Relevant bibliographies by topics / Psychoanalytic counseling Study and teaching (Internship)

Academic literature on the topic 'Psychoanalytic counseling Study and teaching (Internship)'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Psychoanalytic counseling Study and teaching (Internship)"

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Et.al, Norazani Ahmad. "The Validity and Reliability of Counseling Internship Supervision Training Module among Academic Supervisors and Site Supervisors." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 332–42. http://dx.doi.org/10.17762/turcomat.v12i3.738.

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This study aims to develop theCounseling Internship Supervision Training Module that can benefit the academic supervisors at public universities. This training module is one of the efforts in increasing academic supervisors’ efficacy in the theoretical and skill aspects in counseling supervision. This module is developed based on a systematic supervision model namely theSystem Approach to Supervision (SAS) by Holloway (1995). This module contains 5 stages of supervision and they comprise of 16 activities. Session 1: Introduction, Session 2: Pre-supervision Skills, Session 3: Supervision Process, Session 4: Supervision Evaluationand Session 5: Post-Supervision Skills and Actions. This study is carried out to test the validity and reliability of theCounseling Internship Supervision Training Module. A total of 10 assessors for the module validity comprises of academic supervisors at the public universities such as UPSI, UM, UPM and UKM who are also lecturers in the counseling field. Meanwhile to measure the module’s reliability, a total of 30 school counselors inBatang Padang were involved as the respondents of the study. The finding with regard to the module’s validity shows that the minimum percentage value is 82 percent for the statement “The module content can be implemented following the steps determined”and the statement “the module content can increase the supervisor’s character more effectively”. The maximum percentage is 87 percent for the statement “this module content can fulfill the target population”. Meanwhile, for the reliability coefficient finding, the alphaCronbachCounseling Internship Supervision Training Module on the 30 school counselors in the district ofBatang Padang is high, which is 0.984. This study implication shows that this module can serve as the teaching module to supervisors to train them to become effective supervisors.
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Amalina, Nor. "BASIC SKILLS OF STUDENTS DEALING WITH THE WORLD OF WORK THROUGH ACCOUNTING PRACTICES IN SMK NEGERI 3 BANJARMASIN." Jurnal Socius 9, no. 2 (October 10, 2020): 181. http://dx.doi.org/10.20527/jurnalsocius.v9i2.8145.

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Abstract This study aims to describe the learning, media, and curriculum of the SMK Negeri 3 Banjarmasin Accounting expertise program, describe the debriefing provided by the school before the Accounting expertise program students carry out the internship and describe the experience gained by the accounting expertise program at the SMK Negeri 3 Banjarmasin accounting program from the implementation of the internship in the relevant agencies. The research method used is a qualitative research method with data collection techniques through interviews, observations, and document studies. Sources of data obtained from interviews with informants are productive accounting teachers, deputy head of the public relations department, deputy head of the curriculum, administrative staff, and students of accounting expertise program at SMK Negeri 3 Banjarmasin. Data was also obtained from the document study results. The results showed that the Banjarmasin SMKN 3 in teaching and learning activities developed a KTSP-based curriculum, as well as carrying out industrial work activities for three months while students were in the third and fourth semester, and using online learning media to support learning while students were in the business world of industry. As for debriefing by the school when the child will carry out an apprenticeship given by productive teachers, counseling guidance. the head of the expertise program, the deputy head of the school, to the head of the school regarding student matters and readiness regarding the implementation of the internship. Industrial work practices provide special experience and illustrations for students related to business and the industrial world.
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Rahman, Mohammad Masudur. "Career Development Services (CDS) at the University Level: A Study on Two Private Universities in Bangladesh." Journal of Business and Technology (Dhaka) 8, no. 1-2 (March 9, 2014): 95–113. http://dx.doi.org/10.3329/jbt.v8i1-2.18288.

