises the links that individuals make in describing their life histories. The central focus of the study is on the participants' subjective accounts of their life histories and how they interpret these through their narrative.
36
Smith, Martin. "Experiences of fear in social work and counselling : a qualitative study." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367385.
Full text
37
Cutcliffe, John R. "The inspiration of hope in bereavement counselling." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484254.
Full text
38
Nulty, Maria. "The experiences and needs of HIV/AIDS counsellors at Settlers Hospital, Grahamstown." Thesis, Rhodes University, 2004. http://eprints.ru.ac.za/87/1/MNulty.pdf.
Full textAbstract:
Cognisant of the fact that counselling has become an essential aspect of dealing with HIV/AIDS in South Africa, the researcher aimed to explore the stressors experienced by HIV/AIDS counsellors. It was envisioned that the results obtained would both help to improve the counselling services provided at Settlers Hospital, and assist other organisations to do so. The research focused on how the participants dealt with the dual roles of non-directive listening and the more prescriptive advice-giving, the stressors they experienced and the support structures they had, or needed, to assist them in being more effective HIV/AIDS counsellors. The sample consisted of four HIV/AIDS counsellors working at Settlers Hospital, Grahamstown. The co-ordinator of HIV/AIDS at the hospital was interviewed for collateral information. A qualitative, multiple case study was undertaken. In-depth, semi-structured interviews were used to collect the data which were recorded and transcribed and then constructed into coherently organised personal narratives of each participant’s experiences. A composite description of all the results was arrived at through the use of a reading guide which reduced the data into a thematic content analysis. The analysed data served to present an understanding of the counsellors’ experiences and to enable recommendations to be made which could assist them in pursuing their work more effectively. The findings of this study indicate that HIV/AIDS counselling is an emotionally stressful occupation. Contributory factors include the twofold role of promoting prevention and serving as empathic listeners. Other stressors derive from issues of confidentiality and stigma concerning HIV/AIDS, counsellors’ identification with clients’ experiences and the demographics of HIV/AIDS in South Africa. Situational stressors which arise from working as both nurses and counsellors in a public health institution were also identified. Recommendations are made to alleviate the counsellors’ stress in the form of facilitated emotional support groups, professional supervision, managerial support to improve the working environment, and ongoing in-service training.
39
Yates, Jennifer M., and n/a. "Teachers' perceptions of the work of school counsellors in ACT government schools." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.104819.
Full textAbstract:
This study examines teachers' perceptions of the work of School Counsellors
within government schools in the Australian Capital Territory (ACT). Data
were drawn from questionnaires returned by a representative sample of 279
teachers and principals, from 16 primary and 8 high schools.
The purpose of the study was to: (i) partially replicate a study by Leach
(1989) of Western Australian teachers' perceptions; and (ii) investigate
whether or not teachers could be considered to be supportive of a general
trend towards a broadening role for school psychologists which is evident in
the literature. This trend suggests that practitioners of applied psychology in
schools may prefer an expanded role which encompasses indirect service
delivery in addition to the more traditional, child centred role.
Respondents were asked to indicate their perceptions of the frequency of 65
tasks performed by School Counsellors, the competence with which those
tasks were performed and the usefulness of those tasks. Also examined were
perceptions of the process and quality of service delivery, and of actual and
preferred qualifications and experience of School Counsellors. These results
were compared with those of Leach (1989). Respondents were invited to
prioritise service delivery in light of their professional needs. A factor
analysis of respondents' perceptions of School Counsellors was undertaken.
The results were similar to Leach's (1989) findings and indicated a general
endorsement of the current work of School Counsellors, with traditional,
direct service delivery tasks generally perceived as being performed more
frequently and with more competence than the more innovative, indirect
types of service delivery. There was a strong indication that respondents
would like more of both types of service delivery, particularly indirect
services, made possible through increased resourcing.
