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Dissertations / Theses on the topic 'Practical psychologist'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Taberham, Paul. "Sense as muse and lessons in perception : the avant-garde filmmaker as practical psychologist." Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633660.

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The central goal of this thesis is to frame a widespread mode of practice amongst avant-garde filmmakers as a form of 'practical psychology,' rather than a form of artistry that masochistically rejects pleasurable aesthetic experiences - as it has been characterised by Steven Pinker and others in a cognitive context. I will suggest that, taking "sense as muse" (in Stan Brakhage's words), many avantgarde filmmakers introspectively draw creative inspiration from their own cognitive and perceptual capacities, and touch on topics explored by actual psychologists. These include narrative comprehens

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2

Sargent, Jo-Anne. "Psychologists' information practices, an empirical investigation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37416.pdf.

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3

Miller, Dana Leann. "Mental health practices of school psychologists." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/858.

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The current literature suggests an increasing need for mental health services for school-age children (U.S. Department of Health and Human Services, 1999; Friedman, Katz-Levey, Manderschied, and Sondhiemer 1996; Costello, Mustillo, Erkanli, Keeler, and Angold, 2003; Kataoka, Zhang, and Wells 2002 and Kessler, Berglund, Demier, Jin, Merkangas, and Walters, 2005). Research indicates that the schools may be the ideal place for children to receive such services. Studies have found that school psychologists do spend some of their time providing counseling, however the time spent on these services i

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4

Chapman, Lynn. "Evidence-based practice : a trainee clinical psychologist perspective." Thesis, University of Lincoln, 2010. http://eprints.lincoln.ac.uk/17554/.

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Evidence-based practice (EBP) is now the dominant model in health care; its aim is to increase the use of research evidence to inform clinical decision making. Clinical practice guidelines are the predominant method by which research is distilled into practice recommendations. Clinical psychology has its own model which promotes the integration of research evidence with clinical expertise, the scientist practitioner model (SPM). Recent developments within the United Kingdom health service, such as the Improving Access to Psychological Therapies programme have stimulated debate about the types

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5

Liu-Trofimovsky, Jia. "School Psychologists' Early Numeracy Training and Practices." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621899.

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<p> An emergent area of research pertains to early numeracy, or number sense. Early numeracy plays a significant role in the development of mathematics skills, and researchers have recognized its importance for overall academic achievement. This study surveyed practicing school psychologists to investigate current early numeracy training and practices. A nationwide sample of 279 school psychologists completed a Web-based survey modeled after the available early numeracy research. The majority of individuals reported receiving at least one professional development training for academic concerns

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6

Briggs, Beth. "Solutions for Recruitment and Retention of Rural Psychologists by Rural Psychologists." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1441373640.

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7

Soan, Colette Andrea. "The work of educational psychologists : a cultural-historical analysis using parents' and educational psychologists' views." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3869/.

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As the profession of educational psychology approaches its centenary year it is of interest to reflect on the development of practices and the influences on these. Throughout the history of the profession, educational psychologists have worked within the cultural and political landscape of the time and have worked with a number of partners. The partnerships between parents and educational psychologists (EPs) have received little attention in the literature and provide one example of work practice. This research explores the work of EPs through the views of EPs and parents. Central to the resea

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Mello, Americo E. "Gambling disorders and psychologists' in training and practice." online access from Digital Dissertation Consortium access full-text, 2003. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3093270.

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9

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. Ho

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10

Andrews, Samantha. "The role of reflective practice for educational psychologists." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/114912/.

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This research explored the role of reflective practice (RP) for educational psychologists (EPs). Reflective practice was defined as the process of learning through and from experiences towards gaining new insights of self and/or practice (Boud, Keogh & Walker, 1985). The regulatory body (Health & Care Professions Council (HCPC)) has mandated that practitioner psychologists ‘be able to reflect and review practice’ (HCPC, Standards of Proficiency, 2015, 11.1, p12). Furthermore, RP is identified as central to the British Psychological Society (BPS) compulsory policy on Continuing Professional Dev

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11

Meyer, Jaymie Lynn. "The role of school psychologists training vs. practice /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003meyerj.pdf.

