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Lodewyckx, Daniel Petrus Gerhardus. "An interactive qualitative analysis of educational psychology students' self-efficacy beliefs in career counselling." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12202006-132015/.
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Chan, Yuen-ling. "A study of webmail counselling in a Hong Kong secondary school." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22244591.
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Muellenbach, Lorie. "An exploration of counselling psychology trainees' perceptions of therapeutic competence." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-counselling-psychology-trainees-perceptions-of-therapeutic-competence(7231fa2a-c6fb-4dfe-baa0-b054ad97984b).html.
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Introduction: This is a study that explores how U.K.-based counselling psychology trainees perceive that they acquire the skills and abilities required for competent practice and their understanding of what it means to be competent practitioners. It outlines some of the factors that have influenced how therapeutic competence is defined in the current climate of NHS healthcare. It indicates that the training curriculum and the professional culture of their clinical placements influenced trainees' perceptions and definitions of therapeutic competence. Literature Review: The literature review for the thesis covers two major areas. Firstly the sources for discovering how therapeutic competence is defined in counselling and psychotherapy are presented before considering the standards for competent practice in counselling psychology. Secondly the literature on trainees' experiences in training and the qualitative studies related to trainees' experiences of developing competence in training. Key themes from this review indicate that the field of counselling psychology has a commitment to its philosophical roots in humanism, personal development, and evidence-based practice. Methodology: A philosophy of qualitative analysis which introduces the grounded theory method is outlined. The assumptions, values and epistemology of the researcher are stated. The phases of the study which include: 1, Recruitment, 2. Pilot Interviews, 3. Data Collection, 4. Data Analysis, and 5. Developing the Theoretical Framework are described. A qualitative research approach based on constructionist assumptions was utilised in this study. Eleven trainee counselling psychologists were interviewed. The interviews were analysed using grounded theory analysis. Findings: This section includes a summary of two analytical phases which produced focused codes and a coding hierarchy. The results were two core categories: Perceptions of Competence and Defining Competence. Seven subcategories were also developed. Three of these subcategories, Coursework, Observer Feedback and Self-Reflections on Competence, were associated with the core category, Perceptions of Competence. Four subcategories - Clinical Experience, Reflexive Thinking/Self-Awareness, Theories and Models, and Supervision - were linked with the core category, Defining Competence. Discussion: Methods were discussed by which trainees perceive, acquire, and define therapeutic competence. The themes of self-perception of competence and self-confidence were identified as being relevant to therapeutic competence. Some of the vehicles for developing competence were highlighted including the idea that participants reflect on their experiences in training and clinical practice to develop competence. Some surprising results included a lack of evidence to suggest that trainees were thinking about the influence of pharmacology on treatment and some key professional issues (like multicultural competence and the social justice agenda) did not garner very much attention in the interviews. My contribution to knowledge is to inform training and therapist development by illuminating these processes in the context of U.K. based training programmes and representing the trainees' voice in the literature on developing competence in counselling psychology.
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Strasser, Alison. "Development of a counselling and psychotherapy supervision training program within an Australian educational context." Thesis, Middlesex University, 2004. http://eprints.mdx.ac.uk/6437/.
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Although supervision has been a significant component of counselling and psychotherapy practice since the days of Freud, it appears that only since the professionalisation of this industry has supervision become a requirement for ongoing practice. Indeed, it can be argued that supervision is becoming a profession in its own right as it is increasingly recognised that not only does the supervisee benefit in a multitude of ways, but ultimately it is the welfare of the client that is of prime concern. In Australia, the registration process only began in 1999 and as such, is still defining its role amongst the 'helping* professions and government bodies. Although there are clear statements regarding the amount of supervision hours required for both training and ongoing professional practice for counsellors and psychotherapists, there is still work to be achieved in both defining supervisor qualifications and designing an ethical code of practice. At the macro level, a motivation behind this project was my desire for greater personal lucidity about the nature of supervision and the characteristics that determine a good supervisor within the strictures of an educational establishment. One of the possible outcomes was to contribute to the registration definitions. More specifically, the intent was to design a training program for supervisors that was congruent with the needs of supervisees and was cross-theoretical in orientation to allow potential supervisors to develop their own personal model of working. This project documents the phenomenological research I undertook with recently graduated Master of Counselling participants. One of the principle intentions was to explore each individuals underlying meaning and intent towards supervision. Equally, the aim was to develop increased clarity about the nature of supervision itself. The results of this research in combination with other materials were used to develop a supervision training program that was run over 12 weeks in March 2003 and then evaluated for future developments. In the course of this research, a framework of supervision emerged which I have defined as the 'Wheel of Supervision', which has the potential for further evolution in terms of future training and further publications. This 'Wheel of Supervision’ is a new and different way of viewing supervision from both the supervisor and supervise e perspective.
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Yuen, Lau Ka-lai Carrie. "A study of the applicability of the Lewis counselling inventory in Kong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B2978430X.
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Naicker, Dhanasagaran. "School guidance and counselling in Natal : present realities and future possibilities." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003643.
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School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. However, owing to the apartheid policies of the South African government, all pupils did not have equal access to guidance services. In a post-apartheid South Africa it is anticipated that a unitary education system would emerge to provide equal access to education for all South African pupils and this implies that previous imbalances that existed would have to be addressed. In this study the present state of guidance and counselling services in Natal was investigated and policy options to redress past inequities and to make school guidance and counselling services a reality for all South African pupils, within the context of limited resources were explored.
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Shoesmith, Sharon. "Special educational needs : a study of the experience of failure and the effects of counselling." Thesis, Sheffield Hallam University, 1987. http://shura.shu.ac.uk/20665/.
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Twenty-four children, their peer group, parents and teachers took part in the study. The study examined differences between success-oriented and failure-prone children and the perceptions of their peer group, parents and teachers. Much of the design of the investigation was based on attribution theory. The information was used as a basis for: (a) anobservational study of teachers and children using both systematic and unstructured approaches and (b) counselling and attributional re-training with a group of failure-prone children. The counselled, failure-prone children were compared with a control group after a period of six months and then again four months after counselling had ceased. The results of the study cover the effects of this counselling and the experience of failure as it occurred in classes. The results of counselling showed that reading trends were improved and that self-esteem increased significantly but that neither benefit was evident in the delayed post-test, suggesting that counselling would need to be provided over a longer time period. It was shown that the experience of school transmitted messages of unworthiness and helplessness. Failure-prone children had lower self-esteem, used more external causal attributions, had fewer friends, co-operated less well in class and were perceived as less worthy and less valued by themselves and their teachers. They were valued more unconditionally at home than they were at school. It is argued that the curriculum itself creates failure-prone children and that a more 'needs-based' curriculum would in the long term question the need for counselling in the first place. Such a shift in curriculum planning would represent a fundamental change in how educationalists view their own role and the range of pupil performance in school.
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Chan, Yuen-ling, and 陳婉玲. "A study of webmail counselling in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961484.
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Prenzler, Shane Joseph. "The Design and Evaluation of an Innovative Head Mounted Display Counselling Tool for Warfarin." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/386819.
