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1
Hammerton, Rachel. „Novice Therapists' Perception and Use of Self-Care“. Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39826.
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Self-care is necessary for psychotherapists to prevent burnout and to provide ethical services for clients. Counselling students often recognize the need for self-care, but neglect to implement it, preventing them from building the necessary practices to endure hardships related to practicing psychotherapy. Previous research, such as Butler and colleague’s work (2017), has examined the importance of self-care in counselling education, but has not examined how it is applied in practice. Therefore, this project’s research questions included: 1) How do novice therapists engage in professional self-care? 2) How do novice therapists bridge the gap between conceptual knowledge and practice of professional self-care? 3) What are the barriers to self-care? Thematic Analysis (TA) was used to distil meaning from common experiences of participants. Four psychotherapists with an average of 1.5 years of experience were interviewed using an in-depth semi-structured interview protocol. Eighteen subthemes were generated from the data, further categorized under four themes: (1) obstacles to self-care; (2) work-life balance; (3) pathways to self-care; and (4) effects of self-care. Implications of this research include structured self-reflection in counsellor training programs, integration of flexibility and self-care provisions in workplace cultures, and a strong policy emphasis on the need for counsellor self-care and improving professional guidelines to allow for counsellor self-care practices.
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Hilaris, Dina Anne. „Impact of Learning Internal Family Systems Model on Self-of-the-Therapist Work in Novice Therapists: A Mixed-Methods Study“. Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/81253.
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This mixed-methods study sought to examine the impact of learning the Internal Family Systems (IFS) model on novice therapists' self-of-the-therapist work. Criterion sampling was used to recruit participants enrolled in an IFS graduate course in Virginia Tech's Marriage and Family Therapy (MFT) Program. Participants completed three sets of questionnaires (Self-Compassion Scale, Five Facet Mindfulness Questionnaire, and Professional Quality of Life Scale V. 5) both before and after completing the course. Twelve of the 23 participants volunteered to contribute to the qualitative portion of this study in semi-structured focus groups or individual interviews. The qualitative data were analyzed using grounded theory to assist in building theory for whether and how IFS can build awareness of internal process and increased self-compassion in novice therapists, therefore contributing to their self-of-the-therapist work. The quantitative data reported an increase in Self-Kindness, Common Humanity, Mindfulness, ability to Describe one's experience, ability to Act with Awareness, and the ability to be Nonjudgmental and Nonreactive of one's experience after participants completed the IFS course. The quantitative data reported a decrease in participants' Self-Judgment, Over-identification, and Secondary Traumatic Stress after completing the IFS course. The qualitative data supported these findings. The themes that emerged for the qualitative data were an increase in Self-Leadership, Improved Relationships, and an increase in Self-Compassion. Overall, participants reported gaining greater awareness of their internal process and increasing their ability to be self-compassionate, which they report impacted and contributed to their self-of-the-therapist work. Limitations, clinical and training implications, and future directions for research are discussed.Master of Science
3
Donald, Emily, und Rebekah J. Byrd. „Learning in the Sand: Sandtray in Teaching and Supervision with Novice Play Therapists“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2610.
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Sandtray can be incorporated with diverse theoretical orientations and provides an interactive and engaging way to involve supervisees and students. This presentation will cover the use of sandtray in play therapy supervision and teaching play therapists, with a focus on multicultural competence.
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Nielsen, Olivia K. „An Evaluation of Interactive Computer Training to Teach Discrete Trial and Naturalistic Instruction to Novice Therapists“. Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955018/.
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Effective and efficient training strategies are needed to provide training to novel therapists whom provide early intensive behavioral intervention (EIBI) services to young children with autism. We evaluated the effects of interactive computer-based training (ICT) on novice therapists' implementation of two, common EIBI instructional techniques: discrete-trial instruction (DTI) and naturalistic instruction. Results demonstrated that ICT improved trainees' instructional fidelity during role-plays with a confederate for DTI instruction and also with a child with autism for both DTI and naturalistic instruction. As a result, the requirement for supervisor feedback on performance was minimized. In addition, results suggest that child language improved as a result of improved therapist performance.
