Dissertations / Theses: 'Trainees'

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Matos, Noelma Duque. "Are trainees really being trained?" Master's thesis, NSBE - UNL, 2009. http://hdl.handle.net/10362/9639.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics
This paper offers an overview of Internships and it explores the perceptions of the trainee towards this experience. It was found that in Internships there is always a coach – the Step-ahead peer coach of Darling (1986) and contrary to other types of Coaching, in internships it is a peer and not a senior mentor who has a crucial impact on the perceived training and learning process of the trainee.

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Cheshire, Katherine Elizabeth. "Professional socialisation in clinical psychology trainees." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326254.

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Pacheco, Joana Isabel de Matos. "O programa Trainees na Portugal Telecom." Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10765.

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Mestrado em Gestão de Recursos Humanos
Este relatório tem como objetivo descrever o estágio curricular realizado junto da equipa do Programa Trainees da Portugal Telecom. O âmbito deste relatório visa enquadrar o processo de seleção com a vertente prática do programa trainees, que pretende recrutar jovens finalistas de mestrado com elevado potencial de desenvolvimento. Numa primeira abordagem será apresentado todo o enquadramento teórico, para que seja possível compreender o funcionamento do processo de seleção, desde a sua noção até aos métodos que se podem utilizar. Seguidamente serão abordadas as noções apreendidas no estágio, desde a caracterização da organização, a importância dos recursos humanos e o funcionamento do programa trainees, isto é, como é feito todo o seu processamento. Finalmente, será apresentada a relação entre a vertente teórica e prática, que nos permitirá chegar a conclusões sobre toda a metodologia e funcionamento do processo de seleção dos Recursos Humanos.
This report aims to describe the curricular internship conducted among the team of Portugal Telecom Trainees Program. The scope of this report is to frame the selection process with the practical side of the trainees program, which aims to recruit young masters finalists with high development potential. In a first approach, will be presented all theoretical framework, so that be possible understand the functioning of the selection process, since it?s concept until the methods that can be used. Then will be discussed the concepts learned in the stage, from the characterization of the organization, the importance of human resources and operation of the trainees program, i.e., as is done throughout their processing. Finally, will be presented the relationship between theoretical and practical aspects, allow us to draw conclusions about the whole methodology and operation of the selection process of Human Resources.

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Blume, Anita Marie. "The conceptual development of counselor-trainees /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7815.

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Ferreira, Joana Alexandra Trindade. "Motivação e programas de Trainees na perspetiva dos participantes." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/18031.

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Mestrado em Gestão de Recursos Humanos
Os programas de trainees são considerados como a chave para tornar eficazes os processos de atração e retenção de talentos. Contudo, pouco se sabe sobre este tipo de programas. O presente estudo tem como foco estes programas, procurando compreender se estes promovem a atração e retenção de talentos, que tipo de fatores influenciam essa capacidade de atração e retenção e qual o papel da motivação nesse processo. Para o fazer, foram recolhidos testemunhos de trainees que participam nestes programas, acreditando-se que uma abordagem qualitativa permite uma perspetiva única sobre estes programas. Os resultados demonstram que as empresas têm um longo caminho a percorrer no que toca ao desenvolvimento de programas de trainees que sejam capazes de garantir a retenção desses talentos. No caso da atração de talento, esta é realizada com base nas perceções que os jovens talentos têm acerca destes programas, e das crenças acerca das vantagens únicas que estes oferecem. Já no caso da retenção, a capacidade de motivar trainees desempenha um papel central, particularmente a motivação intrínseca. Adicionalmente, a gestão do intervalo entre expetativas acerca dos programas e realidade é essencial ? sendo que quanto maior este intervalo, maior a dificuldade de garantir essa retenção. Verifica-se que os trainees se tratam de uma força de trabalho exigente, o que leva a que as empresas tenham de aperfeiçoar as suas estratégias de gestão de talentos e de gestão motivacional se pretendem que os programas de trainees desempenhem a função desejada enquanto ferramenta de atração e retenção de talentos.
Trainee programs are considered as the key to making the processes of attraction and retention of talent effective. However, little is known about such programs. The present study focuses on these programs, trying to understand if they promote the attraction and retention of talents, what kind of factors influence this capacity of attraction and retention and what role of motivation in that process. To do so, trainee testimonies were collected from participating in these programs, believing that a qualitative approach allows a unique perspective on these programs. The results show that companies have a long way to go in developing trainee programs that are able to ensure retention of those talents. In the case of talent attraction, it is realized based on the perceptions that the young talents have about these programs, and of the beliefs about the unique advantages that these offer. Already in the case of retention, the ability to motivate trainees plays a central role, particularly the intrinsic motivation. In addition, the management of the interval between expectations about programs and reality is essential - the longer this interval, the greater the difficulty in securing such retention. Trainees are seen to be a demanding workforce, leading companies to improve their talent management and motivational management strategies if trainee programs are to perform the desired function as a attraction and retention of talents.
info:eu-repo/semantics/publishedVersion

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Donati, Mark Andrew. "Personal development in counselling psychology training : a critical investigation of the views and experiences of trainers and trainees." Thesis, City University London, 2002. http://openaccess.city.ac.uk/7577/.

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It has been suggested that, despite its increased centrality in the training of counsellors and counselling psychologists, personal development remains a poorly articulated area that suffers from a surprising scarcity of literature. The present study set out to investigate these claims and to begin to address this imbalance. A critical analysis of the literature identified four key areas: 1) the definition of personal development, 2) the facilitation of personal development, 3) the assessment of personal development and 4)the selection of trainees, in which complex but important questions remained. A mixed qualitative-quantitative methodology was used to investigate the views and experiences of UK counselling psychology trainers and trainees in relation to these key areas. Themes from a grounded theory analysis of 8 in-depth interviews enabled the articulation of a model of personal development and informed the development of a quantitative questionnaire survey instrument that was used to test and expand the interview findings. Eighty-eight respondents, comprising trainers and trainees from four training institutions, participated in the survey. Findings supported viewing personal development during training as a complex, broad and holistic concept and process that is affected by a diversity of personal and professional experiences, rather than as something that can be equated with the experience of personal therapy. Overall, views varied considerably amongst participants, and a significant difference was observed between the ways that trainers and trainees defined personal development. Many respondents reported feeling dissatisfied with course provisions; thinking that personal development was not adequately defined or integrated in training; that courses were too academic and not sufficiently experiential; and believing that improvements should be made to the way in which personal development is assessed during training and at selection. Differences in views and experiences were explained in terms of divergent conceptualisations of personal development and a variety of philosophical tensions. Implications for counselling psychology training were discussed, the methodology of the project evaluated and suggestions for further research proposed.

