Dissertations / Theses on the topic 'Psychologists Supervision of Australia'
To see the other types of publications on this topic, follow the link: Psychologists Supervision of Australia.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Psychologists Supervision of Australia.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Bell, Francesca A. "The requirement to be fit and proper: What does it mean to Australian psychologists?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/2072.
Full textAbstract:
The phrase fit and proper is used in the Health Practitioners Regulation National Law Act (Qld), 2009, which came into effect nationally in 2010 and governs psychologists. As with previous legislation that used the phrase, the legislator does not define fit and proper, leaving it up to each profession to determine its exact meaning and inform the courts accordingly. A review of the literature established that to date no Australian psychologist has attempted to define the construct. This means that Australian lawyers do not get any guidance from psychologists regarding how they should interpret the phrase fit and proper in relation to psychologists. Ideally, however, the beliefs of psychologists as a group should inform any definition of what constitutes a fit and proper psychologist. In the absence of such research, the purpose of this study was to determine Australian psychologists’ understanding of the construct.
During Stage One, semi-structured interviews with 16 Western Australian psychologists explored what they considered constituted a fit and proper psychologist. Using a grounded theory approach, the data analysis revealed 2 superordinate components to fitness and propriety. Participants believed that a fit and proper psychologist had 11 person features. These person features could be split into 3 categories, namely capability, character, and conduct. The second component, termed system issues contained the categories of selection and screening, monitoring, regulation, and prevention and remediation.
The aim with Stage Two was to determine whether other Australian psychologists agreed that the 11 person features described a fit and proper psychologist, and if they did, how they ranked them. A cognitive interviewing strategy was employed to add rigour to the design of a questionnaire and to provide confirmation of the person features constructed from the Stage One interviews. The cognitive interview process established that 2 of the original 11 person features were too broad. As a result, both of these features were split into two, giving a total of thirteen person features that were included in the questionnaire. A representative sample of 226 Australian psychologists completed the questionnaire that collected both qualitative and quantitative data. Participants classified 8 features as critically important and 5 as important features of a fit and proper psychologist, with self-awareness ranked as the most important feature.
An analysis of the qualitative data revealed a third superordinate component, termed moderators. Moderators, such as impact on practice, alter each person feature from a black and white concept to a nuanced and more complex one. Moderators build flexibility into the person features and allow for the role of each in fitness and propriety to alter according to a psychologist’s life stage and circumstance.
Australian psychologists believe that a fit and proper psychologist exists in a professional system comprising psychologists themselves and bodies that perform a variety of functions related to the establishment, development, and regulation of standards in the profession. A fit and proper psychologist possesses 13 key person features that can be maintained because of moderating factors. This understanding has implications for psychologists, service users, regulators, and the judiciary.
2
Cheasley-Rau, Veronika. "Supervision experiences of qualified clinical psychologists." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311385.
Full text
3
Lovell, Colleen. "Supervisee experiences of poor and harmful clinical supervision." Swinburne Research Bank, 2007. http://hdl.handle.net/1959.3/22376.
Full textAbstract:
Thesis (DPsych (Counselling Psychology)) - Swinburne University of Technology, 2007.Submitted to Swinburne University of Technology, in partial fulfilment of the requirements for the Professional Doctorate of Psychology (Counselling) - 2007. Typescript. Includes bibliographical references (p. 210-218).
4
Goodwin, Catherine. "Trainee clinical psychologists' perceptions of their supervision needs." Thesis, Cardiff University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430198.
Full text
5
Roberts, Brenda. "Clinical psychologists on clinical supervision : a Delphi survey." Thesis, Open University, 2000. http://oro.open.ac.uk/58077/.
Full textAbstract:
Background and aims In the context of historical tensions from different epistemologies and traditions, and contemporary needs for guidance and clarity, the DCP has noted `an emerging consensus' on the desirability for career long engagement in clinical supervision for clinical psychologists. The study attempts to measure this consensus and investigate current practices and beliefs. Design and participants A three-round Delphi survey was used, initially gathering semi-structured accounts of panelists' views and subsequently inviting more precise responses to a questionnaire derived from those accounts. The participants were 53 clinical psychologists, selected on the basis of their presumed interest or expertise in supervision. Measures Materials were developed for the study: - PPI collected personal and professional information, - DQI collected semi-structured accounts of opinions concerning various aspects of supervision, - DQ2 was a 62-item questionnaire derived from DQI material. Results Most panelists were both giving and receiving supervision. There was broad agreement on most issues, including the desirability of universal engagement in supervision for clinicians, the primacy of the supervisory relationship, the need for preparation for the roles of both supervisor and supervisee, and the necessity to identify supervision as an activity distinct from both management and therapy. In contrast there was little agreement on how supervision is most appropriately related to either management or therapy, nor on the relative importance of personal therapy and supervision in the training of competent therapists. Implications Most panelists were deeply engaged in both the provision and the receipt of supervision, which supports current DCP policies, but the culture is not yet strong enough to guarantee that all clinicians will he offered it routinely. More theoretical research is needed to develop models of supervision which will not assume that psychotherapy is its only legitimate focus, but will pay due heed to the wide range of tasks undertaken by both clinical psychologists and their supervisees.
6
Kucer, Priscilla Naomi. "Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742692.
Full textAbstract:
This study examined the effect of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts in Florida. The theory of work adjustment, Maslach and Jackson’s three-dimensional model of burnout, and Atkinson and Woods’s triadic model of supervision were the theoretical foundations and/or conceptual frameworks used in this study. The two research questions that guided this study addressed the effect of the receipt of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts. The study was conducted with a convenient sample of 75 school psychologists from a target population of 330 who were primarily working as practitioners within the school districts. An online survey was created with demographic questions, the short-form Minnesota Satisfaction Questionnaire (MSQ-sf), and the Maslach Burnout Inventory–Educators Survey (MBI-ES). The MSQ-sf has an overall scale of job satisfaction that was computed. The MBI-ES is comprised of three subscales: emotional exhaustion, depersonalization, and personal accomplishment. The subscale total scores were calculated for each MBI-ES dimension. The Mann-Whitney U test revealed no statistically significant difference in job satisfaction between the two groups (U = 736, z = 1.783, p = .075). The MANOVA did not reflect a significant difference in burnout between the two groups, F(3,71) = .657, p = .581; Pillai’s Trace = .027; partial η2 = .027.
7
Hawley, Gael. "An interpretative phenomenological study exploring Educational Psychologists' experiences of facilitating group supervision." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22042/.
Full text
8
Rawlings, Emma. "Educational psychologists' experience of taking part in group supervision : a phenomenological study." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3977/.
Full textAbstract:
This study offers an insight into eight educational psychologists’ (EPs) experiences of being supervised in a group. Two males, six females (aged between 29 and 64), working as EPs in one of two local authorities in England took part in semi-structured interviews. Their experience as EPs ranged from one year to 36 however they all had a minimum of one year of experience of group supervision. Transcripts of the interviews were analysed using Interpretative Phenomenological Analysis (IPA), a qualitative methodology. Researchers using IPA are interested in the individual and see those individuals as experts in their own experience. In a model by Hawkins and Shohet (2006) commonly known as the ‘Seven Eyed Model of Supervision’, a multi layered approach to supervision is suggested. This dovetails with Adair’s (1986) Functional Management Approach of effective groups which talks of groups needing to attend to the individual, group and task needs in unison. These models are at the heart of this study which found that the experience of EPs in group supervision can also be considered as a three layered experience where the PURPOSE, PROCESS and PERSONAL NEEDS, the three Ps of group supervision, are simultaneously interacting. This thesis was produced at a time where, once again, educational psychologists were faced with huge changes in the education system. I anticipate that group supervision across the children’s workforce will become an area of rapid growth and educational psychologists are well placed to be at the heart of this growth. However for this to happen we need to ensure that group supervision is not misunderstood and, therefore, the findings of this study offer a unique opportunity in understanding what it feels like to be supervised in a group.
9
Lindberg, Tara. "Peer Support Among School Psychologists in Urban School Districts." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468793217.