Increases in respondents' classification level positively correlated with
increased perceptions of task frequency and competence with which tasks
were performed. A positive correlation was also found between the
frequency of professional contact that respondents perceived they had with
School Counsellors and their perceptions of the process and quality of
service delivered by these practitioners.
In relation to the process and quality of service delivery, few teachers
perceived that School Counsellors communicated clearly about the services
they offer, procedures used or results gained. This concern with
communication was reinforced through examination of the factors
underlying teachers' perceptions of both the frequency and usefulness of
tasks.
This study suggests that ACT teachers and principals are, to some extent,
already experiencing and valuing some aspects of the trend in service
delivery reflected in the literature. Discussion highlights the important role
communication plays in indirect service delivery, and links it with the
findings of this study, particularly as it relates to teachers' and
administrators' apparent lack of knowledge of the qualifications and
experience of School Counsellors.
40
Burry, Gail M. "A perspective on parenting skills and parent training programs for school counsellors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0029/MQ47440.pdf.
Full text
41
Hambley, Laura Anne. "The receptivity of career counsellors toward career development services on the Internet." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/MQ48006.pdf.
Full text
42
Suurkivi, Marilee. "A profile of counsellors in private practice in the province of Saskatchewan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ54750.pdf.
Full text
43
Carlson, Tara L. "A balancing act, counsellors' integration of professional experiences in their personal journeys." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62705.pdf.
Full text
44
Wilde, Jaime, and University of Lethbridge Faculty of Education. "Teachers' and counsellors' knowledge and experience related to attention deficit hyperactivity disorder." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/363.
Full textAbstract:
This study was designed to assess teachers' and counsellors' knowledge and experiences
related to ADHD and the use of stimulant medication. The sample population was
comprised of elementary, middle school, and high school teachers and counsellors from
two school districts in southwestern Canada. A descriptive, cross-sectional design using a
self-administered questionnaire was used to obtain information. Results revealed that the
teachers and counsellors responding to the questionnaire have limited knowledge about
ADHD and the use of stimulant medication, although a large majority of them have
experience with students with ADHD and are involved in the diagnosing and assessment
process of ADHD. These results suggest that there is a need for in-service training
regarding the diagnosis and characteristics of ADHD, different intervention strategies,
and assessment of the effectiveness of these strategies. Teachers and counsellors need to
become more familiar with empirical research and to base their practice on it, rather than
on popular opinion. Finally, further collaboration is needed between teachers and
counsellors and allied professionals, such as physicians and psychologists.x, 77 leaves ; 29 cm.
45
Atkins, Shawna Leigh. "A qualitative study into the development of multicultural awareness of white counsellors /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85121.
Full textAbstract:
This qualitative research project explores the multicultural awareness development of white counsellors. Participants for this study consisted of 16 multiculturally competent counsellors. The data was analyzed using grounded theory methodology. Early personal experiences with differences in which they were sensitized to social injustices were the most important contributor to their multicultural awareness development. This factor appeared to lay the foundation for an ongoing personal initiative to develop multicultural awareness in which they maximized what they could learn from their culturally diverse clients, work environments, coursework, supervision, and mentoring opportunities. Their personal initiative also inspired them to persevere despite the difficult emotions and conflict inherent in this developmental process.
46
Arshadi, Mehrshad. "Exploration of experiences of counsellors and psychotherapists providing psychotherapy in second language." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/24290/.