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Johnson, David Frank. "The effectiveness of a genre-based approach to the academic literacy of teacher trainers and trainees in Zimbabwe." Thesis, University of Bristol, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260847.

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Johnson, Loree Anitra. "The early therapeutic relationship with MFT trainees /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Sturm-Mexic, Jannette. "Counselor trainees' perceptions of preparedness for practicum supervision." ScholarWorks@UNO, 2005. http://louisdl.louislibraries.org/u?/NOD,286.

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Thesis (Ph. D.)--University of New Orleans, 2005.
Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Counselor Education Program"--Dissertation t.p. Vita. Includes bibliographical references.

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Matoti, Sheila N., and Karen E. Junqueira. "Assessing the teaching efficacy beliefs of teacher trainees." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82870.

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Price, Samantha. "Assessment of Competencies Among Doctoral Trainees in Psychology." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862797/.

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The recent shift to a culture of competence has permeated several areas of professional psychology, including competency identification, competency-based education training, and competency assessment. A competency framework has also been applied to various programs and specialty areas within psychology, such as clinical, counseling, clinical health, school, cultural diversity, neuro-, gero-, child, and pediatric psychology. Despite the spread of competency focus throughout psychology, few standardized measures of competency assessment have been developed. To the authors' knowledge, only four published studies on measures of competency assessment in psychology currently exist. While these measures demonstrate significant steps in progressing the assessment of confidence, three of these measures were designed for use with individual programs, two of these international (i.e., UK and Taiwan). The current study applied the seminal Competency Benchmarks, via a recently adapted benchmarks form (i.e., Practicum Evaluation form; PEF), to practicum students at the University of North Texas. In addition to traditional supervisor ratings, the present study also involved self-, peer supervisor, and peer supervisee ratings to provide 360-degree evaluations. Item-response theory (IRT) was used to evaluate the psychometric properties of the PEF and inform potential revisions of this form. Supervisor ratings of competency were found to fit the Rasch model specified, lending support to use of the benchmarks framework as assessed by this form. Self- and peer-ratings were significantly correlated with supervisor ratings, indicating that there may be some utility to 360-degree evaluations. Finally, as predicted, foundational competencies were rated as significantly higher than functional competencies, and competencies improved significantly with training. Results of the current study provide clarity about the utility of the PEF and inform our understanding of practicum-level competencies.

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Driscoll, Peter J. "Improved methods for the assessment of surgical trainees." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/24538.

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Edinburgh Basic Surgical Trainee Assessment Form (EBSTAF) assessments of a new BST cohort were used to provide structured and anonymous feedback of trainee performance. The highly-detailed nature of the feedback proved popular with the trainees who reported it to be very helpful in directing their efforts during their training. Despite initial reservations concerning their assessment by the nursing staff, they found their comments to be particularly insightful. Comparison of EBSTAF scores was also made between the original validation cohort and the feedback group. However, no statistically significant differences were demonstrated between the two groups. This study in combination with the BSTs’ agreement on the importance of the fields within EBSTAF suggests that they will value future multidisciplinary assessment and the detailed feedback on performance it provides. High-fidelity human patient simulation offers the opportunity to practice high-stress critical care scenarios in complete safety for both trainees and patients. This modality was applied to trainee assessment using purpose-written scenarios with performances rates using EBSTAF. This study was the first to demonstrate construct validity for closely-related levels of surgical trainee and highlighted the influence of non-technical skills on clinical practice. Finally, the validity of assessment of BST tissue-handling skills using edited video was examined. Hernia repairs were judged using a modified Technical Skills domain from EBSTAF in conjunction with the well-validated global Ratings Scale of Operative Performance. This demonstrated highly-sensitive validity by allowing consultant assessors to discriminate between trainees separated by only 6 months training Trainees were also able to identify good operative skills when provided with such a structured framework on which to base their assessments, suggesting that such assessment methods may improve BSTs self-assessment skills.

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Kam, Jessica C. "Mindfulness, gratitude and perceived stress among counsellor trainees." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53952.

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This study uses data from a larger mindfulness study to investigate the impact of a mindfulness and gratitude intervention on mindfulness, gratitude and perceived stress among graduate counselling psychology students in clinic. Twelve participants took part in a weekly meditation and gratitude journaling intervention, and three participants were in a control group. Participants also completed a questionnaire package four times: pre-intervention, one week after mindfulness training (during the first week of the intervention), at six weeks of intervention, and at twelve weeks. The questionnaires completed were the Kentucky Inventory of Mindfulness Skills (KIMS; Baer, Smith, & Allen, 2004), Gratitude Questionnaire-Six Item Form (GQ-6; McCullough, Emmons, & Tsang, 2002) and the Perceived Stress Scale (PSS; Cohen, Kamarck, & Mermelstein, 1983). No significant differences for the main of effect of intervention or the interaction between time and intervention were found between the control and intervention groups on the dependent variables. The main effect of time was found to be significant for the Observing subscale of the KIMS. Significant negative correlations were found between perceived stress and gratitude at 6 and 12 weeks. There were also significant negative correlations between perceived stress and the Observing and Describing subscales of the KIMS at pre-intervention, 1 week and 12 weeks. At 1 and 12 weeks, there was a significant negative correlation between perceived stress and the Acting with Awareness subscale of the KIMS. Finally, there was a significant correlation between perceived stress and Accepting without Judgement subscale of the KIMS at 6 weeks. Findings are discussed in context of the literature, as well as implications and future research.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Wigg, Rowan Sarah. "Enhancing reflective practice among clinical psychologists and trainees." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3264/.