Full text
10
Malins, Samuel. "Clinical psychologists' experiences of addressing spiritual issues in supervision : an interpretative phenomenological analysis." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12215/.
Full textAbstract:
Background: Psychological therapists have found spirituality a complex and confusing subject to work with in therapy and research (e.g. Jackson & Coyle, 2009). However, little is known about the role supervision may play in maintaining or resolving this situation (Miller, Korinek & Ivey, 2006). Aim: To explore how clinical psychologists address spiritual issues in supervision, using the qualitative methodology of Interpretative Phenomenological Analysis (IPA, Smith, 1996). Method: Semi-structured interviews were conducted with a purposive sample of seven clinical psychologists who had addressed or attempted to address spiritual issues in supervision. Results: Three superordinate themes emerged from data analysis: The Ineffable Nature of Spirituality: How and why spirituality is difficult to put into words; Struggles with Spirituality: Consequent interpersonal and intrapersonal tensions; Negotiating Struggles: How participants managed the difficulties faced. Conclusions Whereas previous literature has implied that spirituality itself can be the “elephant in the room”, this study suggests the “elephant” is the inherent struggle involved when addressing spirituality in therapy and supervision. Engaging with spirituality in supervision requires ongoing management of tensions related to spirituality. Making implicit processes in supervision explicit may facilitate this process.
11
Sierra, José Javier. "Discipleship as a transcendent model of supervision." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full text
12
Hyde, Penny. "Australian psychologists' perceptions and experiences of client threats." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/863.
Full textAbstract:
There is empirical evidence that workplace violence is increasing, particularly in settings where health care professionals such as psychologists are employed, and often these incidents are perpetrated by clients. Given that client violence can have wide ranging and serious consequences, it is not surprising that researchers are focussing on this issue. One notable finding is that psychologists feel that they do not have the training or confidence to manage the violent behaviour of clients. A review of the relevant literature was undertaken to determine why psychologists feel ill prepared for such incidents. Whilst there is a wide range of definitions of client violence, it appears that many of the professionals’ concerns about various forms of client behaviour go beyond these definitions of violence. There is an array of client behaviours that make professionals feel their wellbeing is at risk which fall outside the general definition of violence. Consequently, the term client threats may be more appropriate. There is no research in which psychologists were directly asked what client interactions they perceived as putting their wellbeing at risk and, without this information, professional advice to them may not be effective. The purpose of this research project was to determine psychologists’ experiences and perceptions of client threats. Stage 1 included interviews with 45 psychologists which indicated that their experiences and perceptions of client threats could be best conceptualised by developing a preliminary theory of client threat. In stage 2 a Delphi approach, with a panel of experts, helped formulate a modified Client Threat Theory that proposes a three phase model outlining the process through which psychologists experience these threats. This theory begins with a client behaviour being observed and conceptualised as a threat (activation phase), then influential factors are assessed (risk assessment), and lastly a management plan is formulated and applied in response to the threat (execution phase). This research project also provides a detailed understanding of how the participating psychologists experienced client threats. It was discovered that threatening experiences were triggered by more than violent client behaviours and that a term broader than violence was needed to encompass these experiences. The types of threats reportedly experienced by participants were physical, sexual, verbal, psychological, reputational, and financial in nature. Participants also reported feeling threatened when they perceived that a client behaved in a threatening manner towards people known to them, such as colleagues and family members. This provides a basis from which future researchers could develop a comprehensive definition and theory of client threat, along with efficient and effective tools to reduce its occurrence and deal with it more effectively.
13
Butler, Rachel Ruth. "Retaining School Psychologists: The Role of District Level Administrative Supervisors." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8459.
Full textAbstract:
The school psychologist shortage has been a persistent problem in education, and there is a lack of research on what current administrative supervisors are doing to address shortages. This study examined the perceptions of district leaders regarding the recruitment and retention of school psychologists. Participants included 19 administrative supervisors in public school districts in Colorado (CO), Utah (UT), Nevada (NV), and Wyoming (WY). Data for this qualitative study were collected by conducting semi-structured interviews with administrative supervisors of school psychologists. Interviews were transcribed and analyzed for common themes. A total of 10 themes were identified, and the first theme reflected concerns about school psychology graduate programs not producing enough school psychologists. Additionally, being farther away from a graduate program creates recruiting difficulties. Another related theme revealed that close relationships with graduate programs contributes to successful recruiting. Administrative supervisors noted the role that the surrounding community plays in retaining current school psychologists. They also expressed the importance of creating appealing workloads that matched salaries, being responsive, matching school psychologists’ preferences, and offering job flexibility. Other key themes included the challenges of finding school psychologists to hire and competing with neighboring local education administration (LEAs). Finally, administrative supervisors believe that they are in a worker’s market that favors the school psychologist. Overall, there appeared to be a theme of administrative supervisors feeling a lack of control over their current situation. Limitations for the study include collecting data across several months that may have influenced participants responses due to the demands of hiring during certain times of year. The sample included participants from states in the western United States, which may reflect limited perspectives based on geographic needs and trends. Directions for future research may include a larger sample size that reflects national demographic characteristics. Further research could also investigate the effectiveness of current efforts to address shortages on a systemic level. This could include researching how state and national associations advocate for school psychologists and how graduate programs grow and adapt to match current needs.
14
Vanderman, Aysha. "How can the supervisory relationship facilitate perceptions of effective supervision for trainee educational psychologists." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/34528.
Full textAbstract:
The supervisory relationship is reported to be fundamental in determining whether the goals of supervision are met. Its role is said to surpass any methods or approaches used (Kilminster and Jolly, 2000). In educational psychology the supervisory relationship with trainees has not been explored in any depth. This study aims to explore how both trainees and supervisors experience the relationship. An onus is placed on exploring the effective features of the relationship, with a view to enhance practice. In phase 1, interpretative methodology was applied to identify newly qualified educational psychologists’ experiences of their practicum based supervision when they were in year three of their training. Main themes described are participants needing to feel accepted by their supervisor, the supervisor acting from within professional, personal and nurturing based roles, feeling connected with the supervisor, being open and disclosing with the supervisor and how service culture impacts supervision. The power dynamic between trainee and supervisor appeared to significantly impact on key features of the relationship The themes from phase 1 were presented to supervisor participants in phase 2. Interpretative methodology was used to explore supervisors’ perceptions of these themes. Overall, supervisors appeared to like relationships which were mutual and reciprocal. Implications for practice are explored e.g. the need to facilitate authenticity and open dialogue in the relationship. Limitations of the study include 1) piloting the interview process with a non-educational psychology professional who does not have experience of the context of trainee educational psychology supervision 2) possible disadvantages of knowing some of my participants 3) accessing supervisory experiences related to just year 3 of training and 4) inconsistency in criteria for participation, i.e. not all participants had been working with the same supervisor or trainee for year both years 2 and 3 of the training programme.
15
Briggs, David John. "A qualitative study using Interpretative Phenomenological Analysis to explore Chartered Counselling Psychologists' experiences of supervision." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/132953.
Full textAbstract:
This thesis comprises three main sections: a literature review, research report and a critical appraisal of the research process. The literature review is generic across a number of health professions and begins by placing supervision within its historical context followed by an attempt to clarify our current understanding of supervision. The literature relating to effective supervision is presented, with the supervisory working alliance being identified as potentially one of the most important common factors in the change process of supervision (Ellis, 1991). A review of supervision models suggests that they provide a structure for understanding the roles, relationships, responsibilities and processes integral to the practice of supervision. The review attempts to clarify the current state of supervision training, highlighting the lack of attention that has been paid to the process by which individuals learn to become effective supervisees and supervisors. It is concluded that there is a need for further research in the area of training for both supervisees and supervisors. The research report comprises a qualitative study using interpretative phenomenological analysis to explore the supervision experiences of six Chartered Counselling Psychologists. The thematic content that emerged indicated a lack of preparation for the role of supervisee and a lack of formal training for the supervisory role. The findings revealed that the participants relied upon self-directed learning, their previous experience and their therapeutic skills to inform their supervisory practice. The findings also highlighted the critical role of the supervisory relationship for both supervisee and supervisor in managing the anxieties generated by this lack of preparation and training as well as in supporting the learning and development of all involved in the relationship. The final section is the researcher’s critical appraisal of the research process.