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Pantaleao, Lori Ann. „The Art of Solution-Focused Brief Therapy: Experiential Training for Novice Therapists in Creative Collaborative Language“. NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/17.
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Novice solution-focused brief therapists often have difficulty delivering scaling questions within the languaging of their clients. To help beginning Solution-Focused Brief Therapy (SFBT) trainees, this researcher has created the metaphorically enhanced scaling question (MESQ) training program. By incorporating a meaning making system such as the metaphor, the scaling question becomes expressive and symbolic to the client and his or her own story. The MESQ objective is to assist novice therapists in facilitating the SFBT scaling question creatively through the use of metaphor. A metaphor is a created meaning isomorphic to its original meaning or experience. The metaphor will be co-constructed through collaboration between client and therapist. The MESQ program encompasses three key elements of SFBT: listening, selecting, and building into three tangible activities designed for novice therapists to learn, articulate, and demonstrate their comprehension of the modified scaling technique (Bavelas, De Jong, Franklin, Froerer, Gingerich, Kim, Korman, Langer, Lee, McCullum, Jordan, & Trepper, 2013)
This research is qualitative in nature, due to the examined experiences of the MESQ training program participants. Action research has been chosen to emphasize the learning aspect, and assist in training development. The MESQ training program will be evaluated based on Kirkpatrick’s four levels of evaluating training programs: reaction, learning, behavior, and results. (Kirkpatrick, 1996). The focus of this research project will be to refine and develop the MESQ training program through analytic evaluation.
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Goldstein, Lizabeth Alexandra. „Cognitive Therapy for Depression Provided by Novice and Expert Therapists: Comparison of Skill Acquisition and Patient Outcomes“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1432225327.
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Philander, Tamlyn Kay. „Novice occupational therapists’ perceptions and experiences of professional socialisation in the first year of practice in South Africa“. University of the Western Cape, 2018. http://hdl.handle.net/11394/6910.
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Magister Scientiae (Occupational Therapy) - MSc(OT)Professional socialisation is a key dimension within the professional development of an occupational therapy practitioner. Professional socialisation in the first year of practice involves a process of change within the individual with regards to knowledge, skills and reasoning. The process further involves the novice’s developmental induction into the culture of the profession and into the practice context. Novice practitioners who are not appropriately supported in their professional socialisation process may become demoralised as practitioners. It is necessary to explore professional socialisation from the perspectives of novice occupational therapy practitioners themselves, in order to generate an understanding of how professional socialisation can be supported in the first year of practice. This is of vital importance otherwise the profession may run the risk of attrition. Therefore, the aim of this study was to explore and describe novice occupational therapists’ perceptions and experiences regarding professional socialisation during the first year of practice. A qualitative research approach and exploratory descriptive research design was utilised in the public health system in South Africa. Purposive sampling was utilised to select nine participants for the study. Data collection methods included two semi-structured interviews and a dyad interview discussion which were audio-recorded, transcribed verbatim and analysed through thematic data analysis. The strategies of member checking, peer review, reflexivity, and an audit trail ensured trustworthiness of the study. Ethics clearance was obtained from the UWC Research Committee. Three themes originated from the findings of this study. The first theme, stepping into the unknown, illustrates a dissonance between the participants’ expectations for practice and the actual realities of practice that they encountered. The second theme, uncovering the occupational therapy culture, highlights power dynamics and inconsistencies within the profession as perceived by the participants. The third theme, becoming a professional, highlights how the participants responded to the challenge of transitioning from student to professional and started to internalise their professional identity. Recommendations to support the professional socialisation of novice therapists in the South African context are made in respect of occupational therapy education, continued professional development, support for novice therapists, transformation in the profession and future research.
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Horsch, Rachel M. „Effects of a Computer-based Self-instructional Training Package on Novice Instructors’ Implementation of Discrete Trial Instruction and a Naturalistic Developmental Behavioral Intervention“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804897/.