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The role of the Clinical Psychologist has developed to incorporate that of the reflective practitioner. This thesis aims to consider how reflective practice is incorporated into personal and professional development by clinical psychologists and trainees, and what impact it may have upon clinical practice. The first chapter of the thesis reviews the relevant literature from the past 10 years relating to the use of personal therapy among therapists and the links to reflective practice. The findings suggest that a number of studies demonstrate some benefits of personal therapy for therapists. However, the literature lacks a unified theoretical explanation of the processes that occur during personal therapy and of their influence on the development of reflective practice. This chapter offers a critique of the literature and proposes a potential model for understanding the development of reflexivity through personal therapy. Chapter Two is an exploratory study of clinical psychologists’ experiences of personal development groups whilst in training. The study adopts an interpretive phenomenological approach to the analysis and results are presented through four super-ordinate themes. The results suggest that personal development groups are seen as an effective method of developing reflective practice by participants. The processes which encourage and hinder this are also explored. The research suggests that engaging in reflective practice may become a luxury after training in some cases and this may result in an increased strain on the therapist. The clinical and research implications of the study are discussed. Chapter Three provides a reflective account of the author’s experience of the research process including; choosing the research topic, developing the research question, relationship to the research and personal experiences of personal development groups. The paper comments on the presence of bias within the research, the impact of conducting the study on the researcher and reflections on themes arising from the empirical paper.

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Figueiredo, Diogo Miguel Frias de. "Customisable e-training programmes based on trainees profiles." Master's thesis, Faculdade de Ciências e Tecnologia, 2011. http://hdl.handle.net/10362/5716.

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Dissertation presented at Faculdade de Ciências e Tecnologia of Universidade Nova de Lisboa to obtain the Master degree in Electrical and Computer Engineering
Online training (e-training) is a major driver to promote the development of competencies and knowledge in enterprises. A lack of customizable e-training programmes based on trainees‟ profiles and of continuous maintenance of the training materials prevents the sustainability of industrial training deployment. This dissertation presents a training strategy and a methodology for building training courses with the purpose to provide a trainee oriented industrial training development. The training strategy intends to facilitate the management of all the training components and tasks to be able to build a training structure focused in a specific planned objective. The methodology for building e-training courses proposes to create customizable training materials in an easier way, enabling various organizations to participate actively on its production. Additionally a customisable training programme framework is presented. It is supported by a compliant ontology-based model able to support adaptable training contents, orchestration service, facilitating the efficiency and acceptance of the e-training programmes delivery.

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Burt, C. G. "The assessment of operative competence in surgical trainees." Thesis, Exeter and Plymouth Peninsula Medical School, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.700480.

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Mendes, Filipe Ricardo Gonçalves. "O clima organizacional na Portugal Telecom : o caso do Programa Trainees." Master's thesis, Instituto Superior de Economia e Gestão, 2013. http://hdl.handle.net/10400.5/11289.

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Mestrado em Gestão de Recursos Humanos
O presente projeto teve por objetivo estudar a perceção de clima organizacional por parte dos integrantes do Programa Trainees da Portugal Telecom (PT) dos últimos 3 anos. Para efetuar esse diagnóstico, adotou-se uma metodologia quantitativa através da aplicação de inquérito, ao qual responderam 111 trainees. Da análise dos resultados obtidos verificou-se que os trainees revelam uma perceção favorável acerca das várias dimensões que compõem o clima organizacional, o que se traduz num elevado nível de consenso entre os integrantes deste programa relativamente às práticas de gestão de recursos humanos. Com base na identificação das dimensões de maior impacto positivo e negativo, foi elaborada uma proposta de ações de melhoria, perfeitamente adaptadas à realidade e às necessidades detetadas.
The aim of this study was to study the perception of organizational climate for the participants of Portugal Telecom (PT) Trainees Program, for the last three years. A study was conducted with a quantitative methodology, in which 111 trainees answered the questions on the survey. Through the analysis of the achieved results, it was clear that the trainees have a favorable perception about the organizational climate dimensions, which results in a high level of general agreement between the participants of this program regarding the human resources management practices. Based on the identification of dimensions with a positive and negative impact, it was possible to draw up a proposal for improvement actions, perfectly adapted to the reality and identified needs.

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Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.

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This study examines the problems of constructing and administering a test of spoken English for Vietnamese EFL teacher-trainees. In an attempt to standardize the assessment, a planned oral interview was pilottested with a group of ten Vietnamese EFL teachers currently enrolled in a Graduate Diploma Course in TESOL at the Canberra College of Advanced Education, Australia. Results of the study indicate that the validity and reliability of such measurement can be achieved if certain carefully outlined procedures in planning the test and training the testers are carefully followed. Given the close relationship between testing and teaching, it is suggested in this study that there could be an improvement in the teaching of spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time allocated to testing oral proficiency in the curriculum was increased, (ii) Vietnamese EFL teachers were provided with formal training in language test construction, and (iii) research on EFL oral testing was encouraged. Further, this study recommends co-operation between TEFL institutions in Vietnam to develop standard instruments for the assessment of spoken English of EFL teacher-trainees on a national level.

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Chen, Charles Pintang. "The experience of counsellor trainees from non-Western cultures." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56658.pdf.

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Rodriguez, Caroline M. "Attitudes of teachers and teacher trainees towards faculty unionization /." View online, 1988. http://repository.eiu.edu/theses/docs/32211998881742.pdf.

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Overington, Louise. "The influence of trainees' skills on client emotional experiencing." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96830.