16
Shaldon, C. S. "Enduring supervision : a study of trainee educational psychologists' experiences and understandings of their supervisory relationships." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701373.
Full textAbstract:
The aim of this study is to explore the experiences and understandings of the supervisory relationship (SR) from the perspective of Trainee Educational Psychologists (TEPs) across their three years of doctoral training. This is an area of focus which has been under-researched in the educational psychology literature, despite the recognition that supervision plays a key role in the learning and development of psychologists. Semi-structured interviews were carried out with seven newly qualified Educational Psychologists (EPs) who had graduated from the same training course six months previously. The data was analysed using Interpretative Phenomenological Analysis (IPA) and four overarching concepts were identified: 'constructing the supervisory relationship'; 'process of learning in the supervisory relationship'; 'the dynamics of difficult supervisory relationships' and 'making sense of the journey'. The findings showed a wide experience of the supervisory relationship ranging from an 'enduring' legacy of reflexive practice to the 'enduring' of a dysfunctional dynamic. Implications of the findings for all stakeholders - supervisor, supervisee, training course, Educational Psychology Service (EPS) - are discussed, with reference to existing research, models and theory.
17
Wheeler, Paige Louise. "The relationship between a supervisor's gender and job satisfaction of female school psychologists." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1113576190.
Full textAbstract:
Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2005.Title from first page of PDF document. Document formatted into pages; contains [1], iii, 38 p. Includes bibliographical references (p. 26-29).
18
Wedlock, Maria. ""You kind of pull back the layers" : the experience of inter-professional supervision with Educational Psychologists." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17601/.
Full textAbstract:
Supervision is considered by the British Psychological Society to be an essential element of delivering high quality services. In a national online survey, it was found that 28.6% of Educational Psychologists (EPs) reported supervising other professionals who work with children and young people in a range of settings. In the context of a large county council, Family Support Key Workers (FSKWs) work with pre-school aged children with significant and severe needs, their families and pre-school settings. EPs have been commissioned by the Local Authority as part of their core work to offer supervision to FSKWs for over 15 years. The aim of this study was to explore the lived experience of FSKWs engaging in inter-professional supervision with EPs and enhance the findings of previous studies through gaining a deeper insight into how FSKWs experience and make sense of supervision. Seven FSKWs who had engaged in supervision with EPs over a period of 10-15 years took part in the study. A semi-structured interview schedule was used to ask about experiences, and the transcriptions were analysed using Interpretative Phenomenological Analysis (IPA). Five overarching themes were identified and are discussed. Supervisees experienced a safe relationship with the EPs and the opportunity for the deeper exploration of the self. They also experienced supervision as a learning space and had the choice of whether to engage in supervision. The findings also describe movements in, and changes in these experiences over time. Each of the themes are considered in light of existing literature. The importance of establishing a foundational relationship to create space for the deeper exploration of the self to support learning and development is emphasised. The implications these findings have on EP practice are considered in relation to existing theories and frameworks.
19
Lynn, Claire L. "Burnout among Western Australian psychologists : exploring issues within forensic psychology as potential predictors." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1271.
Full textAbstract:
The level of burnout among a sample of Western Australian psychologists and a comparison of scores to the American normative sample of mental health workers was investigated. The study was also particularly interested to explore whether issues pertinent to the forensic psychologist were predictive of burnout. Burnout was measured by the Maslach Burnout Inventory (MBI), which comprises three components: emotional exhaustion, depersonalization and low personal accomplishment The study explored whether characteristics in relation to the psychologist, the client and the workplace had predictive value for the level of burnout. Variables considered across these characteristics were age and gender, client problem type and voluntary status of the client and work setting and caseload, respectively. Within these, variables considered more likely to occur within the forensic psychologist's work included, working predominantly with behavioural problems, involuntary clients and within a prison setting. Participants included 90 psychologists from a variety of work settings in Western Australia. The sample were found to be experiencing greater emotional exhaustion, but less depersonalization and particularly less burnout attributable to low personal accomplishment than their American counterparts. Despite the finding that over one fifth of the sample were experiencing emotional exhaustion, the overall prevalence of burnout across the components, particularly in relation to personal accomplishment, was low. In relation to the predictive value of the variables considered, multiple regression analyses were conducted for each burnout component. Findings suggest that working with clients in relation to behavioural issues, but particularly being a female had a significant main effect on burnout attributable to emotional exhaustion. Gender appears to be a significant predictor independently of all other variables considered. Further, findings suggest that working greater hours with clients could provide a buffering effect on burnout attributable to low personal accomplishment. None of the variables considered had any impact on depersonalization. Working in a prison setting and with involuntary clients did not predict burnout. Although working with predominantly behavioural issues is associated with forensic work, the overall findings challenge the assumption that psychologists working within the forensic arena are at increased risk of burnout
20
Wellington, Kunaka S. "Looking at their blind spots! : how trainee counselling psychologists engage and experience reflective practices." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/601106.
Full text
21
Barrett, Dawn A. "Electroconvulsive therapy : An assessment of experience, knowledge, and attitudes of clinical psychologists in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/778.
Full textAbstract:
Introduced to modern psychiatry in 1938, electroconvulsive therapy (ECT) is the application of an electrical current to the brain, administered under a general anaesthetic and with the use of muscle relaxants. The procedure is primarily used for psychiatric disorders and remains a controversial intervention. Issues of contention centre on claims of efficacy, safety and the validity of “informed” consent. Prominent side effects include memory loss with psychological sequelae reported to include fear, grief and loss. Previous studies of mental health professionals report experience of working in a ECT environment increases knowledge and promotes a positive attitude. Very few studies have included psychologists who are reported to be generally negative towards the procedure. Given the nature of the side effects of this psychiatric procedure, lack of knowledge about ECT may influence the practice of psychologists. The aims of this study were to assess the knowledge of, and attitudes towards ECT of clinical psychologists in Western Australia. Information was also elicited from clinicians about their experience of working with clients who have undergone ECT. In particular, the survey elicited information of practice issues with these clients.
22
Faircloth, John William. "An investigation of eligibility decision congruence among school administrators, psychologists, and social workers for Virginia's developmentally delayed population." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618457.
Full textAbstract:
The study investigated the construct of eligibility decision congruence as it applied to professional decision-makers for children with suspected developmental delays. Professional status and judgement format were the key variables of interest. Three distinct professional groups were surveyed: school administrators, psychologists, and social workers. The control group used professional judgement to determine eligibility, whereas the experimental group used a structured worksheet and eligibility criteria. One hundred and twenty subjects participated in a simulation of the eligibility decision process. Each subject was given five case summaries. A correct determination of eligibility was established for each case based on the decision of one multidisciplinary team and application of the Virginia Department of Education criteria. The control group received a form containing five distinct eligibility outcomes to select from in their determination of eligibility, whereas the experimental group received the same choices as part of the structured worksheet. Results from the investigation yielded a moderate level of congruence among the three professional groups. A weak positive correlation was also found with number of years experience on an eligibility team with the total number correct determinations of eligibility. Use of the structured format for determining eligibility improved the accuracy rate for the experimental group in one case with missing assessment components. Marginal congruence was noted in three of the five cases, leading to the conclusion that the professionals failed to use the criteria or applied the criteria incorrectly in their determination of eligibility for preschool services. Marginal to high degrees of accuracy were found in four of the five cases presented. The case with the lowest accuracy rate resulted in a false-negative error in which a child with disabilities was made ineligible for services. The overall accuracy rate in determining eligibility was 70.34%. Limitations and implications for further research were discussed.
23
Wrape, Elizabeth R. "Attachment Theory Within Clinical Supervision: Application of the Conceptual to the Empirical." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804896/.