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12

Beresford, Helen. "Religious coping in the trainee clinical psychologist : beliefs, practices, implications." Thesis, University of East London, 2003. http://roar.uel.ac.uk/3659/.

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A qualitative approach (interpretative phenomenological analysis) was used to explore the experiences of religiously oriented trainee clinical psychologists. Eight female participants (seven Christians and one Hindu) were recruited using a snowballing technique. A semi structured interview was designed to explore their use of religious coping in dealing with work/training related stress. This was considered particularly within the context of the historically critical attitude of psychology towards religion. The analysis demonstrated that all of the participants regularly used religious coping

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13

McMahon, Aisling. "Practising psychotherapy as a clinical psychologist : what facilitates capable practice?" Thesis, Middlesex University, 2012. http://eprints.mdx.ac.uk/9783/.

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This is a practitioner-based project, deriving from clinical experience and aiming to positively contribute to awareness and practice within the clinical psychology profession. Clinical psychologists’ experience of practising psychotherapy is explored and factors associated with confidence and capability in this area of work are identified. Past research has shown that therapist confidence contributes to successful client outcome. However, it has also been found that professional self-doubt and feelings of inadequacy persist throughout psychologists’ careers, indicating an ongoing need for pro

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14

Ridenour, Donna. "School Psychologists' Assessment Practices of Attention-Deficit Hyperactivity Disorder." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/316.

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Two million school-age children are believed to manifest symptoms of Attention-Deficit Hyperactivity Disorder (ADHD). In recent years, educators have increasingly been called upon to provide services to children with ADHD either through special education or through Section 504. Much has been written describing "best practices" for the assessment of children with ADHD. Little is known, however, about what roles school psychology practitioners are taking with regard to ADHD. The purpose of this research was to determine common ADHD assessment practices of school psychologists and how they relate

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15

Lake, Renee A. "School Mental Health: Perceptions and Practices of School Psychologists." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374145318.

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Kilgallen, Christina. "School psychologists' readiness to implement response to intervention practices /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328723.

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17

Newton, Meryl. "Educational psychologists' practice : obtaining and representing young people's views." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/92311/.

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Many studies have focused on the importance of the participation of young people in their education (e.g. Todd, 2012), although fewer papers discuss the practical aspects of seeking their views and fewer again on representing them. The current educational reforms including the Special Educational Needs (SEN) Code of Practice in England (DfE, 2014a) and the draft, indicative Additional Learning Needs (ALN) Code in Wales (Welsh Government, 2015) have highlighted the importance of seeking young people’s views. The benefits of gathering and communicating young people’s views are well documented (e

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18

Brand, Nancy Hancock. "Psychologists' approaches to evaluating client progress in psychotherapy practice /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3276974.

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Lopes, Christopher John. "Bilingual school psychologists' practices with students with limited English proficiency /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188066.

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20

Bailey, Hayley. "Distress and the self-care practices of trainee clinical psychologists." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485163.

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High rates of distress have been found in trainee clinical psychologists. Poor levels of self-care have shown to negatively impact on therapeutic effectiveness and damage to clients. However, many practicing clinical psychologists are reluctant to seek support for distress due to personal or professional factors. This has implications for the values and behaviours being passed onto trainees regarding self-care. The current study aimed to explore the emotional and psychological needs of trainee clinical psychologists, where they turn to for support, how they view the act of self-care, and what

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21

Law, Constance. "An exploration of Educational Psychologists' (EP) practices for behaviour concerns." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychologists-ep-practices-for-behaviour-concerns(cf7cebe5-5243-45fa-836c-fc59cf3d861a).html.