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Therapist behaviours can impact the success of the therapeutic process for their clients. This study examined whether two aspects of trainee therapists' behaviour – facilitative interpersonal skills and verbal response modes (VRM) – influenced their clients' process. Therapist interpersonal skills and VRM were compared across two-minute video segments preceding either deepening levels of client emotional experiencing (N = 30) or unchanging experiencing levels (N = 30). Interpersonal skills and VRM were unrelated to one another and to differences in client experiencing. Although trainee skills were unrelated to deepening experiencing, this study provides a descriptive account of the skills that trainees employ with clients during their first year of clinical training. Challenges of research in this field, limitations of the current study and avenues for future research are discussed.
Le comportement d'un thérapeute peut influencer le succès du processus thérapeutique des patients. Cette étude vise à examiner si deux aspects comportementaux de stagiaires thérapeutes –les compétences interpersonnelles et les modes de réponse verbaux (VRM) –ont influencé les processus de la thérapie. Les compétences interpersonnelles et les VRM des stagiaires ont été comparés par intervalle de deux minutes précédant soit les niveaux de l'approfondissement de l'expérience émotionnelle du client (N = 30), soit les niveaux d'expérience émotionnelle invariables (N = 30). Les résultats ne montrent pas de relation entre les compétences interpersonnelles et les VRM, ni selon l'expérience émotionnelle du patient. Bien que les compétences des stagiaires ne sont pas liées à l'approfondissent de l'expérience, cette étude fournit des informations concernant les compétences que les stagiaires emploient avec les patients pendant leur première année d'entraînement clinique. Les défis de la recherche dans ce domaine, les limitations de l'étude et les perspectives actuelles pour les études futures sont discutées.

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Bann, Simon David. "Objective assessment of surgical skills in basic surgical trainees." Thesis, Imperial College London, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405129.

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Lam, Wing-po, and 林永波. "Attitudes of teachers & teacher trainees towards environmental education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957961.

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Garretson, Deborah J. "Supervisors' and trainees' cognitive styles and the supervision process." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/833475.

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This study replicated and extended some aspects of a project done by Handley (1980). The primary purpose of this study was to test whether satisfaction with the counseling supervisory relationship was related to the degree of personality similarity between counselor trainees and their supervisors. The degree of personality match was measured by the Myers-Briggs Type Indicator. Satisfaction was assessed using the Barrett-Lennard Relationship Inventory, the Counselor Evaluation Rating Scale, and two general satisfaction questions.The sample was comprised of 42 counselors-in-training at the master's level and 15 superisors at the doctoral level. Supervisors and trainees were paired to make 42 counselor-supervisor dyads. All participants were graduate students at a Midwestern state university counseling psychology program. Twenty six of the trainees were female and 16 were male. Seven of the supervisors were female and 16 were male.In the primary analyses, one-way MANOVAs revealed no relationship between personality match and trainees' and supervisors'satisfaction with supervision. However, several supplementary one-way MANOVAs indicated that there .was a difference in satisfaction with supervision when trainees were matched to same-sex as compared to opposite-sex supervisors. Female trainees were less satisfied with supervision when they were matched with female supervisors. Male trainees were satisfied with both female and male supervisors.Implications of the findings and suggestions for further research were offered. Limitations of the project were also discussed in terms of the type of training program studied and the homogeneity of the participant pool.
Department of Counseling Psychology and Guidance Services

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Firth-Cozens, Jennifer. "The levels and sources of stress in medical trainees." Thesis, University of Sheffield, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358801.

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Nasr, Atef Ali Mohamed. "A reading improvement programme for engineering trainees in Egypt." Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274435.

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Kharazi, Payam. "Supervisory alliance and countertransference disclosure of social work trainees." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10149694.

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The purpose of this study was to examine the relationship between the supervisory alliance and countertransference disclosure of social work trainees in direct practice. Eighty-six social work trainees in direct practice, receiving supervision in field placement, (N = 86; 89.5% female, 8.1% male; 73.3% White, 11.6% Hispanic\Latino; 5.8% Asian/Pacific Islander, 4.7% bi-racial; 3.5% African American/Black) completed Internet-administered self-report questionnaires assessing comfort with and likelihood of countertransference disclosure in supervision, supervisory alliance bond, and demographic items. Analyses revealed statistically significant positive correlations between the supervisory alliance and comfort with and likelihood of countertransference disclosure among trainees. These results build on past findings regarding the importance of the supervisory alliance in relation to trainee disclosure among various mental health practitioners. The results of this study have significance for clinical supervision practices in developing supervisee competencies and promoting client welfare.

Keywords: Supervisory Alliance, Countertransference Disclosure, Social Work, Use of Self

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Berbel, Gustavo dos Santos. "\'Sonhos de sucesso\': notas etnográficas sobre programas de trainees." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8134/tde-28032018-132122/.

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O presente trabalho pretende demonstrar, por meio de notas etnográficas, o caráter lúdico e dramatúrgico dos processos seletivos para trainees, suas contradições e clichês, bem como a necessidade implícita da montagem de performances por parte dos concorrentes para esses momentos decisivos e extremamente concorridos. A pesquisa se pautou na experiência que o pesquisador vivenciou ao longo de cinco meses de trabalho de campo, período em que trabalhou em uma consultoria de gestão de pessoas, ocupando uma posição liminar, sendo ao mesmo tempo um antropólogo e um headhunter. Além disso, foram realizadas análises documentais, entrevistas e visitas a feiras de carreira e profissões. Outra parte importante do estudo é a experiência subjetiva dos candidatos entrevistados, que são pensados enquanto atores que devem escolher o que entra e o que fica de fora de suas performances e que necessitam dispor de uma série de características desejadas pelo universo corporativo. Os sonhos de sucesso que povoam o imaginário dos participantes, alimentados pela publicidade das empresas, são contrastados com o profundo silêncio das experiências de fracasso que muitos vivenciam, seja por não se adequarem ao perfil esperado, seja pela insuficiência de suas formações acadêmica e profissional, ou até mesmo pelo show de horrores que compõe esses momentos arbitrários e subjetivos das seleções de emprego.
The present research intends to demonstrate through ethnographic notes the playful and dramaturgical character of the selective processes for trainees, their contradictions, clichés as well as the implicit necessity of performance´s building on the part of the competitors for these crucial and extremely disputed moments. The research was based on the researcher´s experiences during five months of fieldwork, period when he worked in a people management consulting company, taking a liminal position, being at the same time anthropologist and headhunter. In addition, documental analyses, interviews and visits to professions fairs were developed. Another important part of the study is the subjective experience of the interviewed candidates who are seen as actors who must choose what goes in and what is left out of their performances and who need to dispose of a series of desired characteristics from the corporative universe. The dreams of success, which invade the imagination of the participants, who are fueled of companies advertisements, are contrasted with the deep silence of the failed experiences, either because they do not fit the expected profile, or due to the insufficiency of their academic and professional background, or even the \"show of horrors\" that compose these arbitrary and subjective moments of the job selections.