Full textAbstract:
Attachment theory has established itself as applicable to many types of relationships, encompassing caregiver-child, romantic, interpersonal, and psychotherapeutic interactions. This project sought to investigate the application of attachment theory to clinical supervision. Using suggestions put forth in previous work by Watkins and Riggs, this study examined the dyadic interactions inherent in both supervision and attachment. Using the working alliance as determination of the quality of supervision, attachment styles, leader-follower attachment, and attachment-based expectations were explored as predictors for supervisor-trainee dyad outcome in a training clinic for doctoral psychology students. The study design is longitudinal and prospective. Findings indicate the necessity of measurement of supervisory-specific attachment rather than general attachment, the stability of working alliance over time, and the large contribution of the leader-member attachment framework to the understanding of supervisory attachment. Implications include the importance of maintaining hierarchical, evaluative boundaries within supervisory relationship, consistent with a leader-follower dynamic.
24
Banford, Paulette C. "Program development of the Growth Opportunities model a nonprofit supervision, psychotherapy and volunteer exchange program /." View full text, 2005.
Find full text
25
Lopez, Alana D. "The relationship between continuing professional development and demographic characteristics, professional practices, and employment conditions of school psychologists." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001933.
Full text
26
Ives, Glenice 1947. "The PhD supervisory relationship and process." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8692.
Full text
27
Bakir, Caner 1970. "The politics of banking policy in Australia: The Wallis Inquiry, the Australian Prudential Regulation Authority and the "four pillars" policy." Monash University, Dept. of Politics, 2002. http://arrow.monash.edu.au/hdl/1959.1/7574.
Full text
28
Logan, Erica. "Children and healthy eating: A global, policy and school curriculum perspective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1569.
Full textAbstract:
Healthy eating is a topic most people would consider they have an understanding of, yet it is an area which is not often addressed from a critical perspective. Healthy eating is freely discussed in society. It is a dominant discourse used commercially and frequently appears in educational 'texts', however the discourses surrounding healthy eating for children are not well analysed and are most often controlled by the media and often not challenged. A critical perspective to children's eating is adopted for this portfolio and multiple perspectives bought to bare regarding the globalisation of food cultures, and governance and policy influences on healthy eating for children. Healthy eating for children is presented and problematised as a concept while family changes in eating patterns and curriculum influences are interpreted and challenged through the development of a case study investigation of an educational intervention. Findings of the intervention indicate that families are struggling with the notion of healthy eating through a range of parental pressures whereas and any additional assistance regarding healthy eating for children is well received by parents and accepted by children.
29
Koper, Marcel, and thekopers@gmail com. "Clinical supervision in the Alcohol and Other Drugs sector as conducted by external supervisors under a social work framework: Is it effective?" RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091106.113121.
Full textAbstract:
In this thesis, I explore the impact and effectiveness of clinical supervision provided by external clinical supervisors, on workers from a variety of practice backgrounds in a residential rehabilitation centre, in the AOD sector. This thesis uses the framework of social work supervision, as defined by Kadushin (1985; 2002), with the administrative, educative and supportive elements. The research focuses closely on the latter two elements. For this purpose, I employ qualitative research methods, via a triangulation of methods, being guided by Participatory Action Research (PAR) and then conducting semi-structured interviews and focus groups as well as acting as a participant observer, to gather the data. The data was analysed using grounded theory. This research was based upon a clinical supervision project that was fully funded and provided free clinical supervision by external supervisors, providing both individual and group supervision, for a period of 10 months. There were a total of 16 respondents with varied roles and training backgrounds as well as an additional six supervisors, interviewed throughout different stages of the project. The various roles undertaken by me throughout the research process provided essential viewpoints on supervision, as well as the place of boundaries and need for support. The power of such a large scale intervention is discussed and ultimately highlights and identifies the particular benefits of supervision in this research arena. This thesis places clinical supervision in the context of workforce development in the Alcohol and Other Drug (AOD) sector. Thus, while this research elucidates a number of benefits and the factors involved with this experience, the clear separation of other modalities such as training, mentoring and Critical Incident debriefing are seen as integral additional avenues of support and professional development. This research concludes also with what the difficulties and hindrances were for people to continue with regular ongoing clinical supervision, and warrants the argument for interminable supervision in this setting. This research points to an overall paucity of literature on efficacy studies, especially in the AOD context in Australia. This research significantly adds to this dearth and examines the factors unique to the AOD sector in Australia, as well as what factors make for effective supervision. The particular impact of external supervisors and group supervision are explored, which underwrites the forwarded concept of a customised supervision for this setting. By making explicit in this research what the efficacy is on those new to supervision, it provides greater clarity for future studies. A number of recommendations are proposed as result of this research. New definitions of the supportive function of supervision and of clinical supervision are forwarded, as is a new look at the evolving history of social work supervision. This thesis highlights the impact of external supervisors and the unique contribution they offer.
30
De, Leuil Heather. "The introduction of recurrent funding to non-government schools in Western Australia : National statesmanship or provincial pragmatism?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/318.
Full textAbstract:
State aid to private schools has been a controversial issue in Australia since the beginning of European settlement. This was true in all colonies' and remains a national issue in the twenty-first century. At various times colonial governments chose to provide to private schools, principally those operated by the Catholic and major churches. However as the colonies grew and statehood loomed, the of the day sought to withdraw their aid from private schools and their funding on the growing non-denominational, public school systems.
31
Lock, Graeme. "Strategies for increasing community participation in school decision-making processes." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1989. https://ro.ecu.edu.au/theses/1111.
Full textAbstract:
The aim of this study is to develop, by a deductive approach, a framework of strategies which would assist school administrative teams to form a school-based decision making group. Specifically, the strategies are aimed to increasing the participation of non-school-based community members in decision–making processes. Three focusing themes - the need for an overall plan the availability of adequate time and the provision of sufficient financial resources - are used as the structure for the literature review. Within these themes a number of strategies are identified which are relevant to the purpose of this study. Using a deductive approach, these strategies are assembled into a conceptual framework. The developed conceptual framework is suitable for most school situations in systems where much of the administrative functions of schools has been devolved to the school level. Some of the significant strategies in the conceptual framework were found to be the formation of an implementation team; organization of a timetable; the development, implementation and consideration of a community analysis; anticipation of difficulties; the establishment of an effective communication system; the development and implementation of specific motivational strategies; and evaluation of the change process. Although the conceptual framework is suitable for most schools, there may be some schools with certain characteristics where implementation of the outlined strategies would not be appropriate. In these cases modifications should be made to the conceptual framework of strategies. This study examines two situations where modifications could be required. In discussing the suggested modifications, the versatility of the conceptual framework is established as well as its validity reliability.
32
Barratt-Pugh, Landis G. B. "The discourses associated with the frontline management initiative and their relationship to managing practice." University of Western Australia. Graduate School of Management, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0073.
Full textAbstract:
[Truncated abstract] This thesis is an analysis of a technology that is radically changing the location, process and position of manager learning, leveraging organisational learning agendas, and creating networks re-ordering institutional frameworks. The thesis examines the discourses, performances and productions associated with the Frontline Management Initiative (FMI) and provides a model of workplace-based management development. Academically, it provides new knowledge about the discourses constituting, enacting and producing manager development. Practically, it provides an understanding of the relations between workplace learning and outcomes that can inform practice. The FMI is a critical technology in terms of leveraging enterprise growth, due to its extensive national profile within the politically dominant societal structures of organisations, the critical interpreting role of frontline managers, and the innovative workplace-based, learner-centred framework. As the solitary Karpin (1995) report beacon, the FMI is positioned in highly contested terrain. Managing practice confronts the complexity of ordering knowledge work, where meaning and knowledge are more fluid and transient. Management development practice is more workplace located where knowing is more situated, distributed and relationally negotiated, but framed by politically endorsed competency-based frameworks. This study takes the unique opportunity to examine a learning technology that is being shaped by powerful mediating discourses. It examines how these multiple discourses construct FMI practice, what meanings of managing they develop and what effect these relational experiences have on subsequent managing practice.
33
Knight, Raymond. "The interplay of formal and informal rule systems in government primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/951.