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Concerns relating to the management of externalising and internalising behaviour are prevalent within UK educational policy and practice and represent a key domain for Educational Psychologist (EP) support. EP practice has been subject to change over time, following shifts in legislative approaches to managing behaviour in schools and changes to the contexts and systems within which EPs work, such as increased service trading. A systematic literature review (SLR) sought to represent EP behaviour practices within the existing literature. 12 papers, published between 2000-2017 were identified us

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22

Salter, Denis. "Talking therapy : a discursive investigation of clinical psychologists' therapeutic practices." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/34749.

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This thesis reports on a discursive and conversation analytic investigation of some of the work practices of clinical psychologists as they conduct psychological therapy. The data comprises transcribed talk-in-interaction from meetings between clinical psychologists and their patients. Specifically, the thesis provides a socio-historical review of the development of British clinical psychology and psychotherapy process research. The thesis then focuses on the contribution of discursive psychology to examining the conduct of psychological therapy. It puts in place an analysis based on the discu

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23

Sadreddini, Shireen. "Educational Psychologists' assessment practices for children with Autism Spectrum Disorder." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychologists-assessment-practices-for-children-with-autism-spectrum-disorder(55a06a04-df32-4575-94c2-3612f845c8ee).html.

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As the prevalence of Autism Spectrum Disorder (ASD) increases, School Psychologists (SPs) and Educational Psychologists (EPs) have an increasing role in assessing children with ASD. The systematic literature review aimed to provide an overview of the tools and processes EPs and SPs are using to assess children with ASD or possible ASD. Studies published between 1996-2016 were identified from four databases. Eight studies met the inclusion criteria, and were analysed using quality and relevance frameworks. Six studies were included in the final review. Commonly used tools are identified and dis

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24

Robinson, Lee. "Educational psychologists' intervention practices for children with Autism Spectrum Disorder." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychologistsa-intervention-practices-for-children-with-autism-spectrum-disorder(531f57df-2a38-48e7-be95-4c4afe25e021).html.

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The most thoroughly researched topic in relation to Autism Spectrum Disorders (ASD) is the evaluation of interventions. Despite there being systematic literature reviews identifying evidence-based interventions (EBIs) for students with ASD, it is not clear to what extent educational psychologists (EPs) are using EBIs in their practice. The first paper in this thesis is a systematic literature review exploring which school-based interventions are reported in educational and school psychology journals and highlights the challenges of applying research data to idiographic individual casework. The

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25

Kiemle, Gundi. "Reflective practice and continuing professional development among qualified clinical psychologists." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:6695.

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Reflective Practice (RP) and Continuing Professional Development (CPD) have become key concepts in the post-qualification education and training of healthcare professionals, linked to maintaining and improving competence and fitness to practice in a modernised health service. There is little empirical research about this in relation to clinical psychologists. This qualitative study explored how clinical psychologists experience RP and CPD and apply this to their professional practice. A focus group generated the topics for 16 semi-structured interviews with a diverse range of qualified clinica

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26

Rowe, Jeremy. "The effects of transitions on the therapeutic practice of psychologists." Thesis, University of Roehampton, 2010. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-effects-of-transitions-on-the-therapeutic-practice-of-psychologists(6763999e-5b78-45d3-8a1d-2040d4ec677e).html.

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Transitions are an inevitable part of the human experience. This inquiry aimed to investigate how psychologists experienced some personal transitions in relation to their clinical work. The two examples of transitions investigated were a personal bereavement and the decision to live without a Christian faith. There were two purposive samples of psychologists in this inquiry, one for each transition. This phenomenological study used an adapted version of Moustakas‟s heuristic inquiry which emphasised co-construction. This inquiry found that transitions affected the author‟s and participants‟ th

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27

Parker, Kara. "Cognitive Assessment in Emotional Disturbance Evaluation: School Psychologists’ Practices and Perspectives." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1498737775823282.

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28

Spencer, Terrence Richard. "Counseling and therapy practices of school psychologists with parents and families." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/2184.