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Benossi, Vitor Garcia. "Atitudes de trainees frente às exigências das grandes corporações." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-19072010-105719/.

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Apenas um seleto grupo de candidatos é aprovado nos Programas Trainee promovidos anualmente em nosso país por corporações multinacionais, as quais podem ser compreendidas como instituições paradigmáticas na sociedade contemporânea devido à grande influência que nela exercem. Este estudo tem como objetivo conhecer as atitudes de trainees frente às exigências feitas pelas empresas em que se colocaram. Fizemos uma pesquisa qualitativa, na qual realizamos entrevistas semi-estruturadas com três sujeitos provenientes de empresas diferentes. O referencial teórico utilizado foi a Psicanálise e a Teoria Crítica da Sociedade. A partir das análises das entrevistas pudemos inferir que as atitudes dos sujeitos para com as exigências das empresas em que se encontram são bastante similares: caracterizam-se por uma adesão às demandas corporativas e uma pré-disposição para se comportar de acordo com estas. Os resultados indicam que as empresas se utilizam de mecanismos de gestão de pessoas dirigidos à psicologia dos sujeitos, suscitando nestes uma adesão ao ideal corporativo com pouca ou nenhuma crítica. Os trainees aderem a este ideal, que tem como modelos ideais os executivos bem sucedidos e se caracteriza pela apologia ao sacrifício do sujeito, realizada pelo trabalho excessivo como meio para atingir um alto padrão de vida e uma posição de poder. O vínculo dos trainees com as empresas parece ser provisório e pragmático, assemelhando-se ao capital financeiro, que investe em determinado negócio enquanto este lhe traz lucros interessantes
Only a select group of candidates are approved in Trainee Programs that are organized annually in our country by multinational companies, these can be understood as paradigmatic institutions in contemporary society due to the large influence over it. The research objective is to know the attitudes of trainees against the requirements of the companies that they are employees. We did a qualitative research with half structured interviews with three differents employees companies. The theoretical framework was Psychoanalysis and Critical Theory of Society. From the analysis of the interviews we could infer that the attitudes of the employees against the requirements of their companies jobs are very similar: characterize by an adherence to corporate demands and a predisposition to behave in accordance with them. The results indicate that companies make use of people managements mechanisms throw the psychology of individuals, raising in these employees the idea company with little or no criticism. Trainees adhere this ideology which is ideal models successful executives and is characterized by the apology to the individual sacrifice carried out by overwork as a means to achieve a high standard of living and a power position. The link between trainees with the companies seem to be provisional and pragmatic resembling the financial capital, investing in certain business while it brings interesting profits

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Gonçalves, Inês Pinheiro dos Santos Madeira. "Atração de talentos : o programa de Trainees Generation Galp." Master's thesis, Instituto Superior de Economia e Gestão, 2018. http://hdl.handle.net/10400.5/16643.

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Mestrado em Gestão de Recursos Humanos
A competitividade pelos melhores profissionais tem levado muitas organizações a desenvolver estratégias de atração de talentos que possam potenciar a sua vantagem competitiva a longo prazo. É o caso da GALP onde foi desenvolvido o estágio curricular que este relatório descreve. É precisamente com o objetivo de atrair jovens talentos que a Galp tem apostado no desenvolvimento do Programa de Trainees - Generation Galp. O presente trabalho começa por apresentar uma breve revisão de literatura sobre: Planeamento de Recursos Humanos, Processo de Recrutamento e Seleção e Programas de Trainees como Estratégias de Atração de Talentos. Seguidamente, são descritas as atividades desenvolvidas no âmbito do estágio realizado na área de Recrutamento e Seleção da Galp, nomeadamente, no apoio ao Programa de Trainees - Generation Galp 2018-2020. Apresenta-se ainda uma reflexão crítica sobre o programa, tendo por base a revisão de literatura efetuada. Finalmente, conclui-se fazendo um balanço da experiência de estágio.
Competition for the best professionals has led organizations to develop multiple strategies of talent attraction that can boost their competitive advantage in the long term. This is the case of Galp, where the curricular internship that this report describes has been developed. It is exactly with the objective of attracting young high potentials why Galp has placed the bet on the Generation Galp Trainee Program. The following work starts by presenting a brief review of literature about: Human Resources Planning, Recruitment and Selection Processes and Trainee Program as Talent Attraction Strategies. This is followed by a description of the developed activities concerning the mentioned internship regarding Recruitment and Selection Processes supporting the Generation Galp Trainee Program 2018-2020. There is still a critical reflection about the program, based on the conducted literature review. The report ends with the global internship experience.
info:eu-repo/semantics/publishedVersion

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Chiel, Laura E. "Twelve Tips for Fostering Trainees' Ownership of Patient Care." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17295876.

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Background: The ability of trainees to assume ownership of patient care is essential for the maintenance of trainees’ high degree of investment in their education as well as for a healthy progression towards independence after licensure. Numerous factors, including strict duty hours and new attention to quality and safety, interfere with trainees’ assumption of such responsibility. Aims: We aim to provide recommendations on how to foster trainees’ ownership of patient care in today’s clinical setting. Methods: We conducted a PubMed search using phrases such as “patient responsibility,” “patient ownership,” and “patient accountability” to become well versed with the evidence and dissected and reflected on our own experiences with this issue. Conclusions: We recommend reclaiming the term “ownership” (our first tip) and then present eleven tips in the following three domains: the learning environment, trainee attributes and skills, and capabilities of the supervisor, which we believe can successfully be applied to address this important challenge.

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Carter, Adam. "Counselor trainees' development throughout an introductory play therapy experience." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008cartera.pdf.