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Background Emergent and disruptive technologies such as augmented reality (AR) and head-mounted display (HMD) have not been explored in the context of pharmacy to date despite the potential benefits for the use of these technologies. Patient counselling could be potentially be modulated to better reflect their level of health literacy and the standardisation of the counselling given to each patient. Further benefits may also be seen with the continual education of pharmacists who use the HMD-AR warfarin counselling guide, as pharmacists have been found to favour interactive forms of continuing education. For this reason, a previously validated educational framework was used for the development of the HMD-AR warfarin counselling guide, the mobile augmented reality education (MARE) design framework. The acceptance of the HMD-AR warfarin counselling guide was gauged using the previously validated e-learning technology acceptance model (TAM). The use of TAM gives significant insight into participants perceived ease of use (PEU), perceived usefulness (PU) and their behavioural intention (BI) which correlate highly to actual use of technology being tested. Aims and Objectives: The aim of this study was to develop and test acceptance of a counselling tool for the drug warfarin using both HMD and AR (HMD-AR warfarin counselling guide). The objectives of this study were to (i) conduct background literature research prior to the developments of the HMD-AR warfarin counselling guide, followed by a (ii) pilot study with 7 Griffith University School of Pharmacy and Pharmacology academic staff. Use pilot study feedback to (iii) redevelop the HMD-AR warfarin counselling guide as well as the accompanying adapted TAM survey. Conduct a (iv) larger mixed method cohort study with a pre- and post-test with 40 Australian registered pharmacists. Methods: The HMD-AR warfarin counselling guide was developed in the same documented way as MARE framework. TAM was assessed in the post-test on a five-point Likert scale. The redeveloped HMD-AR warfarin counselling guide used in the larger cohort of 40 pharmacists to gauge acceptance of the redeveloped HMD-AR warfarin counselling guide. Descriptive statistics, two-tailed Spearman’s rank analysis, Wilcoxon signed rank test and qualitative analysis were then utilised. A pre-and post-test assessment was conducted on participants willingness to use technology and the usefulness of HMD-AR warfarin counselling guide. Results and Discussion: It was shown that even though overall each construct of TAM had an average positive result, this fluctuated. PEU was shown to be the best performing construct with an average score of 1.68 on a five-point Likert scale, while BI showed the lowest average score of 2.74. Spearman rank analysis showed the pre-test question regarding usefulness of the HMD-AR warfarin counselling guide was associated with the post-test statements for PU, AT, BI and SN. Wilcoxon signed rank analysis showed both the post-test additional question for usefulness of the HMD-AR warfarin counselling guide (p= 0.005) and willingness to use technology normally (p= 0.025) had declined compared to the same questions in the pre-test. Qualitative feedback was coded to form three major categories which were then split into two sub-categories each. This qualitative feedback showed a negative perception most participants towards the HMD-AR warfarin counselling guide, some praise was seen for the content and potential of the counselling guide itself however. This study was able to document the early acceptance of the HMD-AR warfarin counselling guide with the use of 40 recruited pharmacists. Expectations were higher prior to use of the HMD-AR but dropped after participants trialled the HMD-AR warfarin counselling guide. Perceptions regarding the HMD-AR technology incorporated into this device were more negative compared to the content and information of the counselling guide. This may have influenced the BI construct having a near neutral on average response from participants, this indicated a possible reluctance for actual use of the HMD-AR warfarin counselling guide in practice. This was
despite other constructs of TAM like PEU having a more positive average score indicating participants found the HMD-AR warfarin counselling guide easy to use. Conclusion: This study was successful in developing the HMD-AR warfarin counselling guide and testing for acceptance. Current technology available fell below expectations of usefulness for most participants. Future applications of this technology could mean the use of HMD-AR technology for other drugs. Further research would need to be conducted on a larger sample of participants from more diverse professional backgrounds in order further understand acceptance.Thesis (Masters)
Master of Medical Research (MMedRes)
School of Medical Science
Griffith Health
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Mustaffa, Mohamed S. "The analysis of counselling in context: A qualitative case study approach to practice in a Malaysian secondary school district." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36763/1/36763_Digitised%20Thesis.pdf.
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This study examined the everyday experiences of Muslims' school counsellors as they encounter and negotiate major contextual factors in their practice in Malaysian secondary schools. Specifically, the study examined how Muslims' school counsellors adapt their generic, Western-oriented training models and practices to the needs of everyday practice in Malaysian society. In particular, the researcher investigated the influence of six particular factors: multiethnicity of students, diversity of religion, relationships with teachers, collaboration with parents, the counsellor's workload and the physical environment of the counselling centre. The term "counselling in context" was used to refer to the everyday practice of counselling in relation to these factors.
The impetus for the research came from several areas. There is a substantial literature discussing the problems and issues of using Western-oriented counselling models in non-Western cultures such as Malaysia. The general question is whether counsellors trained in Western models can actually use these approaches in practice, or whether they must be adapted in major ways to fit the cultural context. A major difficulty is that much of the literature appears to be general, theoretical or ideological, rather than based on the actual experiences of practicing counsellors in the countries concerned. The lack of specific data on Malaysian school counsellors was the starting point for the study.
In order to focus on the experience of counsellors, a qualitative case study approach was used. The researcher examined the practice of eleven Muslims' school counsellors in the district of Muar, using a combination of interviews, observations and document analysis. The data suggested that counsellors actively adapt their training models in various ways in relation to the six factors studied. Furthermore, counsellors perceived a considerable gap between what they learned in their university training course and the knowledge and skills required for actual practice. They have had to initiate their own learning in order to respond to everyday needs.
Based on the findings, the researcher developed a schema for integrating contextual factors into university counsellor training. Specific areas of knowledge and skill were included in order to familiarize trainees with the needs of actual practice. Implications for future research and counsellor training were discussed.
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Lawrence, Michelle. "Exploring attitudes of University students towards seeking psychological counselling." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/3327.
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Magister Psychologiae - MPsychStudent counselling services, typically located within a holistic developmental approach, aim to render comprehensive student services to service users in relation to their psychological, social,educational and spiritual well-being. However, a number of cognitive and affective barriers reportedly reduce the likelihood of young people at universities seeking professional psychological help for personal-emotional problems. Accordingly, the aim of this study, which is located within the Theory of Reasoned Action, was to explore students’ attitudes towards utilising student counselling services, as well as their interpretations of the influence of age, gender and education on their attitudes and self-rated knowledge regarding seeking psychological help. The study thereby attempts to provide an understanding of the factors that influence help-seeking behaviours in university students. The research sample consisted of twenty nine students from the Cape Peninsula University of Technology. The data was collected through focus group discussions, which were conducted using an open-ended and participantcentred approach to the discussion. The qualitative approach of the study was informed by the theory of social phenomenology. Data gathered from the focus group discussions was thematically analysed. The results suggest that attitudes have a potentially important influence on intentions to seek out psychological counselling. Findings show that students feel shame and guilt when they are struggling psychologically and as a result avoid seeking psychological intervention for fear of being negatively stigmatised. The study revealed that education around mental health disorders and the management thereof was crucial in order for them to be demystified and de-stigmatised, and to facilitate openness in the sharing of these problems, and society’s understanding and acceptance of people experiencing psychological disorders. Results also indicate that there is a shift taking place in these attitudes, and suggest ways in which this change can be further facilitated, such as the utilisation of peer helpers who could play a key role in facilitating and reinforcing help seeking behaviour. The outcomes of the study may further contribute to informing universities’ goal to provide accessible, quality and effective development and support services to its students.
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Drotskie, Helene. "'n Beradingsprogram vir kinders wat 'n trauma beleef het." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03152005-141755.
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Löfgren, Camilla, and Helen Öjebrant. "Dyslexi och vägledning : Jag vill höra att jag kan göra allt." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137715.
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The purpose of this study is to give an increased knowledge of how students with dyslexia experience the counselling they received in regard to further studies and future work in connection to the transition from compulsory education to upper secondary school. As well as what is perceived as the most optimum process of counselling given from the needs of the student. Furthermore, there was an interest for a greater understanding of how student counselling work with dyslexic students and what knowledge the student counsellors have about this hidden disability. Qualitative interviews were done, both with students with dyslexia as well as student counsellors working for the years of compulsorily education. The interviews showed that students had not received what to them was an adequate and optimum guidance in regard to their needs. Much like the research found in connection to dyslexia the students note that their own self-esteem and self-worth in regard to the schoolwork lessens along the way. Something that is found to be reassuring is that the student counsellors interviewed say that there are no limitations for dyslexic students when it comes to choose of studies as long as they get proper support and adaptation after their needs.Studiens syfte är att få en ökad kunskap om hur elever med dyslexi upplever den studie- och yrkesvägledning de fick i samband med övergången mellan grundskola och gymnasium. Och vad de anser är den optimala vägledningsprocessen utifrån deras behov. Vidare var en ökad kunskap om hur studie och yrkesvägledare arbetar med elever med dyslexi och vilken kunskap vägledarna har om denna dolda funktionsnedsättning av intresse. Kvalitativa intervjuer genomfördes med både elever som har dyslexi och Studie- och yrkesvägledare på grundskolan. Intervjuerna visade på att eleverna inte har erhållit för dem adekvat och optimal vägledning utifrån deras behov. Precis som i den forskning vi fann rörande dyslexi så påpekar eleverna att självkänslan och självförtroendet rörande skolarbete får sig många törnar efter vägen. Det som känns uppmuntrande är att vägledarna vi intervjuade säger att det finns ingen begränsning för dyslektiker i val av program om de får rätt stöttning och anpassningar utifrån deras behov.
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Mbongo, Emelia Ndapandula. "An assessment of the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia:a case study of learners with discipline problems." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5358.
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The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.
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Mbongo, Emelia Ndapandula. "An assessment of the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia : a case study of learners with discipline problems." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2325.
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The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.
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Andersson, Malin, and Lena Rattfelt. "Strategier för ett kvalitativt och produktivt vägledningssamtal : En kvalitativ intervjustudie om vilka strategier vägledarna på grundskolorna anser är centrala för att förbereda eleverna inför det individuella vägledningssamtalet." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182743.