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A survey was conducted of 191 members of the National Association of School Psychologists who actually practiced in schools. The purpose of this study was to examine some of the self-reported differences which had not yet been investigated between two groups of school psychologists: those who do and those who do not choose to provide direct counseling/therapy services to parents and families. Some of these uninvestigated differences included time constraints, ratio of service, the perceptions of influence on their job roles, and the respondents' perceptions of administrative support. This stud

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29

Brazil, Jamie. "An exploration of authenticity : implications for clinical psychologists and their practice." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/15107/.

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The present study explored how authenticity is constructed by clinical psychologists and asked what might be the implications of these discourses. The study is concerned with offering a focus on the making of authenticity in discourse as well as providing an understanding of the complexity of authenticity within clinical psychology. The study used a discourse analytic approach known as critical discursive psychology to examine clinical psychologists’ talk of authenticity. Participants included twelve qualified clinical psychologists working in adult mental health services who took part in semi

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Lachana, Alkmini. "The role of theory in psychologists' practice with school refusing children." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509740.

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31

Venter, Lisa Eve. "Theoretical approaches underpinning educational psychologists’ practice in district-based support teams." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71765.

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Thesis (MEdPsych)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: There has been a paradigm shift occurring in the field of educational psychology over the last few decades from a predominantly medical approach towards a more inclusive and systemic approach. This development has called for a change in the way educational psychologists conceptualise problems, as well as an expansion in their practices in order to provide effective support services. However, the question arose which theoretical approach educational psychologists currently espouse and implement. This

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32

King, Lesley Claire. "Educational psychologists' experiences regarding the inclusion of spirituality in therapeutic practice." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62880.

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The relationship between the fields of psychology and spirituality can best be described as contentious. A historical separation between these areas, which can be traced back to the thinking of Freud and Charcot has resulted in a lack of research concerning the relevance of spirituality within a mental healthcare framework and moreover has led to the exclusion of this practice as a component in many psychological training programmes. Recent research, however, illustrates a shift towards a greater acknowledgment of the role of spirituality in therapeutic contexts, both in the South African cont

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33

Czech, Robert. "Perceptions of practicing school psychologists toward practical educational assessment techniques related to language minority students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998czechr.pdf.

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34

Callicott, Katherine Margaret. "An investigation of factors involved when educational psychologists supervise other professionals." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3200/.

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This research explores inter-professional supervision involving an educational psychologist supervising another professional and complements the recent guidelines on professional supervision produced by The Division of Educational and Child Psychology (DECP) (Dunsmuir and Leadbetter, 2010). The factors explored were purposes and boundaries of supervision; models of supervision; skills of the supervisor, including those that are distinctive to the profession of educational psychology; benefits and problems associated with supervision including the process of evaluation and ethical and legal iss

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35

Miller, Teresa L. "Attention-defict/hyperactivity disorder : a survey of assessment practices by school psychologists /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188842.

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36

Jameson, Barbara J. "Child custody and access, the views and practices of psychologists and lawyers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ62519.pdf.

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37

Nusz, Tara Egan. "Current practices in functional behavioral assessment a national survey of school psychologists /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/136.

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38

Percival, Gary. "Ethical Beliefs and Practices: Do Psychologists Differ from Other Health-Care Professionals." DigitalCommons@USU, 1991. https://digitalcommons.usu.edu/etd/6041.

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Ethical codes and principles, and laws govern the behavior of health-care professionals. Yet, the impact that ethical codes and laws have on the actual moral behaviors of health-care professionals is relatively unknown. A survey on the ethical beliefs and practices of health-care professionals was sent to the United States membership of the Association for Applied Psychophysiology and Biofeedback. AAPB's heterogeneous membership offers a unique opportunity to compare the ethical beliefs and behaviors of professionals across various health-care professions, educational levels, licensure and cer

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O'Hare, Daniel Patrick. "Evidence-based practice : a mixed methods approach to understanding educational psychologists' use of evidence in practice." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686817.