Full textAbstract:
The aim of this dissertation is to examine the effects of regulation upon the practice and behaviour of teachers within a bureaucratic educational organisation. More specifically, the study had been designed to understand how teachers make sense of the rules and regulations of their organisation and identify strategies that they apply to make these rules serve these interests. The rule system theory of Swedish sociologist, Burns and Flam, was employed to inform the study. Thirty teachers, employed at two school sites, were included in this qualitative study. The initial data were collected by questionnaires and a survey of formal rules. From this initial population a stratified sample of fourteen people was selected for interview. Eight subjects were interviewed a second time. The data collected by these means was coded according to its correspondence to the research questions raised for the study. The most significant finding arising from this study was that teachers' knowledge and level of consciousness of the rules and regulations were minimal. Information that they did have was gained through immersion in their workplace and contained a great deal of informal or cultural lore, based upon approximations of the actual regulations The teachers tended to rely on the principal of the school for information about what was permissible and what was not, including role reference direction. All of the teachers interviewed reported that they had an obligation to work within the rules and regulations, even though, as indicated above, they were not aware of the specifics of the formal rule system. A second significant finding related to the responses of the school administrators. Unlike the teachers, their knowledge of the rules was comprehensive but they reported that they often ‘interpreted' the regulation seeking the 'spirit rather than the 'letter' of the rule. They all reported that they believed the rules to be out-dated and, in many cases, irrelevant. Some of the administrators interviewed reported negative attitudes towards the regulations, bordering on contempt in one case the principals reported that they disregarded many of the rules when they felt impeded by them. The only exceptions were rules that carried negative sanctions for non-compliance. Therefore, much of the school level regulation was based on approximations of the official rules and regulations developed by the principal, who assured compliance amongst their staff. It is clear from this study that descriptions of schools as rule governed institutions are oversimplifications of how the formal and informal rule systems, as suggested by Burns and Flam, serve to steer bureaucratic organisations. Senior administrators use the formal rules to establish and bolster their power and authority; at the same time they use considerable discretion in applying or ignoring official rules in order to accomplish what they determine is in the interests of the school.
34
Witten, Harm P. "School administrators' beliefs regarding the relationship between school improvements and formal school registration." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/872.
Full textAbstract:
In 2004, the Government of Western Australia introduced an inspection-type formal school registration process for Non-Government (Independent) Schools, fulfilling the legislative requirement of a new School Education Act of 1999 (Part 4, Sec.159). This formal school registration process featured twelve criteria that are used to evaluate the quality of education. The government claimed that it would ensure a good education for all students in Western Australian, including those students enrolled in Independent Schools. However, very little is known about this formal school registration process, the twelve criteria used in it, or even if school administrators believe that it has helped make improvements at their schools. This study examined a new formal school registration process and investigated the beliefs of School Administrators at Non-Government (Independent) Schools in Western Australia to the relationship between formal school registration and school improvement. It considered those beliefs according to the government’s twelve criteria of formal school registration: (1) Governance; (2) Financial Viability; (3) Enrolment and Attendance; (4) Number of Students; (5) Time Available for Instruction; (6) Staff; (7) School Infrastructure; (8) Curriculum; (9) Student Learning Outcomes; (10) Levels of Care; (11) Management of Disputes and Complaints; and (12) School Compliance with Written Laws. A questionnaire based on these twelve criteria was designed with five items per criterion, each answered in two perspectives (what was expected and what actually happened), and conceptually ordered from easy to hard, making an effective item sample of 120. All 150 primary and secondary non-government schools were invited to participate between 19th March 2011 and 30th November 2011, but only 110 school administrators answered the questionnaire, and only 60 (approximately 56%) completed all twelve parts of the questionnaire. Fourteen School Administrators agreed to participate in one-on-one interviews. Two unidimensional, linear scales were created using Rasch measurement: (1) School Administrators’ Beliefs That Actual School Improvements Were Due to Formal School Registration (48 items); and (2) School Administrators’ Beliefs That Expected School Improvements Would be Due to Formal School Registration (42 items). Items that were easy and hard were identified from the scales. Twenty-four Guttman scales were created: one for each of the twelve registration criteria by actual improvements (12 scales) and by expected improvements (12 scales). Easy and hard items were identified and they supported the Rasch scale results. The measures were analysed against seven independent variables (gender, school size, school type, school location, qualification, age and seniority). The interview data were analysed by the Miles and Huberman method in which themes or issues were created, and supported by the data. The Rasch scales, the Guttman scales, the correlation analysis and the interview data analysis produced many interesting results that are discussed and explained. School Administrators responded positively, as well as negatively, with beliefs that school improvements were due to the formal school registration process. There were differences in School Administrator beliefs in large and small schools, and in remote and metropolitan schools. The influence of school culture on school improvements due to formal school registration was highlighted by the School Administrators in non-government schools. School Administrators and Policy Officers should take note of these results.
35
Stamopoulos, Elizabeth. "The Professional Background And Perceptions Of Principals On Their Leadership Role In Preprimary." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1459.
Full textAbstract:
The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for administrative, managerial and educational leadership from the kindergarten director to the primary school principal. Several pre-primary teachers and specialists in Early Childhood Education have expressed concern that principals lack theoretical and practical background in early childhood, have not been provided with professional development assistance, are providing inadequate educational leadership to pre-primary teachers, and yet a responsible for appraisal of pre-primary teachers. Similar concerns have been expressed in the United States, and resulted in the swing towards early academics and acknowledgment of the significant differences between early childhood education and primary education. However, no study of these leadership issues has so far been conducted in Western Australia.
36
Hughes, Eleanor Maree. "Entry planning : a key aspect in preparing for school leadership in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/928.
Full textAbstract:
Through my work in various contexts, as a senior leader, a curriculum improvement officer, a deputy principal, a project manager for professional learning and now as principal, I recognised from experience and dabbling in research that there were gaps in professional learning offered to aspirant and beginning secondary school principals in the public system. Undertaking research in this field would either confirm or refute my theory that support for secondary principals through professional learning in the Western Australian Department of Education was limited. The premise that quality leadership enhances quality teaching was a driver in establishing my goal, which is to inform and influence the system to better support secondary principals in public schools in Western Australia. Therefore, this is a unique study of beginning principal preparation in the public secondary education sector in Western Australia. The specific purpose of the study was to investigate the level of preparation undertaken by new and experienced principals for their role and to explore to what extent entry planning could assist in the preparation for principalship.
A comprehensive literature review was undertaken and to date the majority of the literature investigates the challenges facing beginning principals and how well prepared they felt they were to meet those challenges. Clarke, Wildy and Styles (2011) argue that:in educational settings where generations of school principals have taken up their appointments without any prior preparation, who have learned to do the job while on the job, and whose professional development has been driven mainly by their own initiative, it is unlikely that incumbents have an understanding of what might have been different for them in their work had they experienced a formal preparation program prior to appointment. (p. 174)
The study sought to ask questions of practitioners that would either validate the global research or support the view of Clarke, Wildy and Styles. The findings were consistent between the literature and the case studies. The participating principals articulated the components of effective principal preparation programs and they have a keen desire to see these implemented in support of public education in Western Australia.
The study found that professional learning and preparation for secondary principals in the public sector is adhoc, and often developed, or not, at the personal level. There were three main findings: effective principal preparation can reduce the perceived complexity of the role and therefore minimize the expectations experienced by the beginning school principal; formal implementation of informal learning opportunities such as mentoring, coaching and networking can reduce the drift from the profession; and that entry planning has a significant effect in assisting in preparation for the principalship. Principals from a range experience, from 18 months to 20 years, agree that a systemic, coordinated approach would more adequately prepare secondary principals for the complexity of expectations from local, state and national perspectives, and encourage aspirant school leaders to move into the principalship during a time when a predicted shortage in the teaching profession is making the role even more complex.
37
Faulkner, Matthew. "The Induction Of Beginning Teachers In Western Australian Catholic Primary Schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1470.