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In this paper an attempt has been made to analyze the importance of educating students through various missions of professional development activities of a university. Through its focus on teaching and learning, research and discovery, and outreach and engagement, the university creates, conveys, and applies knowledge to expand personal growth and opportunity, advance social and community development, foster economic competitiveness, and improve quality of life. Bangladesh, as a developing nation, experiences one of the most acute unemployment situations in the world. Getting a suitable job or building right career in the expected way has now-a-days become very difficult. Emphasis has been given on building skilled human resources by undertaking job oriented academic programs, arranging internship, job placement, workshop and facilitating opportunities to study abroad for higher education. Because, without imparting qualitative education and proper counseling a fresh graduate may lose the right way to approach in getting a better livelihood and build healthier career. The university, where the students are taught, can play a pivotal role in guiding them and building their professional skills in the way of achieving the goal. This article will analyze how a university can take part with students’ professional development activities and prepares its students for job market at home and abroad. DOI: http://dx.doi.org/10.3329/jbt.v8i1-2.18288 Journal of Business and Technology (Dhaka) Vol.8(1-2) 2013; 95-113
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4

Adinkrah, Bernard, and Charles Fosu-Ayarkwah. "Values Education and its Implications on Guidance and Counselling." E-Journal of Humanities, Arts and Social Sciences, June 24, 2020, 78–85. http://dx.doi.org/10.38159/ehass.2020064.

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This paper looks at Values Education and its implications on Guidance and Counseling, as well as its recommendation for use in the Colleges of Education in Ghana. It considers the classification, methods, theoretical framework, advantages, and disadvantages of values education. The Psychoanalytic and behavioural theories were used to explain the link and effects of people’s past experiences and those of the present experiences. It further examines the values counsellors and counsellees are expected to develop and exhibit, and its implications on Guidance and Counseling services. Published books, articles, and personal observation during teaching and counseling services provided the main sources of information. The study brings to the fore the fact that values education serves as a preparatory ground for effective Guidance and Counseling Services to take place in educational institutions. It is therefore recommended that educators be exposed to values education and be encouraged to teach values that are associated with their courses. This is vital to lay a good foundation for counsellors and counsellees for effective counseling services to go on in the Colleges of Education in Ghana.
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Yi, Qi-Feng, Jin Yan, Cui-Jiao Zhang, Guo-Li Yang, Hui Huang, and Yan Yang. "The experience of anxiety among Chinese undergraduate nursing students in the later period of their internships: findings from a qualitative study." BMC Nursing 21, no. 1 (March 29, 2022). http://dx.doi.org/10.1186/s12912-022-00847-9.

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Abstract Background Clinical internships are a critical transition period for nursing students to develop into nursing professionals and are essential for the solidification of their professional attitudes. Undergraduate nursing students face multiple sources of severe anxiety that affect their nursing career development during this period. This study aimed to understand the anxiety experienced by undergraduate nursing students in the later period of their internship periods in a Chinese educational context. Methods A descriptive qualitative study was conducted. A purposive sample of 17 undergraduate nursing interns with experiences of anxiety was selected from three teaching hospitals in Hunan Province, China. Data were collected through semi-structured interviews and analyzed using the Colaizzi seven-step method for data analysis. Results Three themes emerged: the sources of perceived anxiety, the psychological journey of coping with anxiety, and suggestions for nursing management and education. The sub-themes for the first theme included career decision dilemmas, competitive pressures for employment, worries about progress of the graduation projects, challenges of the nursing licensure examination, and low self-confidence in clinical competence. The second theme consisted of two sub-themes: negative avoidance and retreat, and positive preparation and response. The third theme consisted of policy support to create more employment opportunities, comprehensive guidance from nursing schools and hospitals, and psychological assistance and counseling. Conclusions This study revealed that undergraduate nursing students were prone to anxiety during the later period of their clinical internships. Specific sources of anxiety encompassed career decision-making, job pursuit, graduation, and licensure examination. Undergraduate nursing students adopted both positive and negative approaches in coping with anxiety during the later period of their clinical internships. Nursing educators and administrators should develop appropriate instructions and support systems to reduce anxiety among undergraduate nursing students.
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Dissertations / Theses on the topic "Psychoanalytic counseling Study and teaching (Internship)"

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Gayer, Harvey L. "Differential perceptions of prospective predoctoral psychology interns : an experimental investigation of potential bias in selection." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027108.