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Buck, Ilene Megan. "Casting no shadow assessing vocational overshadowing in counselor trainees /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330761.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from home page (viewed on Jul 20, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3865. Adviser: Susan C. Whiston.

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Lam, Wing-po. "Attitudes of teachers & teacher trainees towards environmental education." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709478.

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Borg, Michaela. "Learning to teach : CELTA trainees' beliefs, experiences and reflections." Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/1009/.

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This study investigates the process of learning on a Certificate in English Language Teaching to Adults (CELTA) course. Research on many courses in teacher education has indicated that courses have a weak impact on the beliefs of trainees, in that trainees emerged from these courses largely unaffected by the ideas presented on the course and entered teaching with an approach which echoed their experiences as students in school. It is somewhat surprising therefore that within ELT it has long been argued that the Certificate programme has a strong impact on trainees. The aim of the present study is to explore the learning on the CELTA programme, focusing particularly on the pedagogic beliefs of the trainees themselves. Rather than adopt a purely constructivist approach to learning to teach, which involves the study of trainees' beliefs and reflections on the course, I have adopted a more eclectic framework and a multi-perspectival approach. In addition to more individually focused constructivist ideas I incorporated theory from sociocultural approaches such as the use of tools and a learning as participation approach, and also theory from the study of cognitive skill or expertise. The study employed an in-depth case study approach, using multiple research tools: interviews, questionnaires, observation of a course in its entirety, in addition to the collection of documents such as lesson plans and assignments. It was intended that this would provide a thick description of the course which was studied. The findings centre around the cases of six trainees on the course, their beliefs, experiences and reflections. It was found that trainees begin the course with a range of beliefs, some of which are idiosyncratic and others which could be summarised as 'antididactic'. These latter beliefs seem often to be a reaction to their school experiences. As such, the trainees on the whole welcome the more student-focused approach to which they are exposed on the course and their beliefs are largely unchanged. These findings also suggest the importance of social interaction amongst the trainees for learning to teach, and that this should be considered for mainstream teacher education courses. They also indicate that trainees' beliefs need to be recognised and engaged on teacher education courses in general and, in particular, the CELTA programme.

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Johnson, Anna M. "Developing Competence During Supervision| Perceptions of Addiction Counselor Trainees." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974987.

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The research topic is the development of competence as perceived by addiction counselor trainees during supervision. Researchers explored the topic of competence in the fields of social work, psychology, medicine, and professional counseling. Researchers explored competence as it related to multicultural counseling, medical understanding, and specific counseling techniques. Addiction counselor training includes an understanding the 12 core functions within addiction counseling, and the American Society of Addiction Medicine’s six dimensions of addiction counseling. However, a gap in the research indicated the need to understand the development of competence within addiction counselor training given the different dynamics of addiction counseling preparation. The following research question was used to guide the research project: How do addiction counselor trainees describe the development of competence during supervision? A generic qualitative approach was used to understand the perceptions of addiction counselor trainees. Participants were 10 addiction counselor trainees in two Midwestern states. The sample included seven female and three males of which seven participants were Caucasian, one was Native American, one was African, and one was Hispanic. Nine of ten completed their Master’s degree while one completed an Associate’s degree. The data analysis method used after coding the raw data was thematic analysis. The following themes arose from the coding process once analyzed: (a) prior personal and professional experience, (b) consortium training, (c) academic preparation, (d) supervision, and (e) emotional intelligence. The participants believed the development of competence resulted from personal and professional experience, exposure to and active involvement in addiction services during training, academic preparation in college, active use of supervision during training, and the degree of personal emotional intelligence. While most addiction licensing boards identify the importance of academic preparation, training hours, and competency based testing procedures, none have identified the use of prior personal and professional experience and the degree of emotional intelligence. Further exploration in the utilization of emotional intelligence testing during addiction counselor training is indicated for future research based on the findings of this dissertation.

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Menke, Kristen Ann. "Counseling psychology doctoral trainees' satisfaction with clinical methods training." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1988.

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Counseling psychology doctoral trainees’ satisfaction with their clinical methods training is an important predictor of their self-efficacy as counselors, persistence in graduate programs, and probability of practicing psychotherapy in their careers (Fernando &Hulse-Killacky, 2005; Hadjipavlou &Ogrodniczuk, 2007; Morton &;Worthley, 1995). Much of the extant literature related to assessing psychology graduate students’ satisfaction with their training has focused on supervision processes and has not adequately assessed other elements of training such as coursework, clinical experiences, and the learning contexts of practicum sites and program settings. Additionally, the available research is largely quantitative data based on geographically restricted samples that does not adequately explain reasons for trainees’ satisfaction or dissatisfaction. The purpose of the present study was to broadly identify factors that contribute to counseling psychology doctoral students’ satisfaction with their clinical methods training in coursework, clinical experiences, supervision, and practicum and program contexts. Eight advanced doctoral trainees from APA-accredited programs in counseling psychology were interviewed about their satisfaction with their training experiences. Data was analyzed using Consensual Qualitative Research (Hill, 2012). Results indicated that trainees generally entered programs with broad/unclear expectations, but some identified preferences for practicum settings, developing clinical skills, learning approaches to psychotherapy, and training in multicultural competence. Participants expressed higher satisfaction with courses that included multicultural content, training in theoretical approaches to therapy, and clinically-applicable content using teaching methods that included combining lecture with dialogue and experiential exercises. Diversity in clients’ demographics, presenting concerns, therapeutic modalities, and distress levels contributed to higher satisfaction with clinical experiences. Additionally, participants expressed their value for the opportunity to accrue client contact towards internship requirements. Strong supervisory relationships were most frequently identified as contributing to participants’ satisfaction with supervision. Participants expressed highest satisfaction with supervisors who conveyed care and support; were respectful, invested, competent, and experienced; provided new learning and feedback; and demonstrated multicultural competence. Practicum sites which provided an appropriate balance of training and clinical work, met trainees’ expectations for developmentally-appropriate training and clinical experiences, and fostered positive relationships between trainees and competent, invested staff members were described to produce highest satisfaction. Participants also expressed highest satisfaction when they had open, safe interpersonal relationships with faculty and felt secure in their ability to secure practicum placements in a range of settings. All participants stated they would feel more satisfied with their programs if more courses were available, but opinions varied as to the type of additional training desired. Findings are considered from the perspective of experiential learning theory (Kolb, 1984) and situated learning theory (Lave &Wenger, 1991). Implications for program faculty, practicum staff, and future research are discussed.