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Syftet med denna studie är att öka förståelsen för vilka strategier vägledarna på grundskolorna anser är centrala för att förbereda eleverna inför det individuella vägledningssamtalet samt belysa hur vägledarna uttrycker betydelsen av dessa förberedelser. En kvalitativ intervjustudie används som metod för att besvara studiens syfte samt forskningsfrågor och studien är baserad på intervjuer med åtta yrkesverksamma vägledare på grundskolor. Tidigare relevant forskning i kombination med valda teoretiska ramverk, karriärteorin Cognitive Information Process (CIP) samt Goffmans Inramningsteori, används som analysverktyg, vilka står i enlighet med studiens syfte och forskningsfrågor. Sammanfattningsvis indikerar resultatanalysen att de förberedelsestrategier som vägledarna anser är centrala för att förbereda eleverna inför det individuella vägledningssamtalet kan delas upp i åtta kategorier, vilka fördelas under tre teman; Strategier för att öka elevernas kunskap om alternativen, Strategier för att öka elevernas självkännedom samt Strategier för ett djupare vägledningssamtal. Betydelsen av att i vägledningens praktik kombinera samtliga förberedelsestrategier för att förbereda eleverna inför det individuella vägledningssamtalet är att den individuella samtalstiden i vägledningssamtalet ges goda förutsättningar för att bli av en mer kvalitativ och produktiv karaktär.
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Rodrigues, Tania Claudia Abreu. "An exploration of students experiences during the selection process for the M.Psych degree (clinical, counselling and educational) at the University of the Western Cape." Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2589_1190119396.
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Thorne, Robyn Kailey. "Report of an internship conducted at Memorial University Counselling Centre including a project, the development of a handbook for graduate students in educational psychology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23179.pdf.
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Laloum, Valérie. "Orientation des élèves en ULIS école et processus de médicalisation des difficultés d'apprentissage : de l'échec scolaire au handicap." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20062/document.
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La loi du 11 février 2005 « pour l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées » a provoqué une profonde mutation du système éducatif et entrainé un nouveau partage entre le monde médico-social et l’Éducation nationale avec la mise en place d’un travail de partenariat. Un changement paradigmatique majeur s’est opéré avec l’émergence du concept d’inclusion. L’école devenue « inclusive » s’efforce désormais de répondre aux besoins éducatifs particuliers de chaque élève en adaptant la norme scolaire. Les dispositifs collectifs d’inclusion sont des leviers privilégiés de la scolarisation d’élèves en situation de handicap qu’ils accompagnent suite à une notification de la Maison Départementale des Personnes Handicapées.L’objectif central de cette thèse consiste à interroger, plus de 10 ans après la loi, les processus à l’œuvre lors de l’orientation d’élèves vers des ULIS école. Certains élèves sont orientés en ULIS école sans pour autant présenter de handicap avéré. Ils sont, pour la plupart, issus d’un environnement marqué par une précarité sociale assorti d’une problématique familiale. Ces orientations qui inscrivent l’enfant sur le registre du handicap se font sous couvert d’un étiquetage médico-psychologique, les difficultés scolaires étant assimilées à de la déficience légère. Elles sont rendues possibles par un élargissement de la catégorie du handicap, par des critères d’orientation de plus en plus larges et par l’accroissement actuel des réponses médico-psychologiques face à l’échec scolaire. Il semblerait que les dispositifs ULIS continuent à assurer une fonction de régulation sociale, le recours à l’enseignement spécialisé restant socialement différencié. Dans le contexte actuel de médicalisation des difficultés scolaires, sont orientés en ULIS école des élèves qui mettent le système ordinaire en difficulté et pour lesquels, il ne semble avoir d’autre réponse que l’inscription dans le champ du handicapThe 11th of February 2005 law « for disabled persons rights and opportunities equality, participation and civic rights » brought about a deep educational system change and provoked a new sharing between the medico-social system and the Éducation Nationale with the positioning of a partnership. A main changing paradigm has occured with the inclusion concept emergence. Schooling today inclusive is trying to answer pupils’ special educational needs by adjusting school standards. Group inclusion systems are privileged levers to help disabled pupils at school following the Maison Départementale des Personnes Handicapées notifications.This thesis main goal, more than ten years after the law for the disabled persons, consists in examining the process at work when pupils are guided towards a primary school ULIS (Unité Localisée d’Inclusion Scolaire). A certain number of pupils have received educational counselling towards primary school ULIS without any proven disability. They have, mostly, originated from environments with social and family problems. These notifications labelling children as disabled have been done on a medico-psychological basis, the children’s schooling difficulties labelled as mild disability. Those have occured because of a widening of the disability category, wider and vaguer educational counselling criterions and today’s increasing medico-psychological solutions to school underperforming. ULIS systems would seem to carry on ensuring a social regulating function, the recourse to special needs education being socially differentiated. Today’s context of medicalizing school underperformance is leading to guide towards primary school ULIS pupils, putting the common system in a difficult position, and, for whom there seems to be no other solution than labelling them as disabled
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Smith, Andrew R. "Report of an educational psychology internship at the College of the North Atlantic including a research report on student satisfaction with counselling services as measured by the student satisfaction survey." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ42447.pdf.
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McHugh, John William. "The meaning of guilt : toward the possibility of a psycho-philosophical theory of complementarity with implications for the fields of counselling and developmental theory and praxis with reference to the educational setting." Thesis, University of Hull, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301489.
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Laloum, Valérie. "Orientation des élèves en ULIS école et processus de médicalisation des difficultés d'apprentissage : de l'échec scolaire au handicap." Electronic Thesis or Diss., Toulouse 2, 2017. http://www.theses.fr/2017TOU20062.
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La loi du 11 février 2005 « pour l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées » a provoqué une profonde mutation du système éducatif et entrainé un nouveau partage entre le monde médico-social et l’Éducation nationale avec la mise en place d’un travail de partenariat. Un changement paradigmatique majeur s’est opéré avec l’émergence du concept d’inclusion. L’école devenue « inclusive » s’efforce désormais de répondre aux besoins éducatifs particuliers de chaque élève en adaptant la norme scolaire. Les dispositifs collectifs d’inclusion sont des leviers privilégiés de la scolarisation d’élèves en situation de handicap qu’ils accompagnent suite à une notification de la Maison Départementale des Personnes Handicapées.L’objectif central de cette thèse consiste à interroger, plus de 10 ans après la loi, les processus à l’œuvre lors de l’orientation d’élèves vers des ULIS école. Certains élèves sont orientés en ULIS école sans pour autant présenter de handicap avéré. Ils sont, pour la plupart, issus d’un environnement marqué par une précarité sociale assorti d’une problématique familiale. Ces orientations qui inscrivent l’enfant sur le registre du handicap se font sous couvert d’un étiquetage médico-psychologique, les difficultés scolaires étant assimilées à de la déficience légère. Elles sont rendues possibles par un élargissement de la catégorie du handicap, par des critères d’orientation de plus en plus larges et par l’accroissement actuel des réponses médico-psychologiques face à l’échec scolaire. Il semblerait que les dispositifs ULIS continuent à assurer une fonction de régulation sociale, le recours à l’enseignement spécialisé restant socialement différencié. Dans le contexte actuel de médicalisation des difficultés scolaires, sont orientés en ULIS école des élèves qui mettent le système ordinaire en difficulté et pour lesquels, il ne semble avoir d’autre réponse que l’inscription dans le champ du handicapThe 11th of February 2005 law « for disabled persons rights and opportunities equality, participation and civic rights » brought about a deep educational system change and provoked a new sharing between the medico-social system and the Éducation Nationale with the positioning of a partnership. A main changing paradigm has occured with the inclusion concept emergence. Schooling today inclusive is trying to answer pupils’ special educational needs by adjusting school standards. Group inclusion systems are privileged levers to help disabled pupils at school following the Maison Départementale des Personnes Handicapées notifications.This thesis main goal, more than ten years after the law for the disabled persons, consists in examining the process at work when pupils are guided towards a primary school ULIS (Unité Localisée d’Inclusion Scolaire). A certain number of pupils have received educational counselling towards primary school ULIS without any proven disability. They have, mostly, originated from environments with social and family problems. These notifications labelling children as disabled have been done on a medico-psychological basis, the children’s schooling difficulties labelled as mild disability. Those have occured because of a widening of the disability category, wider and vaguer educational counselling criterions and today’s increasing medico-psychological solutions to school underperforming. ULIS systems would seem to carry on ensuring a social regulating function, the recourse to special needs education being socially differentiated. Today’s context of medicalizing school underperformance is leading to guide towards primary school ULIS pupils, putting the common system in a difficult position, and, for whom there seems to be no other solution than labelling them as disabled
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Hurwitz, Jaqueline. "Exploring equine assisted psychotherapy for adolescents in residential care." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85745.