Full textAbstract:
This research explored the experiences of bilingual therapists, whose first language was not English, conducting psychotherapy/counselling in English. Eight bilingual therapists/ counsellors who were originally from six different countries were interviewed using semi-structured interviews. All of the bilingual therapists had the experience of working in the United Kingdom in English as well as working in their own mother tongue. The findings were analysed using Interpretive Phenomenological Analysis (IPA) and five clusters of themes were identified. The first cluster of themes was related to the emotions experienced, like ‘anxiety’ and ‘frustration’. The second group of themes was those pertaining to the relationship of the participants with their clients, like ‘avoidance of clarification’, ‘shift of attention’ and ‘delay in the pace of therapy’. The third array of themes described the professional identity of the participants as therapists/ counsellors, like fear of ‘the client’s judgment’, or feeling of ‘not being self’, and also the possibility of a ‘hierarchy of acceptance of languages in the United Kingdom’. The fourth collection of themes represented the support systems that were available to the participants when they had difficulties working in English as a second language. The prime source of support for the research participants was their supervisors. They also referred to ‘review with their clients’ and ‘help of a colleague’. The fifth cluster of themes was related to any reference to culture in their interviews. All eight participants believed that culture and language overlap to some degree and are hard to separate. The dissemination of this dissertation was to promote the awareness of bilingual therapists regarding the hardships of working in a second language, and to increase the awareness of supervisors, academic staff and regulating authorities like UKCP and BPS of the problems bilingual therapists might face in working in English as a second language. This study recommends the integration of short-term workshops in the accreditation process or curriculum of studies of such bilingual therapists about the potential hurdles they might face in fulfilling their job as a therapist. As some of the findings—like avoiding clarifications or pretending to comprehend—could be potentially harmful to clients and their therapists, a systematic review of the work of international students or bilingual therapists who have language-related issues seems advisable. Based on the findings of this research, some ideas for further studies are suggested. As most of the fear of being judged and the anxiety experienced by the participants were subjective experiences, a dyad study of both client and therapist experiences could investigate the similarities and discrepancies between the therapists’ perceptions and their clients’ experiences of them. Research into the experiences of the supervisors of such therapists could lead to a richer understanding of this phenomenon from another angle.
47
Kasozi, Alexandra. "A discursive exploration of clients' and counsellors' metaphorical talk in counselling sessions." Thesis, University of Roehampton, 2018. https://pure.roehampton.ac.uk/portal/en/studentthesis/A-discursive-exploration-of-clients’-and-counsellors’-metaphorical-talk-in-counselling-sessions(a9073a1f-7054-413b-af34-4ec9dc253505).html.
Full textAbstract:
This thesis presents a discursive analysis of clients’ and counsellors’ metaphorical talk in counselling sessions. Permission was granted for access to, and the research use of, existing data originally collected from the Pluralistic Therapy for Depression Clinic at the University of Strathclyde. This data took the form of audio recordings of counsellors’ and clients’ oneto- one counselling sessions. Of the data obtained, a total of thirteen counselling sessions from the therapy of three client-counsellor pairs’ were transcribed using a modified version of Jeffersonian notation. Transcriptions were then coded to distinguish occasions of metaphorical talk. Subsequently they were analysed using a discursive psychology approach which drew on conversation analytic and ethnomethodological principles. This method considered the consequentiality of metaphorical talk on the surrounding interaction, how metaphorical constructions were assembled, and what actions were performed with metaphorical talk in the situated context of the therapeutic discourse. This was followed by a critical revisiting of some of the findings. The analysis found clients’ and counsellors’ uses of metaphor within the data related to three spheres of activity. The first related to constructions of identity through metaphorical talk – in particular a) the construction of relationships by both clients and counsellors using metaphors related to familial role categories, and b) clients’ metaphorical constructions of past versus present identities. The second involved clients’ use of metaphor to do topic management and resistance. The third involved the use of metaphor as a discursive resource in the construction of shared-meaning. Following this the implications of these findings for counselling psychology practice and other psychological therapists were discussed. In particular, a greater awareness of the possible impact of metaphorical talk and claims, and reflection on their impact in both limiting and freeing what is possible in the discourse was suggested.
48
Graffy, Jonathan Peter. "Evaluating breastfeeding support : a randomised controlled trial of support from breastfeeding counsellors." Thesis, University of Birmingham, 2002. http://etheses.bham.ac.uk//id/eprint/696/.