Full textAbstract:
The survey study was primarily exploratory and descriptive in nature and attempted to report on the perceptions of beginning teachers entering the Catholic primary schools in Western Australia in 1991. Their perceptions on the form of induction they received, and how their pre-service teacher education equipped them for this transition were attained. In addition, data from Catholic primary school principals, Catholic Education Office of Western Australia administrators and teacher institutions administrators were collected in relation to perceptions of the transitions from teacher training to teacher employment. The main sources of data collection were questionnaires and interviews. The data collated indicated that most principals and administrators support the conclusions expressed in the literature that most graduates are satisfactorily prepared for the teaching role. However, this is only the start of an ongoing process of pre-service, induction and professional development. Few of the beginning teachers in the population were given any concessions in their initial months of teaching and few received an effective, ongoing induction plan to ease them into their teaching careers. The literature on induction is prescribed to support the importance of developing school based comprehensive induction plans for the beginning teachers who enter the workforce each year. Finally, based on the results of the survey study and literature, a framework of a model for induction was prescribed to assist in the development of a comprehensive, system based induction policy for Western Australian Catholic primary school.
38
Evans, Rebecca. "When teachers are victims : A study of support in Western Australian government schools for teachers who have been assaulted by students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1382.
Full textAbstract:
The aims of this study were to determine the personal effects of student assault upon a teacher and what assaulted teachers feel that they need in the way of support. In particular, I wanted the study to focus on the personal aspects of the cases as I was convinced that assaulted teachers experience similar anxieties, fears and barriers to support and similar difficulties in having those feelings recognised. Many clinical studies of assault victim support have been conducted, however, seemingly none of them are specifically related to assault by a student upon a teacher. This specific type of assault involves distinctive factors which effect the victim, such as the assailant being a minor and the victim an adult and the student being an inescapable part of the teacher's vocation. Given these aims, narrative form was considered the most appropriate methodology for the study. Narrative form uses emotive, context-specific language to build meaning, a plot based upon some form of conflict and the use of multiple voices. Thus the participants of the study became characters within the framework of an academic study. The idea that from the telling or reading of a story a type of truth can be developed is gradually becoming more accepted within the social sciences. This 'truth' is created by the reader actively constructing knowledge from constant reflection on the experiences of the characters and then modifying these experiences within the story by using cultural knowledge as a basis for comparison (Gray, 1996, p3). In this study three individual stories were collected during extensive interviews and were blended by the narrator (researcher) into a story of teacher assault that highlights the effects of workplace violence on the victims and their support needs. The story format allowed the portrayal of the assaulted teacher's perception and a brief insight into the frustrations experienced by members of the assaulted teacher's family. The study also developed a program of the types of support that should be provided for teachers when they have been assaulted by a student. The study revealed that the assaulted teachers experienced many similar anxieties, fears and barriers to support. The need for a specific support program for assaulted teachers was verified, as was the fact that support is currently nut being provided. Using information from the interviewed participants, a program of necessary support was formulated. A plan for schools to follow in order to establish effective support programs was also established.
39
Bambach, Matthew. "Maximising Board governance effectiveness in small and medium-sized Australian independent schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2310.
Full textAbstract:
My experience of working with boards of independent schools has led me to conclude that boards often struggle to know how they might make their governance more effective. Very little has been written and few empirical studies have investigated governance of independent school boards in Australia, despite the considerable responsibility and power entrusted to them. This study asks how well such boards are governing and what they could do to engender fully effective governance.
Currently, there are no standards or instruments for assessing the effectiveness of board governance. This study identified seven governance effectiveness factors (GEFs) from the literature on governance in schools and other non-profit organisations. These factors were used as assessment instruments in seven case studies of school boards in small to medium-sized independent schools. The research was predominantly qualitative and involved four research methods: a survey, semi-structured interviews, a review of board documents and observation of board meetings.
The data were explored by assessing the GEFs within each case and across cases. The findings showed that five boards demonstrated poor governance effectiveness, one was very poor and only one was effective. Three unexpected themes emerged from the data, showing how boards can move towards governance by delegating operational management of the school to the principal. These involve boards understanding, first, the nature of governance and developing the intention to govern effectively, second, when and how to make the difficult transition from operational management to governance, and third, how to adapt their approach to governance as they gain experience with it. A model of this transition process and a framework to guide managers and researchers through key decisions were developed. These fill a critical gap in the literature on board management in independent school governance.
40
Hunter, Janet. "Knowing and teaching: the impact of teachers’ knowledge on students’ early literacy achievement." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1688.
Full textAbstract:
Children in rural and remote schools typically underperform in measures of literacy achievement (e.g., NAPLAN) from as early as year three. Data collected over time indicate that as children get older, the gap increases between those students who meet the national benchmarks and those who do not. Additionally, Indigenous children are overrepresented in this group of students who are underperforming in measures of literacy achievement. This study seeks to explore the conditions surrounding this phenomenon and to tease out the complexities present in rural and remote contexts that might contribute to this underachievement.
One remote and six remote‐rural schools in Western Australia were the focus of the study. Both qualitative and quantitative approaches were used to collect data over three years. Qualitative data were collected using an ethnographic approach, through classroom observations and informal and formal interviews with students, teachers, school leaders, support staff and some parents. From these observations and interviews, teacher and student case studies were constructed. Quantitative data were collected from children through a range of early literacy assessment tasks. Around 60 children were assessed each year for three years. Approximately half of the children each year were Indigenous and half non‐Indigenous.
The notion of educational criticism and connoisseurship (Eisner, 1985) was used as a way to describe, interpret and evaluate the literacy teaching practices which occurred in schools and classrooms. Habermas's (1971) “knowledge constituent interests” were used as lenses through which to interrogate the data. The quantitative data informed the technical interest, while the qualitative data were interrogated using the practical and critical lenses.
The study indicated that barriers to children’s academic success may exist at a number of levels. First, many children enter such schools with limited knowledge to support the development of school English literacy, therefore particular attention needs to be paid to this during their first years of schooling. While all children are likely to make progress in developing school English literacy, for many children the extent and rate of progress is dependent on focussed and knowledgeable teaching.
Second, such schools are typically staffed by teachers in the early years of their career, who need support to develop their pedagogical, content and cultural knowledge to the degree necessary for successfully teaching early literacy in such contexts. Additionally, the relative remoteness of the context in which they are working often makes it difficult for them to access ongoing professional learning and support. Third, school leaders are typically in their first position in that role, with the consequence that they may be less able to support new teachers at the classroom level.
This study is significant because it seeks to unravel the complicated web of factors that impact on the quality of literacy instruction that is provided for children in in remote and remote‐rural schools in Western Australia. There needs to be available a range of measures at every level, that can be tailored to fit the needs of a particular school at any given time.
41
Coffey, Anne M. "A comparative study of controversy in the education systems of Western Australia, Victoria and New Zealand: Community participation in government schools 1985-1993." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1001.
Full textAbstract:
The release of Better Schools in Western Australia: A Programme for Improvement (1987), in line with other public sector agency reforms; contained a prescription for the restructuring of the Education Department of Western Australia from 11 bureaucratic to a corporate management system of school administration. These changes were intended to render the education system, and especially schools more flexible, responsive and accountable. Among the proposals for educational restructuring was a new opportunity for community participation through ''school based decision making groups." Contemporaneously, the education systems in Victoria and New Zealand were undergoing similar reforms. The research agenda for this thesis is based on two questions. The first research question is: In what ways did the reforms conducted by the governments in Western Australia, Victoria and New Zealand change the participation of the school community in school decision making in state schools during the period 1985-1993? The extent to which the new organisational structures, based upon corporate management, facilitated the admission of the school community into the school decision making process is investigated. In order to facilitate the analysis of policy, this thesis develops a conceptualisation of the notion of controversy. The controversy framework involves the investigation of a number of elements of a controversy - stimulus, context, events, issues, arguments, protagonists, constraints, consequences and closure. The use of this framework is intended to assist in educational policy analysis by highlighting and elaborating upon the interdependent elements, including power relationships, involved in educational policy formulation and implementation. The second research question is: How effective is controversy as a framing device for educational policy analysis? The adequacy of “controversy” as a framing device is evaluated at the conclusion of the thesis. In order to investigate the research problems a variety of data was gathered and analysed. Scrutiny of the major Government and Education Department policy documents us well as a review of literature such as journals, books, newspapers, and documents produced by organisations such as teacher unions, was undertaken. In the case of Western Australia face-to-face interviews were conducted. A series of video-taped interviews with major actors in the controversy in Western Australia was also used in the data gathering process. The data was then systematically ordered using the controversy framework which enabled comparison of the controversies in Western Australia, Victoria and New Zealand. The conclusions drawn focus upon the manner in which corporate management and genuine democratic community participation are antipathetic. Despite rhetoric to the contrary, the school community was unable to exert meaningful influence upon the direction being charted for government schools. As a framing device for educational policy analysis it is concluded that controversy, at this preliminary stage, appears to have merit end further use and refinement of this framework is recommended.