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Discrete trial instruction (DTI) and naturalistic developmental behavioral interventions (NDBIs) are often incorporated into early intensive behavioral interventions for young children with autism. Recent advances in staff training methods have demonstrated that self-instructional manuals, video models, and computer-based training are effective and efficient ways to improve staff implementation of these teaching strategies however research in this area is limited. The current evaluation assessed the effects of a computer-based training package including self-instructional manuals with embedded video models on direct-care staff’s implementation of DTI and an NDBI. All participants’ DTI teaching fidelity increased during role-plays with an adult and with a child with autism and all participants increased teaching fidelity across untrained instructional programs. In addition, moderate improvement was demonstrated following NDBI training on the use of correct prompts, environmental arrangements, and response interaction. Together, these results indicate that therapists are able to acquire a large number of skills using two teaching techniques, DTI and NDBI, following brief computer-based training.
9
Dunford, Fiona. „Determining differences between novice and expert physiotherapists in the emergency on-call environment a vignette-based study : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Health Science (MHSc), 2007“. Click here to access this resource online, 2007. http://hdl.handle.net/10292/368.
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Emergency on-call duties have been highlighted as a key stress factor in newly qualified physiotherapists whose job performance may be affected. The concept of stress relating to on-call work, the general lack of interest or confidence in the respiratory on-call field, and subsequent difficulties with recruitment and retention, pose a difficult problem for managers of services responsible for the maintenance of a competent workforce and a high standard of service provision. Differences in novice and expert physiotherapists’ patient management and clinical reasoning strategies have been previously examined in orthopaedic, neurology, domiciliary and cardiorespiratory fields. However, no such investigations have been undertaken in the field of emergency on-call. The purpose of this study was to determine if differences existed between novice and expert physiotherapists who had by definition differing levels of context-related experience within the emergency on-call environment. This study also aimed to consider what factors may influence their physiotherapy intervention for an acute cardiorespiratory patient. A purpose-designed vignette-based postal questionnaire was administered to 26 emergency on-call providers in New Zealand. The questionnaire sought demographic data, investigated participants’ attitudes towards emergency on-call service provision and presented a vignette-based clinical scenario which asked questions throughout an evolving clinical case scenario. Analysis was performed using the computer software package for social sciences, SPSS for Windows (version 14), results were analysed using descriptive statistics, and significance testing was performed using non-parametric methods. A good response rate was achieved (78.8%; n = 56). Statistically significant differences between novices and experts were determined in scores for confidence, stress, and support required, also in the factors affecting stress levels. Novices are less confident (p = < .0001), more stressed (p = < .001) and require more support than experts (p = < .001). Factors which influenced both novice, and to a lesser extent, expert stress levels when working as emergency on-call physiotherapists, were established. A relationship was determined between confidence and level of support required (r = -.65; p = < .001); confidence and amount of stress felt (r = -.58; p = < .001); and support required and stress felt (r = .47; p = < .001). Some differences were demonstrated between novice and expert physiotherapists in their answers to a clinical case scenario. Although these were not statistically significant, a trend was noted which may reflect the different clinical reasoning strategies of these physiotherapists. There is a need for novices to gain the type of experience which includes independent problem solving and guided reflection; the use of vignette-based case studies may be one method which could be further exploited. The profession is responsible for the provision of better ways to meet the needs of our future emergency on-call workforce. If this is not achieved, other professional groups will be required to fill the gaps and physiotherapy; particularly cardiorespiratory physiotherapy will lose out.
10
Fielden, Kathryn Lesley. „From Novice to Expert Therapist : The Role of Clinical Supervision in the Transition“. Thesis, Roehampton University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515309.
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Pfaff, Nicole. „The Novice Licensed Professional Counselor's Perceived Preparedness to Use Self-Disclosure“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5249.