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Seibert, Jerry. "The Development of a Knowledge Test for Armor Trainees." TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2822.

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A study was conducted to develop a written tank knowledge test for United States Army armor trainees. Such a test may be employed as a tool for training program evaluation and as a criterion measure for assessing trainees. The Tank Knowledge Test (TKT) was developed from items written by subject matter experts familiar with the armor training program. After pilot testing, a revised version of the TKT had an internal consistency reliability of .79. Item difficulty levels ranged from .16 to .92 with a mean of .57. A factor analysis performed to examine the possibility of deriving subscales from four clusters of topically related items revealed no support for a four factor solution.

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Risk, Cassio Name. "Análise dos egressos de uma faculdade pública admitidos em programas trainees: socialização antecipatória, choque de realidade e ingresso na organização." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/96/96132/tde-13122010-092803/.

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Recém contratados em uma organização participam de um processo de socialização organizacional, em que aprendem as características do ambiente em que estão inseridos, e modelam seus comportamentos e atitudes assumindo um papel na organização. Trainees são jovens recém formados que se submetem a um rigoroso processo seletivo e, uma vez contratados, participam de um programa de desenvolvimento profissional que poderá conduzir a uma carreira para postos estratégicos na organização. Na fase denominada socialização antecipatória há a criação de expectativas por parte do ingressante anteriormente à entrada na organização, a não confirmação das mesmas conduz a um processo denominado choque de realidade. A seleção realística é uma forma de processo seletivo que diminui as chances de não confirmação de expectativas, apresentando ao candidato a organização como ela realmente é. O processo de socialização tem por objetivo diminuir o stress inicial, ambientar o novato e reduzir a possibilidade de abandono da organização. O objetivo deste estudo é analisar a ocorrência ou não do choque de realidade de alunos egressos da Faculdade de Economia, Administração e Contabilidade de Ribeirão Preto, formandos no ano de 2009, selecionados e contratados em programas trainees, sua satisfação e desejo de permanência na organização. Para conduzir o estudo foram aplicados dois questionários, um anteriormente à entrada na organização e outro posteriormente ao ingresso na organização, identificando o realismo do processo seletivo, as expectativas não confirmadas e confirmadas e as práticas de ambientação da organização, verificando a existência ou não do choque de realidade dos alunos e a satisfação com a empresa.
Newcomers hired share a process called organizational socialization, where they learn the environment caractheristics and model behavior, assuming an role at organization. Trainees are youngs graduate submitted a rigorous selections process to entry an organization and when hired are developed in a career program for in the future assume strategics roles. Na. Expectations are created by newcomers before entry organization, in the anticipatory socialization stage, and the unmet expectations leads to reality shock. Realistic job preview is a selections process to reduce chances of not confirming expectations of newcomers, presenting them organization how it really looks. Socialization processs objective is to reduce initial stress and incorporate newcomer at organization environment, reducing the chances of leaving it. The purpose of this study is to analyse the existence or not of a reality schok of graduated from Faculdade de Economia, Administração e Contabilidade de Ribeirão Preto Faculdade de Economia, year 2009, Administração e Contabilidade de Ribeirão Preto, hired at fast track programs. Two questionnaires were developed, one prior entry organization, the other before entry, identifying the reality of selections process, met or unmet expectations and organizations pratices on environmenting newcomer, verifying existence or not of a reality schok.

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Zengin, Selcuk O'Connor Brian C. "E-learning and in-service training an exploration of the beliefs and practices of trainers and trainees in the Turkish National Police /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3895.

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Zengin, Selcuk. "E-Learning and In-Service Training: An Exploration of the Beliefs and Practices of Trainers and Trainees in the Turkish National Police." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3895/.

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This targeted research study, carried out by an officer of the Turkish National Police (TNP), investigated the perceptions and beliefs of TNP trainers and trainees towards the potential adoption and implementation of e-learning technology for in-service police training. Utilizing diffusion and innovation theory (DOI) (Rogers, 1995) and the conceptual technology integration process model (CTIM) (Nicolle, 2005), two different surveys were administered; one to the trainers and one to the trainees. The factor analyses revealed three shared trainer and trainee perceptions: A positive perception towards e-learning, personally and for the TNP; a belief in the importance of administrative support for e-learning integration; and the belief in importance of appropriate resources to facilitate integration and maintain implementation. Three major recommendations were made for the TNP. First, the research findings could be used as a road map by the TNP Education Department to provide a more flexible system to disseminate in-service training information. The second is to establish two-way channels of communication between the administration and the TNP personnel to efficiently operationalize the adoption and integration of e-learning technology. The third is the administrative provision of necessary hardware, software, and technical support.

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Warren, Edward Scott Holden Janice Miner. "Ego development and theoretical orientation among counseling students." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9724.

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Wilson, Sarah Elizabeth. "The effect of vicarious traumatization on trainees' counseling self-efficacy /." view abstract or download file of text, 2006. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190555.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 140-149). Also available for download via the World Wide Web; free to University of Oregon users.

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Pamukcu, Burcu. "The Investigation Of Counseling Self-efficacy Levels Of Counselor Trainees." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613180/index.pdf.