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A discrepancy between the number of predoctoral internship applicants and Association of Psychology Postdoctoral and Internship Centers' internship positions has recently been noted (Gloria & Robinson, 1994; Murray, 1996). Applicants now outnumber positions available. This imbalance has caused researchers (e.g., Lopez, Moberly, & Oehlert, 1995) to focus on criteria affecting selection decisions. Researchers, who have relied strictly on non-experimental methodology, have ascertained that important and consistent criteria for intern selectors are breadth and types of clinical experiences, performance during interviews, and letters of recommendation.A criteria that was not specifically addressed in earlier surveys of intern selectors was doctoral program type (i.e. clinical, counseling, and school psychology). Interestingly, doctoral program type had been hypothesized by Gayer and Gridley (1995) to have a significant impact on intern selection decisions, such that a preference pattern would emerge with clinical applicants preferred over counseling applicants, and counseling applicants preferred over school applicants. This pattern was hypothesized to occur even if application materials from the three doctoral program types were identical. The present study, in the form of an experimental survey utilizing analogue techniques, was developed to test the aforementioned hypothesis. Results confirmed that doctoral program type has a statistically significant, moderate influence on intern screening/selection and that the hypothesized preference patterns pervasively exist across a variety of selector (e.g., gender and doctoral program type attended) and setting (e.g., geographic location, site type, population density in the site's locale, and socioeconomic status of a site's clientele) variables. Implications of this preference pattern and recommendations for applicants, trainers, and selectors are discussed.
Department of Educational Psychology
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2

Ward, Colin Clayton. "The initial on-site supervision experiences of school counseling interns." Thesis, 1997. http://hdl.handle.net/1957/33643.

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The purpose of this study was to investigate the initial on-site supervision experience of school counseling interns. Current counseling supervision research has failed to address dynamics specific to the context of school counselor training and professional development. This gap in the research suggest that examining the phenomenological experience of what constitutes school counselor trainee growth in the context of on-site counseling supervision was worthwhile. An emergent qualitative research design was utilized to clarify and elaborate on data while pursuing lines of inquiry grounded in the experience of three school counseling supervisory dyads (supervisee-supervisor), a university internship supervisor, two additional supervisees, and three additional supervisors. During the course of an academic school counseling internship experience, data was collected through multiple taped on-site school counseling supervision process observations, participant semi-structured interviews, and reflective participant and researcher journals. Utilizing a constant comparative method of data analysis, results indicated an emerging model of on-site school counseling supervision which, (a) progressed sequentially through a series of four developmental phases (contextual orientation, establishing trust, conceptual development, and clinical independence), (b) focused on twelve dimensions of supervises learning specific to each phase of development (contextual urgency, site disparity, ethical awareness, accessibility, support, collegiality, thematic observations, reflective modeling, illustrative examples, self assessment, self generation, and professional risk taking), and (c) illustrated a reflective cycle of supervisor-supervisee interaction focused on the supervisee transforming dissonant internship counseling experiences into professional schemas. Presented as an emergent model and specific to the investigated context, the results suggest that developmental principles of counseling supervision are applicable to school counseling, and that the supervision relationship illustrated pedagogical interventions and processes congruent with reflective learning theory. It is recommended that counselor education programs provide preliminary exposure to the school counseling context and relevant counseling models while maintaining ongoing follow-up and support with on-site school counseling supervisors. Furthermore, research is needed to more fully examine instructional strategies in the context of school counselor preparation and on-site supervision.
Graduation date: 1998
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Books on the topic "Psychoanalytic counseling Study and teaching (Internship)"

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B, Malley Patrick, and Scott Judith 1940-, eds. Practicum and internship textbook for counseling and psychotherapy. Muncie, Ind: Accelerated Development, 1988.

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The counseling practicum and internship manual: A resource for graduate counseling students. New York, NY: Springer Pub. Co., 2010.

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Boylan, John Charles. Practicum and internship: Textbook for counseling and psychotherapy. 2nd ed. Washington, D.C: Accelerated Development, 1995.

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A, Fall Kevin, ed. Translating theory into practice: A student guide to counseling practicum and internship. Long Grove, Ill: Waveland Press, 2009.

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Boylan, John Charles. Practicum and internship: Textbook and resource guide for counseling and psychotherapy. 4th ed. New York: Brunner-Routledge, 2008.

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1949-, Eisengart Sheri, and Colonna Ronald 1950-, eds. The counselor intern's handbook. 3rd ed. Australia: Thomson-Brooks/Cole, 2004.

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1949-, Eisengart Sheri, and Colonna Ronald 1950-, eds. The counselor intern's handbook. Pacific Grove, Calif: Brooks/Cole, 1995.

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Faiver, Christopher. The counselor intern's handbook. 2nd ed. Australia: Brooks/Cole, 2000.

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The internship, practicum, and field placement handbook: A guide for the helping professions. Upper Saddle River, N.J: Prentice Hall, 1996.

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The internship, practicum, and field placement handbook: A guide for the helping professions. 4th ed. Upper Saddle River, N.J: Pearson Prentice Hall, 2005.

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