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Thesis (MEd(Psych))-- Stellenbosch University, 2013.ENGLISH ABSTRACT: The background experiences of adolescents removed from their families and placed in residential care are often characterised by trauma, abuse and neglect, resulting in significant psychological and developmental implications. However, as a result of their negative past experiences, many of these individuals view other people, including helping professionals, with mistrust or apprehension, influencing their openness to and thus the effectiveness of traditional psychotherapeutic interventions. Equine Assisted Psychotherapy (EAP) is explored within this study as an alternative non-invasive approach which aims to meet the emotional and developmental needs of vulnerable and difficult-to-reach adolescents. Innate characteristics of horses seem to encourage individuals to engage fully in the psychotherapeutic process making them well-suited to the role of co-therapist within the therapeutic team. This study aimed to explore the experiences of adolescents living within residential care who had participated in an EAP program for approximately eight months, and the affects their participation had within their lives. A qualitative study founded within the interpretive paradigm was used to gain insight into the research questions. Participants were selected using purposive and convenient sampling techniques. Following this, data was obtained through semi-structured interviews, the researcher’s reflective journal, and a focus group discussion. Inductive data segmentation and reassembling techniques were utilised to analyse the data. The findings were integrated and presented as a case study. The research findings indicated that the participants experienced various learning and development opportunities through their participation in EAP. They were able to establish connections which led to improved psychological, social, and physical well-being. The implicit integration of the Circle of Courage principles of mastery, belonging, generosity and independence within the EAP process was also explored and documented for the first time within this text. The findings were related to resilience theory in order to depict EAP as a psychotherapeutic approach which serves to foster resilience for vulnerable adolescents, namely those placed within residential care in this study.
AFRIKAANSE OPSOMMING: Die agtergrond ervaringe van adolessente wat verwyder is uit hul ouerhuise en in residensiële sorg geplaas is, word dikwels gekenmerk deur trauma, mishandeling en verwaarlosing, met beduidende gepaardgaande sielkundige - en ontwikkelingsimplikasies. Voortvloeiend uit hul negatiewe ervaringe van die verlede, is dit moeilik vir sommige van hierdie individue om ander mense, en dit sluit professionele mense in die hulp-professies in, te vertrou en sonder bedugtheid te benader. Dit beïnvloed hul openlikheid en dus die effektiwiteit van tradisionele psigoterapeutiese intervensies. Perd-ondersteunde psigoterapie (Equine Assisted Psychotherapy, EAP) word ondersoek in hierdie studie as ‘n alternatiewe, nie-indringende benadering, waarvan die doel is om die emosionele - en ontwikkelingsbehoeftes van weerlose en moeilik-bereikbare adolessente mee aan te spreek. Dit wil voorkom asof ingebore eienskappe van perde individue aanmoedig om ten volle deel te neem aan die psigoterapeutiese proses, en dit maak die perde baie geskik om as hulp-terapeute op te tree binne die terapeutiese span. Hierdie studie beoog om die ervaringe van adolessente in residensiële sorg, en wat vir agt maande deelgeneem het aan ‘n EAP program, te ondersoek, sowel as die effek wat hierdie deelname op hul lewens gehad het. ‘n Kwalitatiewe studie gebaseer op die interpretatiewe paradigma is gebruik om insig te verkry in die navorsingsvrae. Deelnemers is geselekteer deur doelgerigte - en gerieflikheidstegnieke te gebruik. Hierna is data verkry deur semi-gestruktureerde onderhoude, die navorser se reflektiewe joernaal en ‘n fokusgroep onderhoud. Induktiewe data segmentasie en hersamestellingstegnieke is gebruik om die data te analiseer. Die bevindinge is geïntegreer en aangebied as ‘n gevallestudie. Die bevindige van die studie dui aan dat die deelnemers verskeie leer- en ontwikkelingsgeleenthede ervaar het deur hul deelname aan EAP. Hulle was in staat om konneksies te maak wat bygedra het tot sielkundige, sosiale en fisiese welsyn. The research findings indicated that the participants experienced various learning and development opportunities through their participation in EAP. Die implisiete integrasie van die beginsels van die ‘Circle of Courage’, naamlik bemeestering, behoort aan, ruimhartigheid en onafhanklikheid, is binne die EAP proses ondersoek en vir die eerste keer in hierdie teks gedokumenteer. Die bevindinge is vergelyk met veerkragtigheid teorie om EAP as ‘n psigoterapeutiese benadering te beskryf wat veerkragtigheid aanmoedig by weerlose adolessente, naamlik dié wat in residensiële sorg geplaas is en aan hierdie studie deelgeneem het.
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Mirsch, Eva. "EGENANSTÄLLNING : För vem?" Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-150314.
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Egenanställning är en anställningsform som växer mycket snabbt. Under senare år har det börjat komma rapporter och debattartiklar om nya former för att organisera arbetslivet och möjliga konsekvenser av egenanställning när det gäller regelverk och anställningstrygghet. Med egenanställda menas personer som utför arbete på uppdrag och inte själva har något företag. De är i stället anställda av ett egenanställningsföretag som ansvarar för fakturering mot kunden/ uppdragsgivaren. Utifrån dessa förändringar är det intressant att se vilka konsekvenser det får för individen och vilka färdigheter som krävs i rollen som arbetstagare för att kunna hantera nya förväntningar och krav. I förlängningen är det också intressant att se vilket stöd arbetssökande kan få i att utveckla nya färdigheter på en arbetsmarknad som innebär en förskjutning från anställningstrygghet till anställningsbarhet och om vägledare och rådgivare inom arbetsmarknadsområdet bör eller ens kan rekommendera egenanställning som ett alternativ oavsett den arbetssökandes färdigheter. Denna studie utgår från ett individperspektiv och vänder sig främst till vägledare inom arbetsförmedling och vuxenutbildning samt till rådgivare och karriärcoacher inom Trygghetsråden. Förhoppningen är att studien ska kunna hjälpa till i vägledningsarbetet och fungera som en pusselbit inför individers kommande karriärbeslut. Studien baseras på Planned Happenstance-teorin. Valet av teoretisk utgångspunkt har gjorts utifrån att teorin ligger väl i linje med förskjutningen på arbetsmarknaden och den nya gig-ekonomin, där individen förväntas ta ansvar fullt ut för den egna utvecklingen och ställer krav på initiativförmåga och att vara självgående. För studien har en kvalitativ metod tillämpats. Sju personer har valts ut, de representerar organisationer i olika branscher, olika typer av organisationer samt har olika roller. Gemensamt är att det är organisationer som på olika sätt uppmuntrar, stöttar eller vägleder individer i en karriärvägledningsprocess. De intervjuade personerna arbetar i egenanställningsföretaget Frilans Finans, Fackförbundet Unionen, Trygghetsråden TRR, TSN och TRS, Arbetsförmedlingen och Verto Konsult AB. Resultaten i studien visar att det är relativt ovanligt att arbetslösa använder egenanställning som en plattform för att komma in på arbetsmarknaden. De specifika kompetenser som krävs är främst att vara självständig, driven, gilla försäljning, vara flexibel, våga ta risker, relationskompetens och specialistkompetens. Flera av dessa färdigheter stämmer överens med de färdigheter som karriärteorin Planned Happenstance menar är viktiga. Studien visar vidare att karriärvägledare bör stämma av att personer som överväger egenanställning har en tydlig affärsidé och att de gjort en ordentlig marknadsundersökning av den tjänst eller produkt man ska sälja samt har koll på de ekonomiska förutsättningarna. Stöd genom utbildningsinsatser för att öka den digitala kompetensen och kurser i lagar och avtal är också något som respondenterna lyfter fram, samt rådgivning när man är igång, inte bara inför uppstarten. Tillgång till nätverk och att kunna bolla med andra är också förslag på stödinsatser.Self-employment is an employment form that is growing rapidly. In recent years, reports and debate articles are coming up about new forms of organizing work-life and possible consequences of self- employment in terms of regulations and employment security. Self-employed means people who perform work on assignments and not have a company themselves. Instead, they are employed by a self-employment company which is responsible for billing against the customer / client. Based on these changes, it is interesting to see what consequences it has for the individual and which skills are required in the role of the employee in order to handle new expectations and demands. In the long run, it is also interesting to see which support jobseekers can get in developing new skills in a labor market, which involves shifting from job security to employability and if counsellors and advisors in the labor market sector should or even can recommend self-employment as an option regardless of the job applicant's skills. This study is based on an individual perspective and is primarily addressed to counsellors in employment service and adult education, as well as advisors and career coaches within the job security councils - Trygghetsråden. The hope is that the study should be able to assist in the work of guiding and as a piece of puzzle for individuals' future career decisions. The study link to the Planned Happenstance theory. The choice of theory has been based on the fact that the theory is well in line with the shift in the labour market and the new gig economy, where the individual is expected to take full responsibility for his / her own development, claiming initiative and being self-governing. For the study a qualitative method has been applied. Seven people have been selected, they represent organizations in different industries, different types of organizations and have different roles. Commonly, they are organizations that encourage, support or guide individuals in a career-counselling process. The interviewees work in the self-employment company Frilans Finans, The labour union Unionen, the job security councils TRR (outplacement and job security services for private companies and employees), TSN (The Job Security Foundation, job security services for government employees) and TRS, Arbetsförmedlingen (The Swedish Public Employment Service) and Verto Konsult AB. The results in the study show that it is relatively unusual for unemployed to use self-employment as a platform for entering the labour market. The specific skills required are primarily independent, driven, like sales, flexible, dare to take risks, relation competencies and specialist skills. Several of these skills are consistent with the skills that the career theory Planned Happenstance means are important. Further, the study shows that career counsellors should argue that people who consider self- employment have a clear business idea and that they have done a proper market research of the service or product to sell, as well as the financial conditions. Support through training efforts to increase digital skills and courses in laws and agreements is also something that respondents highlight, as well as counselling at the start, not just before the start-up. Access to networks and being able to chat with others are also suggestions for support efforts.