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Self-disclosure is used by feminist, humanistic, client-centered, and a variety of other counselors to build therapeutic alliances with clients. However, little research has been conducted on counselors' perceptions of their preparedness to use self-disclosure. This exploratory multiple-case study used attachment theory as a framework to explore the perceptions of novice licensed professional counselors' preparedness to use self-disclosure. The 12 participants who participated in face-to-face interviews practiced as licensed professional counselors in Delaware, New Jersey, or Pennsylvania. The participants described how they learned, practiced, and used self-disclosure. After analyzing interview data through cycle coding and peer review, themes emerged showing participants' life experiences, clinical practices, education, and supervision as having prepared them to use self-disclosure. Participants perceived they were prepared to use self-disclosure through their educational experience but primarily learned to self-disclose through trial-and-error. Participants reported learning to self-disclose by taking a chance and practicing the self-disclosure skill with clients after receiving their license. Professional counselors, supervisors, and counselor educators who are the gatekeepers for future counselors may use the study's findings to improve understanding of and training in self-disclosure. The findings can be used to enhance the training of how to prepare counselors to use self-disclosure, therefore, minimizing harm to the clients. Learning more about training counselors to use a skill that is of use with or without intent is of significance to the field of mental health counseling.
12
Enberg, Birgit. „Work experiences among healthcare professionals in the beginning of their professional careers a gender perspective /“. Doctoral thesis, Umeå : Umeå University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-25771.
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Huang, Mei Fang, und 黃梅芳. „The difficulties and coping strategies of novice play therapists“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/26289698626394014021.
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碩士國立政治大學
心理學研究所
96
The purpose of this study was to explore the difficulties and the coping strategies during the play therapy of the registered health professionals had encountered. This study used in-depth interviewing to interview four novice play therapists that were counselor, social worker, clinical psychologist and psychiatrist, and adopted qualitative research approach to analyze data. The results showed that the original context of professional training for learning play therapy to be useful, but their learning effects might also be subject to the original professional training structure and thinking mode. The practical difficulties of the novices encountered were included: the obstacles of client’s care system, the problems of the environment for treatment, how to respond to the skills, communication and cooperation with different discipline, the difficulties of learning play therapy, and had more sensitive awareness for the treatment of the effect about countertransference and personal issues. The coping strategies were as followed: self-study, participate in workshops, supervision and self-adjustment. Steering through the process of supervision, adjusting their own perceptions, ideas and expectations and used by the professional manner of self-adjustment, could be effective assistance in the difficulties. Looking at the difficult position and breakthrough to the novice play therapists comprehensively was a constant self-awareness and professional growth process.
14
Huang, xiao-ting, und 黃筱婷. „A Study on the Emotional Self-Awareness of Novice Play Therapists in the Play Therapy Sessions“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/74621874839223265681.
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碩士中國文化大學
心理輔導學系
102
Abstract The purpose of this study is to understand the Emotional Self-Awareness condition of Novice Play Therapists in the Play Therapy Sessions, to understand the personal emotions of the novice. Interpersonal process recall interview(IPR) to recall awareness of the emotional way to collect data. Compared to Biofeedback Data and Discussion many aspects emotional state about Novice Play Therapists. The participants of this study were four undergraduates from a college who attended "play therapy introductory " course. Involved in the study of play therapy for a total of four children, children between the ages of 3-5 years old. Each novice Conduct play therapy drills twice. At the end of play therapy, the conducted oral interviews with respondents, backtracking novice play therapy experience emotional awareness course. Within 48 hours, by way of Interpersonal process recall interview richer information collected through watching videos, interviews focused on emotional awareness events. After interviews, watch videos and biofeedback data, conduct interviews. The results were as follows: A novice anxiety: Unknown experience and imagination to bring the game is expected to treat the novice, nervous before the game interaction. Second, the vague professional self: For professional knowledge, professional role of uncertainty, making the game play therapy novice interactive process, there are a lot of hesitation and choice situation occurs, the indirect impact of interactive play therapy unit. Third, expectations the relationship closer between Children and self . Fourth, unexpected situations: children's participation is low, children express strong emotions in the game room, these two types of unexpected pressure situations. Five, IRP and biofeedback tool use has a positive influence on the emotional self-awareness of novice.
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Bevis, Rhonda. „The clinical reasoning of expert, competent, and novice respiratory therapists working in the acute care setting“. 2002. http://purl.galileo.usg.edu/uga%5Fetd/bevis%5Frhonda%5Fy%5F200212%5Fedd.
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Wyper, Katy. „Becoming a Healthy Therapist: Influences of the Training Program Culture“. Master's thesis, 2010. http://hdl.handle.net/10048/903.