Full textAbstract:
Two-thirds of UK mothers begin breastfeeding, but many soon stop. Although breastfeeding benefits health, infant feeding is influenced by social and attitudinal factors. Study one prospectively investigated the attitudes and experiences of 514 women. Past experience predicted which multiparae would stop by six weeks. Manual social class and considering bottle feeding did so for primiparae. Perceived insufficient milk was the commonest reason for stopping. Study two, a randomised trial of support from breastfeeding counsellors, recruited 720 women. At four months, 46.1% (143/310) intervention and 42.3% (131/310) control women breastfed (Chi\(^2\)=0.942, P=0.33); 73.9% (229/310) vs 79.4% (246/310) gave bottle feeds (Chi\(^2\)=2.60, P=0.11). Survival analysis confirmed that differences between intervention and control women's partial and full breastfeeding duration were not significant (P=0.45 and 0.15 respectively.) Significantly fewer intervention women felt they had insufficient milk. Qualitative analysis of women’s comments revealed they wanted better information, practical help with positioning, effective advice, encouragement and their feelings acknowledged. Women valued counselling, but their feeding behaviour changed little, which may reflect the strength of social influences and that not all mothers contacted the counsellors postnatally. Practical support in the early postnatal period is important. Counselling may increase women's confidence in breastfeeding and producing enough milk.
49
McCartney, Laura Lynn. "Counsellors' perspectives on how mindfulness meditation influences counsellor presence within the therapeutic relationship." 2004. http://hdl.handle.net/1828/565.
Full textAbstract:
The present study was a phenomenological inquiry exploring the lived experience of counselors who have a regular mindfidness meditation practice consisting of sitting meditation. The researcher interviewed five women counselors on how mindfulness meditation influences their presence within the therapeutic relationship. Utilizing a phenomenological research design emphasizing the association between individuals and their worlds, the researcher analyzed the data, selected meaningful statements, and clustered themes. The main themes discovered were: the path of mindfulness meditation, counsellor presence, compassion, bringing mindfulness and meditation to counselling, and self-awareness and insights through meditation. The findings were discussed within the context of the relevant research and theories in counselling psychology. Practical implications for counselling, future research recommendations, and study limitations were considered.
50
Hooper, James T. "Burnout among high school counsellors." Thesis, 1998. http://hdl.handle.net/2429/8148.
Full textAbstract:
The psychological well-being of those who counsel adolescents is an
important issue, but there has been little research on the topic. Burnout from
job-related stress in the helping professions has been shown to influence
negatively the professionals' job satisfaction and performance by eroding their
benevolence and commitment. Three aspects of burnout — emotional
exhaustion, depersonalization, and impaired personal accomplishment — were
measured in this study. The High School Counsellor Questionnaire, designed
for this investigation, was mailed to 265 members of the British Columbia
School Counsellors Association who were working in high schools. The return
rate was 61.51%; the usable N was 157. The questionnaire measured the
extent of counsellors' burnout and their perception of their own social support
(from family, friends and others) and administrative support (defined as support
from the principal). The questionnaire also gathered information on selected
personal and job characteristics of the counsellor: age, gender, counselling
experience, level of education, school size, and proportion of work time devoted
to counselling.
Burnout levels were shown by t -tests to be low in relation to Maslach
Burnout Inventory norms for mental health professionals except on the
emotional exhaustion scale, where counsellors' scores were significantly higher
(t =4.26; p<.001). This result may reflect the ambiguity of the counsellors' role,
and ever-increasing demands on their time and energy. The association of burnout with the independent variables was explored
by correlation, multiple regression analysis, t -tests, and one-way ANOVA. As
expected, burnout was generally negatively correlated with perceived social
and administrative support. Gender, age, education, counselling experience,
and school size were not significantly associated with burnout. Percentage of
work time designated for counselling was significantly (r=.26; p < 0 1 ) correlated
with feelings of personal accomplishment.
Future research might consider the principal's gender, and counsellors'
specific work duties, case loads, paperwork burden, role ambiguity, collegial
support, marital status, caregiver role at home, and coping strategies for dealing
with stress.
iii