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Suorsa, T. (Teemu). "Todellisinta on mahdollinen:systeeminen ja subjektitieteellinen näkökulma kasvatuspsykologiseen kokemuksen tutkimukseen." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206226.
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Abstract In educational-psychological research it is difficult but necessary to grasp the way an individual’s existence is delineated through the possible futures that are inher-ent in each present situation. Systemic psychology (theory of organism-environment -system) and subject-scientific psychology have risen to this challenge in psychological research. Systemic psychology has developed concepts and methodology for understanding the individual human being and his/her environment as a unitary system that is always organised so as to participate in the production of common results in the future (e.g. in maintaining everyday practices in a school). Subject-scientific psychology has developed concepts and methodology that overcome the distinction between the natural and the societal dimensions of an individual’s existence. An individual’s existence is seen as mediated through societally produced possibilities for action and experience. In this study systemic educational psychology is developed in a dialogue with subject-scientific psychology. The study consists of four parts that address particular questions related to the aim of this study. The first part asks and describes how a systemically oriented researcher in experiences can draw from conceptions and methodological principles in subject-scientific psychology. The second part asks and describes more thoroughly what is subject-scientific research into subjective experience like. The third part asks and describes how a particular edu-cational-psychological practice (SOLMU-education of counselling skills) can be seen as part of subject-scientific research into subjective experience. The fourth part asks and describes what kind of knowledge SOLMU-education as part of systemic (and subject-scientific) research into subjective experience can produce. The description in the fourth part is made by analysing three cases of everyday practices in pupil welfare services. The study shows that it is possible to develop systemic psychology in a dialogue with subject-scientific psychology. The developing dialogue between the two approaches brings a possibility for conceptualising and researching both psycho-physiological and societal-cultural aspects of human existence with commensurable concepts. The study illustrates how educational psychology can take into account the individual, communal and societal in subjective experienceTiivistelmä Inhimillisen olemassaolon mahdollisuusluonteen huomioiminen kasvatuspsyko-logisessa tutkimuksessa on tärkeää, mutta vaikeaa. Systeemisessä (eliö-ympäristö -järjestelmän teoria) ja subjektitieteellisessä psykologiassa on tartuttu tähän haastee-seen. Systeemisessä psykologiassa on kehitetty psykologista käsitteistöä ja metodologiaa, jolla on mahdollista tarkastella yksilöä ja hänen ympäristöään yhtenä systeeminä, joka on aina organisoitunut tuottamaan tietynlaisia toiminnan tuloksia tulevaisuudessa (esim. ylläpitämään koulun arkisia käytänteitä). Subjektitieteellisessä psykologiassa on kehitetty psykologista käsitteistöä ja metodologiaa, joka ylittää vastakkainasettelun inhimillisen olemassaolon luonnollisen ja yhteiskunnallisen ulottuvuuden välillä. Yksilön olemassaolon nähdään toteutuvan aina yhteiskunnallisesti tuotettujen toiminnan ja kokemisen mahdollisuuksien myötä. Tässä tutkimuksessa kehitetään systeemistä kasvatuspsykologiaa dialogissa subjektitieteellisen lähestymistavan kanssa. Tutkimus koostuu neljästä osasta, joissa tarkastellaan työn yleiseen ta-voitteeseen liittyviä erityiskysymyksiä. Ensimmäisessä osassa kysytään ja kuvataan, millä tavalla systeemisesti orientoitunut kokemuksen tutkija voi ammentaa subjektitieteellisen lähestymistavan käsitteistä ja metodologisista periaat-teista. Toisessa osassa kysytään ja kuvataan yksityiskohtaisemmin, minkälaista subjektitieteellinen kokemuksen tutkimus on. Kolmannessa osassa kysytään ja kuvataan, millä tavalla tietty kasvatuspsykologinen am-mattikäytäntö (SOLMU-koulutus) voidaan hahmottaa osana subjektitieteellistä tutkimusta. Neljännessä osassa kysytään ja kuvataan, minkälaista tietoa SOLMU-koulutus systeemisen (ja subjektitieteellisen) tutkimuksen osaksi ymmärrettynä tuottaa. Neljännessä osassa tiedon luonnetta havainnolliste-taan analysoimalla kolmea tapausta oppilashuoltotyön arjesta. Tutkimuksessa osoitetaan, että systeemistä psykologiaa voidaan kehittää dialogissa subjektitieteellisen psykologian kanssa. Kehittyvä dialogi lähestymis-tapojen välillä mahdollistaa pitkällä tähtäimellä inhimillisen olemassaolon psyko-fysiologisen ja kulttuuris-yhteiskunnallisen ulottuvuuden käsitteellistämisen sekä empiirisen tutkimuksen yhteismitallisilla käsitteillä. Tutkimuksessa havainnollis-tetaan, kuinka kasvatuspsykologiassa voidaan huomioida subjektiivisen koke-muksen yksilöllisyys, yhteisyys ja yhteiskunnallisuus
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Pereira, Anabela Maria Sousa. "Helping students cope : peer counselling in higher education." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:4999.
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This study looks at the problems facing students in their University careers and considers how they may be helped and supported at this time. A University Nightline telephone befriending service (LUA-Linha da Universidade de Aveiro) was established in Portugal (where no such provision previously existed) in order to provide a research vehicle for examining these issues, as well as to meet students' needs. The primary focus of the research was on the experiences of the Student Helpers who staffed the Nightline and on the issues presented by their clients. The research method was one of co-operative inquiry.Through the training of Student Helpers and implementation of this service, insight was gained into the nature of students' problems. Consequently, it was possible to produce a taxonomy of student needs. A distinction was drawn between problems relating to 'inter-individual' (individual and academic) life and 'intra-personal' (personal and academic) life, with a course of action relating to each problem area being described as short or long-term. This taxonomy was used to analyse the calls received by the Nightline. Results indicate that most clients were seeking short term solutions to problems relating to 'intra-personal - personal life'. The experiences and problems of Students Helpers were assessed predominantly through the use of questionnaires and focus groups. An unexpected and pleasing outcome from this research was that in providing a peer counselling service, Student Helpers had facilitated their own personal growth. In most respects, their needs paralleled those of the clients they were trying to help.A central tenet of this thesis is that the provision of academic support alone is not sufficient to ensure academic success. The research suggests that greater consideration should be given to opportunities for personal development programs as part of the curriculum in higher education.
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Al-Mamoun, Muhammad Ali Muhammad. "Counselling within a Muslim context : counselling role of teachers of religious education in secondary schools in Kuwait." Thesis, University of Wales Trinity Saint David, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683105.
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Becue, Alain. "L’accompagnement des enseignants débutants du primaire : une situation potentielle de développement professionnel ?" Thesis, Reims, 2015. http://www.theses.fr/2015REIML005.