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Thesis (M. Ed.) -- University of Alberta, 2010."A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Counselling Psychology, Educational Psychology, University of Alberta." Title from pdf file main screen (viewed on January 14, 2010). Includes bibliographical references.
17
Yu-Chieh, Chiu, und 邱郁捷. „A narrative research of the mental impact and the self-adjustment of the novice therapists for domentic violence abuser“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/11509444965157239272.
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碩士淡江大學
教育心理與諮商研究所碩士班
98
The goal for this study is to understand the mental impact and the self-adjustment of the novice therapists working with domentic violence abuser. The research begins with the mental impact of the researchers when they entered the group of domentic violence abuser. Gradually the research focused on how novice therapists react and adjust the impact when working with domentic violence abuser. The researcher utilize the integral-contents oriented narrative research to organize and analyze the studies. The results was summarized and reorganized from interviews with three different novice therapists working with domentic violence abuser. The novice therapists working with domentic violence abuser had strong mental impact which includes the extreme fury and scare reaction posed by domentic violence abuser. They also feel threaten from the insecurity of the working environment. In addition, the experience in working might challenge their values of life so much that they start to doubt themselves if they have sufficient professionality in working. To dilute the stress and adjust themselves, the novice therapists can read more literature, attend relevant professional workshop. Self consciousness and awareness can help novice therapists understand and perceive the effect of past experience. Support and care from family and friends can improve the health both physically and mentally. Supervised with professional knowledge and experience can help to lower anxiety as well as to gain professional support. Besides, researcher proposes several suggestion and opinion from the observation throughout the studies. This research not only provides several novel aspects for novice therapists who would like to work with domentic violence therapists but also is a good reference for who are interested in the field.
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Lin, Hsu-Ju, und 林栩如. „A Novice Art-Therapist Searching for Self-Identity“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/39253593258459128482.
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碩士臺北市立大學
藝術治療碩士學位學程
103
This self-narrative research, serves as an exploration, for me as a novice art therapist, about how to think, how to feel, to reflect on personal capability, professional performance, and competence in the academic learning process. Caught in the predicament of bewilderment, inferiority complex, and self-doubt, I am swayed between self-confidence and self-despair. Through recurrence of subjective experience, picture creation, and self-dialogue, I become near to my personal experience. In the self-narrative process, the followings come to light: in the experience of “ say / express”, as a self-narrative agent, “self” become aware of its own “ dare not” and “overly care about others’ opinion”, which has a great influence on not merely self-identity and subjective experience but also professional self. Throughout the self-narrative process, certain subtle hidden existent experience is unveiled and to some level transforms itself to part of true consciousness. Hence, as the subjective experience horizon is broadened, so does the subjective experience flow and the possibility of reinterpretation. Eventually, at the end of self-narration, “Self” realizes the necessity to come to terms with the inevitably recurrent confusion and questioning in the pursuit of self-identification. Upon allowing “self” and liberating “self”, “Self” recognizes its own highlight and perseverance, which “Self” nurtures itself to create true self-belief and self-confidence. And only in so doing can we grasp and give credit for the client, who absolutely has the same ability to deal with himself.
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Kuan, Chan Un, und 陳婉君. „The Study of A Novice Play Therapist’s Self and Professional Growth After Supervision“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/bh6g47.
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碩士國立暨南國際大學
諮商心理與人力資源發展學系輔導與諮商研究所
107
This research investigated a novice play therapist’s self and professional growth through the experience of counseling a client and meeting a supervisor. This qualitative research recorded the participant’s 12 play therapy counseling with a client, and 13 meetings with a supervisor. The participants had to fill an introspection form before and after each supervised play therapy, with 26 documents in total. The results of the research were as follows: 1. Professional Growth: a. Theoretical application and understanding, b. Improving Skills, c. Consider space settings and d. Learning systemic collaboration. 2. Self Growth: a. Self-awareness, b. Self and professional integration, and c. Increased self-confidence of therapist. Finally, based on these findings, discussions and recommendations were proposed for the novice play therapists and researchers.