42
Wajnryb, Ruth. "The pragmatics of feedback a study of mitigation in the supervisory discourse of TESOL teacher educators /." Phd thesis, Australia : Macquarie University, 1994. http://hdl.handle.net/1959.14/23100.
Full textAbstract:
Thesis (PhD)--Macquarie University, School of Education, 1994.Includes bibliography.
Introduction ; The research question and the professional context of the inquiry -- Literature review: substantive survey -- Literature review: methodological survey -- Research method -- The prgamatics of feedback -- An ethnographic portrait of supervision -- Perceptions of mitigation -- Conclusion.
This research project investigates the language of supervisory conferences. A grounded theory approach is taken to the analysis of data drawn from teacher educators in TESOL (Teaching of English to Speakers of Other Languages) in their feedback discussions with teachers following observed lessons.--Supervisory talk is investigated within a linguistic framework of politeness theory: while the supervisory role includes the obligation of criticism, the act of criticism is constrained by the face-to-face encounter of the supervisory conference. A central construct is the notion of fragility: the supervisory conference-an event which is equated with the talk that achieves it - is considered to be inherently fragile. The aim of the project is to investigate the language so as to uncover the source of the fragility.--Findings suggest that the perceived tension derives from a tug-of-war of essential elements: while the supervisory position affords discoursal power (the right to raise and pursue topics, take long turns, drive the discourse etc), the fa-threatening nature of the event obliges supervisors to resort to social/strategic skills to protect the teacher's face, as well as their own. The textualisation of this restraint takes the form of linguistic mitigation - devices rooted in syntax and semantics that allow supervisors to undercut the force of their own assertions. Mitigation is posited as the means by which supervisors resolve the clash-of-goals that is central to their role. However, mitigation is risky because it may interfere with message clarity.-- The product of the grounded study is a typology of utterance-level mitigation. The typology has three macro-categories (syntactic, semantic and indirectness) and fourteen sub-categories.-- The study was triangulated through an ethnographic investigation of supervisory concerns about feedback; and through an experiment designed to gauge teachers' perceptions of variously mitigated supervisory language. Findings from both studies corroborate the central tenet by contributing images of supervision that support the clash-of-goals thesis.--The projected applied outcome is in supervisor training where, it is suggested, strategic training delivered in a framework of politeness theory would reduce the unwitting dependence on mitigation and hence the risk of message distortion.--Suggestions for further research conclude the study.
Mode of access: World Wide Web.
413 leaves
43
Evans, Dylan Jiva. "The utility of peer group supervision for psychologists in practice." Thesis, 2003. http://hdl.handle.net/10413/4007.
Full textAbstract:
Peer group supervision has the potential to play an important role in the continuing professional development of practising psychologists, by providing a forum where practitioners can learn from each other in a supportive environment, while still maintaining their autonomy. However, research in the area is limited and theoretical conceptualisation around the topic is still at an elementary level. Therefore, one of the aims of this study was to evaluate the utility of peer group supervision for psychologists in practice. The second aim was to generate theory on the relationships between the various factors that play a role in determining the utility of
peer group supervision and the mechanisms through which these factors operate. In order to achieve these aims, the research approach was exploratory and qualitative. The naturally occurring group processes of a single group of practising psychologists, who used a model of peer group supervision proposed by Akhurst (2000b), was the focus of this study. Five of their group sessions were audio-taped and transcribed to form the major data source. A brief questionnaire was also administered. A general analytical approach derived from grounded theory was used to analyse the data, with a particular focus on the processes and interactions within
the group. Theoretical insights from the field of group dynamics were used to interpret and explain the findings generated from the analysis.
The findings of this study suggest that peer group supervision has the potential to meet a number of the professional needs of practising psychologists and is therefore able to make a positive contribution to their professional development. A number of factors that mediate the potential utility of peer group supervision were identified. These factors include membership diversity, group developmental level, group orientation, facilitation style, interaction patterns and the use of structure. Plausible
relationships between these factors were suggested, providing an initial picture of the complex interlocking web of factors that act on the group process to determine the utility of peer supervision groups. This understanding was used to suggest possible adaptations that may increase the utility of the model used to structure the group that participated in this study.Thesis (M.A.)-University of Natal, Pietermaritzburg, 2003.
44
Barrelle, Kate. "Referrals to clinical psychologists : effects of the perceived identity of the referral source." Master's thesis, 1996. http://hdl.handle.net/1885/143950.
Full text
45
Revington, Nicola. "Supervision and containment in community clinic contexts : a study of trainee clinical psychologists' experiences." Thesis, 2009. http://hdl.handle.net/10539/5921.
Full textAbstract:
This study conceptualises the workings of supervision within a South African
community clinic setting, focusing specifically on trainees’ experiences of work
and supervision in such contexts. Training and working in community contexts
has become increasingly important in the field of clinical psychology in South
Africa. Multiple and varied challenges face trainees learning and working in these
contexts. The experience may evoke overwhelming emotional responses for
trainees. Supervision can play an important role in offering support and providing
a reflective space for trainees, thus helping to render their experiences
manageable and meaningful. A qualitative research design was used in this
study to explore the experiences of trainee psychologists learning and working at
a community clinic in Johannesburg as a component of their clinical psychology
Masters training. Six past clinical psychology trainees from the University of the
Witwatersrand were interviewed in order to gain understanding of their
experiences of work and supervision from their own perspectives. What emerged
from analysis of the interview material was a rich description of the community
clinic and the challenges trainees are faced with in working there. The impact of
being a new therapist within the environment was an area commonly discussed
in interviews. Most significantly, the importance of supervision within the context
was highlighted, with interviewees focusing on the need for containment and a
space to think. Bearing these ideas in mind, the study draws on psychodynamic
theory, particularly that of Wilfred R. Bion, to help conceptualise the workings of
supervision in such a context. The study illustrates that considerable and
meaningful work and learning can be done in less than ideal circumstances.
46
Caban, Joshua. "Comparison of perceptions of ethical and unethical behaviour of psychologists." Thesis, 2021. http://hdl.handle.net/1959.13/1429786.
Full textAbstract:
Masters Coursework - Masters of Clinical Psychology (MClinPsych)Objective: Improved understanding of how the ethical behaviour of psychologists is perceived by the general public, psychology students and registered psychologists could hold implications for how regulatory agencies manage complaints, as well as for education and professional training. The current study explored how different populations perceived psychologist behaviours and aimed to identify predictors of accuracy in recognising ethical behaviours. Method: A cross-sectional online survey was completed by 738 participants, including 104 psychologists, 118 psychology students and 516 members of the public. Participants provided demographics and completed measures of personality and personal values. Participants then read ten vignettes outlining ethical dilemmas, rating whether the psychologist’s behaviour presented in each vignette was ethical or unethical. Results: Psychologists performed better than psychology students and general public on measures of overall accuracy. Agreeableness and emotional stability were significant predictors of overall accuracy. Emotional stability and security were significant predictors for psychology students, whereas age and hedonism were positive and negative predictors respectively for the general public. Conclusion: Psychologists were more accurate in rating ethical behaviours compared to psychology students and the general public. Whereas the students and public performed reasonably well, further education could improve awareness of the ethical principles that guide psychologist behaviour.
47
Coren, Sidney Alexander. "A Qualitative Investigation of the Nature of ‘Informal Supervision’ Among Therapists- in-Training." Thesis, 2017. https://doi.org/10.7916/D8B56X9B.