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Dans le contexte socio-économique du début du XXI siècle, l'éducation reste un enjeu sociétal majeur. Dans cette perspective, la question de la formation des enseignants et plus précisément celle de l'accompagnement à l'entrée dans le métier des débutants apparaît centrale. Nous l'interrogeons ici sous l'angle d'une recherche qualitative visant à comprendre dans quelle mesure le dispositif actuel de conseil pédagogique contribue au développement professionnel de professeurs débutants du primaire. Plus précisément, nous étudions, dans le cadre conceptuel de la didactique professionnelle, les cheminements des conclusions formulées au cours d'un entretien-conseil, de leur formulation jusqu'à leur transformation potentielle en compétences professionnelles. Cette recherche, en utilisant des références dans les théories de l'analyse interactionniste du discours et des activités cognitives de raisonnement et de problématisation, étudie de façon longitudinale l'accompagnement dans trois dyades enseignant débutant – conseiller pédagogique sur une année scolaire. Elle permet de mettre au jour, pour notre corpus, des résultats sur : 1) la nature des conclusions formulées lors des entretiens-conseils ; 2) les processus et difficultés qui aboutissent à la formulation des conclusions ; 3) le devenir des conclusions énoncées dans la suite de l'accompagnement ; 4) les conséquences du dispositif de conseil pédagogique dans le développement professionnel des débutants ; 5) les conditions minimales pour que l'accompagnement puisse être une situation potentielle de développement professionnelIn the socio-economic context of the beginning of the 21st century, education remains a major societal issue. In this regard, the matter of teacher training, and more specifically that of supporting novices as they go into the profession, seems central. Here, we approach it from the perspective of a qualitative investigation aiming to understand the extent to which the current system of educational advice contributes to the professional development of novice primary school teachers. More specifically, within the conceptual framework of professional didactics, we study the progress of the conclusions drawn in the course of a counselling interview, from the moment they are drawn until the time they are potentially transformed into professional skills. Using references from the theories of interactionist analysis of speech and cognitive activities of reasoning and problematizing, this research examines longitudinally the way support is provided in three novice teacher – educational adviser dyads over the course of a school year. Within the boundaries of our corpus, it leads to the uncovering of results about : 1) the nature of the conclusions drawn during the course of the counselling interviews ; 2) the processes and difficulties that lead up to the drawing of the conclusions ; 3) the evolution of the conclusions formulated in the following interviews ; 4) the consequences of the system of educational advice on the professional development of novices ; 5) the minimal conditions necessary for the support to be a potential situation of professional development
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Romito, M. "'NON FA PER TE'. ORIENTAMENTO SCOLASTICO E SCELTE DI INDIRIZZO NELLA SCUOLA SUPERIORE IN ITALIA." Doctoral thesis, Università degli Studi di Milano, 2013. http://hdl.handle.net/2434/225371.
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TITLE: "Your are not meant for it". An ethnographic reserach on school counselling at the transition from lower to upper secondary school in Italy. ABSTRACT: The transition from lower to upper secondary school is crucial in reproducing educational inequalities in Italy. Based on one year ethnographic research carried out in two middle school in the city of Milan, the thesis highlight the role of teachers and school advisers in shaping students' educational identities and expectations. Participant observation and interviews with teachers, school advisers, students and parents have been carried out throughout the last year of middle school. The process leading to upper secondary school choices has been conceived as a social construction accomplished by actors differentially endowed with symbolic power. Through the concepts of field, habitus and cultural capital, the thesis show how in supporting and advising students and families, teachers and school advisers often, and unwittingly, reinforce the relation between ascribed memberships and school choices, thus contributing to the reproduction of social disparity in accessing to the different tracks that characterize upper secondary school within the Italian educational system.
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Smyth, Ashley A. "Community counselling: a contextual curriculum design for Christian higher education in Africa." Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1933.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006A uniquely African framework for training community counsellors is urgently required to address the range and impact of contemporary community counselling needs in Africa. Training methodologies utilised in Christian higher education throughout Africa shoulddynamically reflect on the socio-cultural context in order to gain a regional understanding of community counselling needs and apply distinctively regional interventions. This study has found that a limited number of Christian higher education institutions in Africa is actively engaged in undergraduate training of community counsellors - primarily in the sphere of Christian counselling. At the same time, the range and severity of community mental health needs is accelerating rapidly, requiring a new generation of community counsellors who have received relevant and effective regional training at an undergraduate level of study. Presently, amongst those institutions where such training is provided, the emphasis within the curriculum has revealed a marked bias towards western knowledge constructs and values - particularly in parts of Africa where European influences are so strong. The study reveals that psychosocial phenomena as experienced in the context of developed societies of Europe and North America have questionable relevance to the distinctive regional challenges facing Africans today. This study presents a case for Christian higher education in Africa to adopt a uniquely African framework for training community counsellors to address the range and impact of contemporary community mental health needs. The study has explored a curriculum development process that dynamically reflects on the socio-cultural context in order to gain a regional understanding of community mental health needs to ensure that community counsellors are provided with effective intervention skills. A unique strategy for integrating the outcomes of such a community assessment into a relevant curriculum design is presented. This strategy comprises a four-step community assessment model utilising focus groups to investigate the range and severity of counselling needs in communities throughout the Great Lakes region (Kenya, the Democratic Republic of Congo, Rwanda and Burundi). The results of this community assessment provide guidelines intended to assist Christian higher education in this regional selling to re-curriculate existing undergraduate curricula in community counsellor training and to develop new curricula. The author demonstrates how lessons learned from conducting one such regional study can be meaningfully applied to other regions on the African sub-continent. The global relevance of this study is reflected in the interface between the 'bio ecological systems theory' of Uri Bronfenbrenner (Bronfenbrenner, 1979) and the pedagogic paradigm developed in this study. Both emphasise the vital importance of exploring and understanding socio-cultural frameworks if training methodologies are to be psychologically and culturally valid.
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Hunter, Winnifred Morag. "A qualitative study of older adults' experiences with psychological counselling." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103518.
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This qualitative study aims to address the limitations of current geropsychological research, theory, and practice as well as identify the counselling needs of the growing population of older adults. Broadly speaking, this study was influenced by an emic (or culture-specific) approach that emphasizes the importance of attending to the uniqueness of cultural groups from the perspective of the members of those groups in the refinement of psychological theory, research, and practice (Arthur & Collins, 2005). As well, the study answered a call to include clients' perspectives in enhancing multicultural competence of counselors (Pope-Davis et al., 2002). Guided by the increasing demand for geropsychological care and the associated need to gauge the current experiences of older adults undergoing psychological counselling, a narrative analysis was conducted using interview data of older adults' reflections and stories concerning the overarching question: What are older adults' experiences with psychological counselling? Participants included six women and four men over the age of 65 who had undergone psychological counselling as an older adult. Results from this study capture meaningful counselling experiences which highlight the value of psychological counselling and shed light on the importance of promoting competent counselling and advocacy for older clients, while deepening the understanding of the strengths and limitations of current geropsychological care. Informed by participants' narratives, important implications can be gleaned for research, training, and practice of geropsychological counselling. Responding to the call for client-centered research on multicultural counselling competence, this study provides participants' recommendations for competent care. Keywords: Older adults, narrative analysis, psychological counselling.Cette étude qualitative traite des limites actuelles de la recherche, de la théorie et de la pratique dans le domaine de la géropsychologie, et définit les besoins en consultation d'une population croissante de personnes âgées. D'une façon générale, cette étude s'inspire d'une approche émique (c'est-à-dire spécifique à la culture) qui souligne l'importance de respecter l'unicité des groupes culturels en tenant compte de la perspective des membres de ces groupes dans l'avancement de la théorie psychologique, la recherche et la pratique (Arthur & Collins, 2005). En outre, l'étude répond au besoin de présenter les points de vue des clients sur l'amélioration des compétences multiculturelles des conseillers (Pope-Davis et al., 2002). Motivée par la demande croissante en soins géropsychologiques et la nécessité sous-jacente d'évaluer l'expérience des personnes âgées qui ont recours à des conseillers psychologiques, une analyse narrative a été menée à l'aide de données d'entrevues présentant des réflexions et des récits de personnes âgées portant sur la question générale suivante : Quelles sont les expériences de thérapie psychologique vécues par des personnes âgées? Six femmes et quatre hommes de plus de 65 ans ayant suivi une thérapie psychologique à un âge avancé ont participé à l'étude. Des résultats de cette étude comprennent des expériences pertinentes de thérapie qui illustrent la valeur de la consultation psychologique et révélent l'importance de promouvoir des compétences des conseillers et plaidoyer à l'égard de patients plus âgés, tout en approfondissant la compréhension des forces et des limites des soins actuels en géropsychologie. Les récits des participants ont permis de circonscrire des répercussions importantes pour la recherche, la formation et la pratique de la consultation géropsychologique. En réponse au besoin croissant d'une recherche axée sur le client applicable aux compétences en consultation multiculturelle, cette étude présente les recommandations des participants pour des soins efficaces.
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Hum, Gregory. "Determining University Professors' Practical Teaching Knowledge Constructs in Exemplary Incidents of Teaching." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95603.