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The purpose of this study was to investigate predictive value of life satisfaction, academic achievement, number of clients, number of counseling sessions, and satisfaction level of supervision both in terms of quality and quantity in determining counselor trainees&rsquo
counseling self-efficacy levels. The sample of this study was the 470 voluntary senior counselor trainees (335 females, 135 males) enrolled in Department of Guidance and Counseling at eleven universities in Turkey. Participants were administered a demographic data form, the Satisfaction with Life Scale, the Counselor Self-Estimate Inventory and the Counselor Activity Self-Efficacy Scales. In the context of this study, the Counselor Activity Self-Efficacy Scales were translated to Turkish, validity and reliability studies were conducted. Additionally, reliability studies of the other scales used for the sample of the present study were conducted. Data analysis was carried out by Stepwise Multiple Regression Analysis. Results of the study indicated that life satisfaction, number of counseling sessions and satisfaction with quality of supervision explained 13% of the total variance of counseling self-efficacy scores of the counselor trainees. Life satisfaction was found as the most important predictor of counseling self-efficacy, explaining 8.2 % of the total variance. On the other hand, academic achievement, number of clients and satisfaction with quantity of supervision were not found to be significant predictors of counseling self-efficacy.

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Paisley, Anna M. "Prospective evaluation of assessment tools for use with surgical trainees." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270291.

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Essel, J. E. "A study of Ghanaian teacher trainees' conceptions of information literacy." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14360/.

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This research aimed to explore the variation in how teacher trainees from a non-Western educational context (Ghana) experience and conceptualize information literacy (IL) through a phenomenographic approach. The concept of IL, which originates in the West could be seen and understood differently by different information users in developing countries, including Ghana. A number of studies have begun to focus on the understandings of IL from a phenomenographic perspective, forming a new way of looking at IL from subjects’ conceptualizations of it in different contexts. This particular focus on IL in different information landscapes is seen as a way of broadening the viewpoint and creating a sound theoretical base for the concept. The present study, which is contextualized in this body of research, proposes that ideas about teaching and learning of information literacy and the way trainee teachers are educated in information literacy need to be reorganized to reflect how teacher trainees themselves conceptualize IL. There is limited research focusing on how student teachers experience, understand, and conceptualize information literacy. The study presented here investigated the experiences of 25 teacher trainees who were in their second year at the University of Education, Winneba in Ghana. Data were collected in 2012/13 through semi structured, open-ended, face-to-face-interviews. The analysis which yielded five categories of conceptions showed that, although participants understood IL, it made more sense to them in terms of the information literate teacher (ILT). The five categories describing the ILT were: having linguistic, mainly English language competence; knowing about ICTs for communication and information retrieval purposes; having critical awareness; knowledge-building and, finally, exhibiting professional growth and development. This formed an inclusive hierarchy. While none of the experiences in this study is regarded as inherently better than another, the inclusive nature of the relationships between the categories indicates that each succeeding step in the hierarchy represents a more complex and inclusive awareness of various aspects of IL. Apart from contributing to a comprehensive understanding of information literacy in general, the outcome space in particular can provide a framework for designing an information literacy curriculum to educate teachers as information literates at UEW. The contributions of this research are revealing experiences of IL in a non-Western context and illuminating the conceptions of teacher trainees.

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Mackay, Sean Desmond Patrick. "The objective assessment of technical skill in basic surgical trainees." Thesis, Imperial College London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407597.

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Davies, Geraldine Elizabeth. "Exploring supervisory feedback and how teacher trainees respond to IT." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27055644.

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Lobo, Rodrigo Gomes. "Processos de socialização em jornalismo: adestrando \'focas\' ou treinando trainees." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8134/tde-08122010-141343/.

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Como um profissional iniciante se torna um jornalista? Como tais profissionais definem o que é jornalismo? O que os capacita a exercerem suas atividades e confirma seu estatuto de jornalistas? Quais os outros agentes e agências envolvidos nesse processo? O presente trabalho discute essas questões a partir de dois cursos de jornalismo oferecidos por empresas paulistanas que atuam com foco no jornalismo impresso diário empresarial. Pretende-se, através de entrevistas e da etnografia desses dois espaços de socialização, analisar as visões de mundo e as concepções de conhecimento implicadas nesses contextos de aprendizagem que engendram matrizes de percepção, ação e apreciação da realidade em que estão entremeados diversos interesses vitais: políticos, mercadológicos, jornalísticos.
How do beginners turn into journalists? How do they define what is journalism? What enables them to carry out their activities and confirm their status as journalists? Which are other agents and agencies involved in this process? This thesis discusses these issues from two journalism courses offered by companies that operate in São Paulo, focusing on daily print journalism. Through interviews and ethnography of these two spaces of socialization, this work intends to analyze the worldviews and conceptions of knowledge involved in such learning contexts. Those types of knowledge engender matrices of perception, action and assessment of the reality in which are imbedded several vital interests: political, marketing, journalism.

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Kao, Shu-Chen. "The Effects of Child-Centered Play Therapy Training on Trainees." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279251/.

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This study was designed to determine the effects of child-centered play therapy as a play therapy training model for beginning play therapy students. The purpose of this study was to determine the effects of child-centered play therapy training on play therapy trainees in (a) improving positive attitudes and beliefs toward children; (b) improving knowledge of child-centered play therapy; (c) improving confidence in applying child-centered play therapy skills; (d) reducing dominance tendencies in trainees' personality as measured by the California Psychological Inventory; and (e) increasing tolerance levels in trainees' personality as measured by the CPI. The experimental group, consisting of 37 counseling graduate students with a specialty in child counseling, received 45 clock hours of introduction to play therapy graduate course training at the University of North Texas, Denton. The control group, consisting of 29 counseling graduate students with a specialty in child counseling, received other counseling graduate courses training but no play therapy training at the time of their participation in this study at the University of North Texas. Both experimental and control group students completed the pretest and the posttest on the Play Therapy Attitude Knowledge Skills Survey and the California Psychological Inventory at the beginning and the end of the semester terms of Fall 1995, Spring 1996, and Summer 1996. Analyses of covariance revealed that students in the experimental group demonstrated (a) a significant improvement in their positive attitudes and beliefs toward children; (b) a significant improvement in their child-centered play therapy knowledge; (c) a significant improvement in their confidence in applying child-centered play therapy skills; and (d) a significant reduction in their dominance tendency. An insignificant result was found in their tolerance level. This study suggests that child-centered play therapy training is a viable training model for prospective and beginning play therapists.

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Dissertations / Theses on the topic 'Trainees'

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