Full textAbstract:
The primary aim of this study was to investigate the ways that beginning therapists utilize ‘informal supervision’, the process wherein therapists in training engage individuals who are not their formally assigned supervisors in significant conversations about their clinical work. Because the research literature on formal supervision does not adequately acknowledge the frequent use and significance of informal supervision, this study sought to provide a comprehensive understanding of why therapists in training seek informal supervision, what they get out of it, how informal supervision differs from formal supervision, and how it influences trainees’ clinical work and their developing therapeutic identity. Participants were 16 doctoral trainees in clinical and counseling psychology programs. Semi-structured interviews were conducted and analyzed using the Consensual Qualitative Research (CQR) method.
Eleven domains emerged from CQR analysis, and results suggest that informal supervision is a valid practice by which trainees in clinical and counseling doctoral programs in psychology develop clinical and professional competencies. The valuable practice of informal supervision was evident in a multiplicity of arenas: in seeking informal supervision, trainees received validation, reassurance, and emotional support. Additionally, trainees used informal supervision to openly and authentically discuss personal anxieties and self-doubt, strong countertransference reactions to patients, and salient clinical challenges and mistakes. Trainees who used informal supervision gained insight into their clinical work, explored diverse approaches to clinical interventions, and increased their capacity to access and use their personal reactions to patients to further their clinical work. Results also revealed important differences between formal and informal supervision, specifically that informal supervision provides trainees with a unique and important space to discuss clinical interactions that lead them to feel emotionally dysregulated, overwhelmed, confused, concerned, upset, and drained – i.e., those aspects of experience that are often not disclosed or are carefully curated in their presentation to formal supervisors – so that they could better understand and use their personal reactions to influence their clinical work. Regarding the former, i.e., personal challenges of clinical work, trainees revealed their personal anxiety, self-doubt, uncertainty, and shame frequently and non- defensively in informal supervision. Lastly, results showed that participants’ concerns about using informal supervision are considerable, and include anxiety about breaking APA’s ethics codes regarding patient privacy and confidentiality
Recommendations are proposed for clinical practice and clinical training, including an ‘ethical’ proposal to integrate informal supervision as an important avenue for trainees’ clinical and personal development throughout their training, and thus legitimize its practice. Clear and innovative ethical guidelines regarding the use of informal supervision that are consistent with the APA’s ethics codes are outlined, and future directions are discussed.
48
Nickson, Amanda Margaret. "Exploring peer group supervision in virtual teams in rural and remote Australia." Thesis, 2015. https://researchonline.jcu.edu.au/46579/12/46579-nickson-2015-thesis.pdf.
Full textAbstract:
Social work practice in rural Australia is influenced by high staff turnover, burnout and difficulties in recruitment and retention. The lack of professional social work supervision and lack of professional development opportunities have been identified in the literature as contributing to these recruitment and retention difficulties. Peer supervision is not a common model discussed in the available literature.
In the current study, virtual peer supervision models were explored. It was envisaged that peer supervision could ameliorate the retention and supervision deficits in rural and remote Australia. The chosen methodology incorporated a qualitative, interpretive social science theoretical framework. Interpretive interactionism provided a framework to analyse the lived experiences of participants. Action research was chosen as the vehicle for this interpretive approach. A strengths-based approach was the philosophy that guided the action research activities. In this thesis, the processes involved in undertaking peer supervision with virtual teams in rural and remote Australia over a 12 month period is reported. Pre- and post-trial individual interviews; monthly group supervision sessions; online evaluations of the peer group supervision experiences and focus groups all provided a rich landscape of the experiences of participants.
Three principles emerged from the thematic analysis process, which are not documented in the current literature. First, connection with like-minded professionals at a peer level within a safe (virtual) space was key to the success of these peer supervision groups. Second, structure and process were vital to the success of the groups. Third, supervision with peers in groups using teleconference technology works, and facilitates good quality supervision.
Seven emerging themes further illuminating peer supervision emerged from the data analysis. These themes were: support; learning; reflection on practice; the value of diversity of social work contexts; the impact of structure or no structure; technology and the challenges of priority, preparation and time.
The validity of social work peer supervision groups as a supervision option of choice is a key recommendation from this research, particularly for rural, regional and remote contexts.
49
Botes, Fredrieka Elizabeth. "The influence of managerial leadership on the professional performance of educational psychologists in a few selected countries." Thesis, 2016. http://hdl.handle.net/10500/22482.
Full textAbstract:
In order to address the managerial leadership challenge of the educational psychologist cohort, it seems fundamentally superficial to make direct use of conventional management theories, scientific data, and empirical evidence from managers’ work practices in other contexts. The current research explored the influence of managerial leadership on the professional performance of educational psychologist in relation to service delivery models, management appointments, workload management and educational psychologists’ engagement in clinical supervision. Managers need to gain better understand of the influence of managerial leadership on the professional performance of educational psychologists and use contemporary empirical and scientific data to guide their managerial leadership practice. The explanatory sequential mixed-methods research approach was best suited to the early stages of research in this arena. The research findings elucidated the influence of service delivery models, described the ideal management appointment, proposed a formal structured workload management system and provided activities for managers to encourage educational psychologists’ engagement in clinical supervision.Educational Leadership and Management
D. Ed. (Education Management)
50
Urry, Kristi Lauren. "Sexuality and Sexual Health in Mental Health Care Settings: Perceptions of Psychologists, Psychiatrists, and Mental Health Nurses in Australia." Thesis, 2020. http://hdl.handle.net/2440/128125.
Full textAbstract:
Sexuality and sexual health needs are inadequately addressed in mental health settings. This is misaligned with the espoused recovery orientation underpinning mental health services in Australia, and with individuals’ self-identified needs and desire for support. How mental health clinicians currently understand and respond to sexuality and sexual health concerns is still not well understood. In this thesis, I aimed to explore how mental health clinicians in Australia perceived sexuality and sexual health, and to critically examine how they oriented toward these in their work. An exploratory qualitative design was selected to address these aims, guided by social constructionist and critical health psychology frameworks. A single dataset was generated via in-depth interviews with psychologists, psychiatrists, and mental health nurses working in Australia. Four critical thematic analyses were conducted in relation to this dataset, each driven by a different analytic aim. In Chapter Three, I provide a reflexive account of nondisclosure of sexual identity within the research interviews as a lens through which to read the four analyses presented subsequently, contributing to transparency and rigour within this thesis. Participants’ conceptualisations of sexuality and sexual health are presented in Chapter Four. There was no single shared conceptualisation of sexual health within or across disciplines, however conceptualisations were primarily biomedical, reductionist, and risk-oriented with a focus on (primarily heterosexual) sexual intercourse. Sexuality was mostly understood as sexual identity and rarely discussed beyond reference to non-heterosexual identities, contributing to the positioning of hetero-sex as normal. Participants tended to perceive sexuality as relevant within their clinical practice when they also perceived danger or risk in relation to this, and this is explored in Chapter Five. I demonstrate how participants drew on a neoliberal framework of (sexual) health and self-regulation to construct sexual danger, locating this within sexual expression itself or within distressed individuals who were perceived to lack self-regulation. Outside of perceived danger, sexuality was largely omitted from participants’ everyday practice, and this silence is examined across two analyses. In Chapter Six, I demonstrate how participants accounted for omissions of sexuality in their own and their colleagues’ everyday practice by deprioritising sexuality and locating it outside of mental health settings. In Chapter Seven, I examine how the institutional context in which participants learn and work shaped sexuality-related perception and practice, according to their own accounts. I argue that these workplaces and institutions produce and maintain a broader silencing and peripheralisation of sexuality within mental health settings. The discussion in Chapter Eight brings together the results from all four analyses and synthesises these with the broader literature to make recommendations for practice and future research regarding sexuality and sexual health in mental health settings. I argue that improved practice in mental health settings will not be facilitated through a continued focus on biomedical aspects of sexuality and on individual clinicians’ relevant knowledge, comfort, and competence. Rather, there is a need to broaden the approach to sexuality in both clinical practice and research, and to recognise the wider institutional contexts in which sexual and mental health care are conceptualised and delivered.Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2020