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This study delineates practical knowledge bases that university professors draw upon during exemplary Critical Incidents of teaching. One hundred and eight full-time, tenure track, university professors from departments of Biology, Chemistry, Economics, Engineering, English, History, Math, and Philosophy across the G-13 universities participated. Professors rated Likert scale items with reference to an exemplary incident of teaching they described. Theorized factor constructs, and items, were developed based upon a conceptual framework from a previous study. An exploratory factor analysis and oblique rotation yielded 5 factors/knowledge constructs: Pedagogical Knowledge,Delivery and Management, Content Knowledge, Monitoring and Reflection, and, Knowledge of Students. These factors closely matched 5 of 6 of the theorized factors, and showed strong correspondence with existing literature on teaching knowledge. These factors, along with their inter-correlations form an empirical and objective model of practical university teaching knowledge, demonstrating that exemplary university teaching is informed by a network of inter-related knowledge bases.Cette étude trace les connaissances que les professeurs universitaires utilisent au cours d'Incidents Critiques exemplaire d'enseignement. Cent huit professeurs du G-13 ont participé. Les professeurs ont évalué, en utilisant l'échelle de Likert, un exemple d'incident d'enseignement qu'ils ont décrit. Des items et des facteurs de constructions théorisés ont été développés sur la base d'un cadre conceptuel d'une étude précédente. Une analyse factorielle exploratoire ainsi qu'une rotation oblique ont rapporté 5 facteurs/connaissances de constructions: la connaissance pédagogique, la livraison et gestion, la connaissance du contenu, la surveillance et réf1exion ainsi que la connaissance des étudiants. Ces facteurs étaient fortement liés à 5 des 6 facteurs théorisés, et ont démontré une forte correspondance avec la littérature. Ces facteurs, ainsi que leurs intercorrélations, forment un modèle empirique et objectif de la connaissance d'enseignement universitaire pratique, ce qui démontre qu'un réseau de connaissance inter-reliées est à à la base de l'enseignement universitaire exemplaire .
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Ibrahim, Mizan Adiliah Ahmad. "A study of peer counselling in secondary schools in Malaysia." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318415.
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Truong, Hanh Quah Theresa. "Reconsidering career education in secondary schools: Counsellor and student perceptions of career counselling." Thesis, Truong, Hanh Quah Theresa (2014) Reconsidering career education in secondary schools: Counsellor and student perceptions of career counselling. Masters by Research thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/24189/.
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Career counselling is central to facilitating high school students’ postsecondary goals. Research studies have revealed student dissatisfaction with career guidance, but how do counsellors respond? Dialogue between counsellors who provide guidance and students who are discontent with career planning services is scarce. Counsellor and student opinions need to be collaborated and communicated to each other for practical and relevant practice. This thesis considers counsellor and student perspectives to inform effective career education in secondary schools.
A mixed methods approach was used to examine existing policies in place at one Ontario high school. A survey of 35 Grades 11 and 12 students assessed student initiative towards, and opinions about, counselling. Interviews with 2 counsellors provided a more in-depth understanding of the counsellor-student discourse, contextualised realistic practice, and suggested methods to manage student expectations and needs.
Findings indicated complementary results. Students were largely confident in their postsecondary goals, but a smaller percentage credited counsellors for their success. A majority of students sought advice from their counsellors, but responded differently on the quality of guidance received. Many Grade 12 students felt they were not receiving enough exclusive and specific attention. Counsellors’ multifaceted responsibilities did not allow for special attention to the graduating class. Differences between counsellor and student perspectives lay in their respective opinions about effective practice. However, both parties felt more counsellors or lower student-tocounsellor ratios would benefit their working relationship and improve provisions for student needs.
Results suggest the need to better define counsellor and student responsibilities. Assessment of student concerns and counsellor responses support a proposal to infuse career development into other high school subject areas. Career education needs to encourage student independence and enforce student accountability for their career development.
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Taylor, Angela Moyna. "Parental attachment and adjustment to college for adolescent students in further education." Thesis, Birkbeck (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265970.
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Daly, Bradley. "A Qualitative Exploration of Feelings of Incompetence Among Counselling Interns." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38513.
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This qualitative study drew from Thematic Analysis, inspired by Grounded Theory, to explore how counselling students completing their internship manage their feelings of incompetence. Four master’s level counselling students from three different masters counselling programs in Ontario, Canada were interviewed using a semi-structure interview protocol to gain an in-depth understanding of how they experienced and managed FOI during their internship. Twenty-nine subthemes emerged, which were further categorized into four over arching main themes: (1) experience of FOI, which included eight subthemes; (2) effects of FOI, which included eight subthemes; (3) management of FOI, which included six subthemes; and (4) seeking supports for FOI, which included eight subthemes. The FOI that counsellors-in-training experience can directly impact their clients and the implications of this study related to counselling pedagogy and supervision are discussed.
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Wong, Wai-hung. "Ethical decision-making in individual counselling among secondary school guidance teachers." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013728X.
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Al-Tai, Zaid S. "A model for guidance and counselling services in Salahaddin University, Iraq." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257165.
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Blom, Lana-Lorraine. "An investigation into the need for counselling service at the Cape College of Education." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1003492.
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Many students find that their greatest academic step is that from high school to college or university, and that it involves a transition affecting almost all aspects of their lives. In order to offer assistance to students experiencing transitional and other personal problems, Student Counselling Services have been established and are operature at most tertiary institutions in Southern Africa. Currently no such service exists on the campus of the Cape College of Education, Fort Beaufort. This exploratory study attempts to determine whether there is a need for such a service and further, to establish factors which might encourage or discourage students from using such a service. An open-ended questionnaire was administered to 178 students at the College in order to gain insight into their ideas and feelings and what they perceive their needs to be. Through an explication of the student protocols, several major themes emerged and are discussed in detail. The research findings suggest a need for the establishment of a counselling service, and shed some light on factors which need be considered should such a service be offered. The methodological approach is discussed as well as recommendations for improvements.
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Yao, Shui-chun Tiffany. "Counselling and guidance services in Hong Kong primary schools : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778488.
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Ho, Ling-mun Joseph. "Student counselling an innovation in Hong Kong secondary schools /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626548.
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Niizeki, Sae. "School counselling in Canada and Japan /." 2005. http://ir.lib.sfu.ca/handle/1892/677.
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Radebe, Sibusiso Phumulani. "Psychological assessment and evaluation of learners by the Free State child guidance clinics." Thesis, 2010. http://hdl.handle.net/10413/1153.
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This study explores the aims of psychological assessment and evaluation of learners by Free State
child guidance clinics so as to realise the goals of Inclusive Education. A systematic and scientific
study examined the psychological assessment practices used by the Free State child guidance
clinics. The study agitates for the eco-systemic theory as its theoretical framework to psychological
assessment and evaluation of learners as opposed to the medical positivistic approach. The advent
of democracy in 1994 led to the transformation of the South African education system. Education
changes included the review of the use of psychological assessment and evaluation of learners in
schools. Such changes in psychological evaluation were necessitated by the fact that traditional
psychological evaluation methods were used to perpetuate apartheid policies. Psychological tools
and techniques used were biased towards certain learners.
Quantitative and qualitative research approaches were used to complement each other as part of
triangulation. Five child guidance clinics were targeted as the research population for this study.
These were: Child Guidance Clinic1, Child Guidance Clinic 2, Child Guidance Clinic 3, Child
Guidance Clinic 4 and Child Guidance Clinic 5. Participants for the study were selected from all
these clinics as they had all the characteristics needed to be part of the study. Purposive sampling
then became the appropriate sampling style for the study. Not all members of the child guidance
clinics were reached to be participants in the research study. Ultimately, 33 members of the child
guidance clinics formed the research sample. Data production techniques used were structured
questionnaires, clinical interviews and file analysis. A total number of 12 interviews were
conducted, 25 questionnaires administered and 50 files audited. The literature survey provided a
theoretical base to look at previous studies conducted on this topic and to provide a theoretical lens
through which this study was conducted. Data produced were presented and qualitatively and quantitatively analysed. It became evident in this study that psychological assessment and evaluation of learners was culturally biased against certain learners. Many psychological tests used to assess learners had a
content bias and were not standardised for the culturally diverse South African society. The general
picture that emerged from the study about the assessment of learners was that many learners who
were referred to child guidance clinics for psychological intervention were eventually placed in the
special education programme. A majority of the assessors were white and speak Afrikaans. This created problems as they assess black Southern Sotho or Xhosa speaking learners because they are not conversant with learners’ language. They then had to use interpreters to help them. Tools
and techniques that they used were influenced by the medical model as its theoretical base. In this
study, it is argued that the medical model needs to be revisited as it does not help learners to realise
their full potential. Instead, the eco-systemic model is foregrounded as the assessment model which
is compatible with the principles of inclusive education. It then became evident that the aims of
psychological assessment and evaluation of learners especially in an inclusive education context must be revisited.
On the basis of the findings of this study, it is concluded that;
• The total number of specialists working at the Free State child guidance clinics is too limited;
• Most of the therapists, especially psychologists, still maintain that psychometric tests can play a role in inclusive education;
• The aims of psychological evaluation should aim at the learner’s needs and for support;
• Placement of learners in special settings should be discouraged and those who need moderate to high levels of support should be assisted at the full service school or resource
centre. It was not the intention of this study to discuss psychological assessment and evaluation in depth as
this is a very wide concept. Time constraints could not allow that. Further research is required on other aspects of psychological evaluation. Recommendations relating to how assessment in an
inclusive education setting should be conducted and suggestions for future relevant research on psychological assessment and evaluation of learners are made.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.
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Muribwathoho, Henry Nkhanedzeni. "Guidance and counselling services in high schools : problems, implications and solutions." Thesis, 2003. http://hdl.handle.net/10413/2023.
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The purpose of this study is to determine the perceptions of school counselors or guidance educators and students about the need for Guidance and Counselling in schools. Changes in the political arena and the birth of the new dispensation brought about changes in education and service delivery. The doors of education were opened to allow even the poorest of the poor to access equal opportunities. Apartheid education had disempowered black people to the advantage of whites. For the first time in the history of our education everyone enjoyed equal access and opportunities. Our classrooms became places where young people, black and white, can now access the best education for them to succeed in life, and fulfill ambitions that not so long ago seemed so remote. The study focuses on the availability of psychological services in ten high schools in the greater Durban North region. Questionnaires were administered to School Counsellors, Guidance educators and students in schools where school Guidance and Counselling is offered and to those in schools where it is not offered. It was hypothesized that Guidance and Counselling was not effectively and adequately offered in high schools. The results of the study indicate that both educators and students feel that there is the need to either revive or improve guidance and counselling services. Statistical analysis indicated that the majority of African schools that participated in the study do not offer Guidance and Counselling, with the lack of resources as the main cause. Retrenchments and the granting of voluntary severance packages were cited as some of the factors affecting the delivery of quality guidance and counselling. Schools are unique and problems and challenges facing them differ from one area to another, yet there is a dire need to improve the Guidance and Counselling services that are generally inadequate. It is hoped that the study will, firstly, stimulate further research in education support services, specifically Guidance and Counselling as a school subject, and, secondly, the findings will evoke debates about guidance and counselling services in schools.Thesis (M.Ed.)-University of Durban-Westville, 2003.
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Themba, Martha Maria. "Management of learner counselling at a High School / Martha Maria Themba." Thesis, 2006. http://hdl.handle.net/10394/3121.
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The purpose of the study was to determine the management of learner
counselling at LHS. The little information on career counselling in post-apartheid
South Africa as most information dates back to the Bophuthatswana era.
Data was gathered through questionnaires and interviews. These were used to
determine management of student counselling in the areas of: number of
learners in class, availabilityof career counselling, and the importance of career
counselling, parental involvement and departmental and community involvement
in the education of learners.
The response from the sample under study indicated that there is no active
participation in the management of career counselling by all the stakeholders.
Departmental involvement, is urgent, as more learners leave school, not ready
and unarmed with relevant and important information. It is recommended that
career counselling be a compulsory subject.
The introduction of career counselling mechanisms will guide the school
counsellor in identifying the needs of the learners, thus eliminating problems that
may be encountered. This can be attained by the creation of more posts for
school counselllors by the Department of Education.
The counsellor at times lacks the necessary information, training and support
from the education department to guide learners. A lack of career centers further
exacerbates poor counselling in schools.
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Ozodi, Christopher Chinedu. "Clinical pastoral education for Igbo society : a cross cultural model for a family/community-based educational process in pastoral care." Thesis, 2005. http://hdl.handle.net/10413/1852.
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CPE is Western in origin, it can be transplanted and adapted to the Igbo soil and be fedb with the local nutrients. In the view of the researcher, this can bring about a new CPE model which is called the "Family/Community-Based CPE Model." The above mentioned model puts the family and community at the center of the CPE program. The CPE center will be located in a community-based setting that will enable the CPE students to visit different families and experience community life and to learn how the people respond to different events in their lives. The students can also visit ceremonies that give meaning to the people's lives such as marriage, naming, funerals and other events through which the people express their communal life. Inter-professional collaboration can take place between the CPE center and different professionals, as well as the local practitioners. All these experiences will form part of the verbatim reports and reflections during the program. The already existing actionreflection- action model of CPE will be remodeled to be theory-observation-action-reflection. It is this CPE model that the researcher proposes for the Igbo society.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.
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Brar, Novjyot. "Bridging the gap: Educational cultural brokers supporting the mental health of refugee youth." Master's thesis, 2010. http://hdl.handle.net/10048/1479.
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Refugee youth are identified as a high risk group due to the likelihood of exposure to trauma (UNICEF, 1996) and frequent reports of anxiety, depression and Post Traumatic Stress Disorder(PTSD)(Ellis, MacDonald, Lincoln, & Cabral, 2008). However they tend to underutilize mental health services(Fenta, Hyman, & Noh, 2006). This study explored the ways in which educational cultural brokers support the psychological well-being of refugee youth. Using a qualitative case study (Merriam, 2009), four cultural brokers and three mental health practitioners were interviewed and data was analyzed thematically. Two broad themes were identified encompassing informal supports and formal supports. Sub-themes that represented informal supports were: (1) Facilitating cultural integration and sense of belonging, (2) Bridging to settlement services, and (3) Providing supportive counselling. Sub-themes describing formal supports were: (1) Facilitating referrals, (2) Educating, (3) Providing contextual information, and (4) Providing cultural interpretation. The practice implications of this research are discussed.Counselling Psychology
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Esterhuizen, Melanie Jane. "An investigation of Depression among clinical, counselling and educational psychologists in private practice." Thesis, 2006. http://hdl.handle.net/10539/1744.
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Student Number : 8153027 -
MA (Clin) dissertation -
School of Human and Community Development -
Faculty of HumanitiesThe aim of this study is to investigate depression in clinical, counselling and educational psychologists in private practice. Forty-one psychologists completed a survey questionnaire consisting of closed and open-ended questions. The questionnaire required no identifying details. This ensured confidentiality, and the information gathered was subjected to both quantitative and qualitative analyses, which forms the basis of this dissertation. The results confirm that psychologists do indeed suffer with depression. However, contrary to expectation, it is not always the work of a psychologist which creates the conditions for depression, but rather a history of depression or a vulnerability to depression, which is sometimes stirred up by different aspects of the work. Also, a psychologist’s personal experience of depression often seems to be helpful during the therapeutic process, where the therapist uses his/her subjective experience of depression, to understand and assist clients in the management of their emotional pain. In addition, the negative impact of depression on clinical work is explored. In the sample, there do not appear to be many differences between clinical, counselling and educational psychologists regarding their experiences of depression. With hindsight, it was thought that the division of the disciplines did not add anything meaningful to the study. The purposively drawn sample was biased towards clinical psychologists. Also, the investigative nature of the study made it difficult to draw conclusions which could be generalized to the population of psychologists in South Africa. Despite the study’s limitations, the results, when compared with existing literature regarding depression in psychologists, revealed many similarities. Areas of further research were identified.
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Lodewyckx, Daniel Petrus Gerhardus. "An Iteractive qualitative analysis of educational psychology students' self-efficacy beliefs in career counselling." Diss., 2006. http://hdl.handle.net/2263/30449.
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This study focuses on educational psychology students’ self-efficacy beliefs in career counselling. The research was conducted in the Department of Educational Psychology of the University of Pretoria. An Interactive Qualitative Analysis (IQA) as described by Northcutt and McCoy (2004) was done. The constituency comprised seven students who have provided career counselling to at least one client. The IQA approach to research postulate that the ideal in qualitative research is to create a process that invite participants to produce data while minimizing the effect of the research process on the content. With the IQA approach the participants in the research have a remarkable degree of freedom and are empowered to generate and analyze their own data with minimal external influence. The role of the researcher in this process is to facilitate the process and to teach participants the process while guiding them to generate and analyze their own data. The central assumption in IQA, namely that the people closest to the phenomenon are in the best position to report about the phenomenon was confirmed by the researcher. The main findings of the study indicate that self-efficacy develops through formal and personal development. The identification of possible areas of growth and how this is communicated by the supervisor is fundamental for both formal and personal development processes of students. A positive cooperative developmental approach during feedback sessions is conducive to the growth of the career counsellor. The importance of experiential learning and modelling as a means to develop self-efficacy was confirmed by the research participants. The reduction of anxiety with the increase of self-efficacy was reported as a very important benefit of increased self-efficacy.Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007.
Educational Psychology
unrestricted
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Gardner, Lesley Ann. "A counselling internship in a junior high school in St. John's, NF /." 1998.
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