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Evidence-based practice is a term that continues to receive a great.deal of attention within the Educational Psychology (EP) profession. Publications within the EP field have suggested that evidence-based practice is unworkable due to its reliance on research evidence and have instead suggested practice, which is based primarily on practitioner experience. This study suggests that EP conceptualisations of evidence-based practice have been too narrow, and adopts a model of evidence-based practice from the field of organisational psychology. This model accepts a wide range of sources of evidence

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Smit, Mia. "Educational psychologists' view of the relevance of dynamic assessment for their practice." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5299.

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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.<br>Bibliography<br>ENGLISH ABSTRACT: This study stems from the concern about the over-reliance on and limitations of using isolated psychometric measures in psycho-educational assessments. Despite claims in literature that dynamic assessment is a valuable tool in linking assessment and intervention, many proponents of dynamic assessment (for instance Bosma & Resing, 2008; Woods & Farrell, 2006; Elliot, 2003; Tzuriel, 2001; Lidz & Elliot, 2000) have found that it has not been fully incorporated into educational psych

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Riebe, Jason D. "Mental health counseling in the schools school psychologists' perceptions and current practice /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008riebej.pdf.

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Urquhart, Callum. "Understandings of evidence-based practice within a group of practising educational psychologists." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/4032/.

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The drive for professionals to become more evidence-based has resulted in a climate of greater scrutiny and accountability. However the notion of evidence-based practice as a positive force in the work of practitioners is contested, particularly within the social sciences and psychology specifically. While some studies have sought to identify how the concept of evidencebased practice has been applied by practitioners, and what influences its implementation, the way in which evidence-based practice is understood by applied practitioners has as yet received little empirical attention. Employing

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Quinlan, David R. "Towards the re-construction of a clinical psychologist and a reflexive body of practice." Thesis, University of Bath, 1996. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319759.

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Purcell, Sarah Helen. "A Q-methodological study : educational psychologists' perceptions of their role in supporting and developing nurture principles and practices in educational settings : implications for practice." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/2815/.

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The focus of the current research concerned the identification of a range of activities and roles educational psychologists (EPs) perceived to be most valuable for them to undertake in order to support and develop nurture principles and practices (NPPs) in educational settings. Nurture groups (NGs) were introduced by Marjorie Boxall, EP, in the 1970s to support pupils with social, emotional and behavioural difficulties (SEBDs). Boxall drew upon Bowlby's work (e.g. Bowlby, 1965; 1969; 1973; 1980) around attachment theory to develop the concept of NGs (Binnie & Allen, 2008). Six principles of nu

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Williams, Lorenza Logan. "Perceptions of community psychology among registered psychologists." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/1315.

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Matthews, Christopher. "Examining the Training and Practice of School Psychologists: A Survey of Intern Supervisors." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/345.

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A survey was conducted to examine internship supervisors' perceptions of the level of preparation being provided to school psychology interns in the areas of Traditional Assessment, Non-Traditional Assessment, Consultation, Interventions, and Other skill areas. Twenty-five training institutions from 16 states were rated by the supervisors. The responding supervisors' job roles primarily consisted of practicing school psychologists. It was reported that interns spent about half of the total time in internship activities performing Traditional Assessment. Time spent in performing activities in t

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Marks, Chloe Elizabeth. "An exploration of Educational Psychologists' constructions of sexuality and the implications for practice." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/911/.

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Despite an underlying inclusion agenda, sexuality equality remains a low priority in education. A large body of literature suggests the marginalization of sexual minority young people (SMYP) in schools and indicates the need to enhance understanding in this area to change existing practice. Whilst other disciplines have begun to examine professional practice with regard to heterosexism (defined as a socially created value system which contrasts heterosexuality as normal and non-heterosexuality as inferior, Fish 2008), educational psychologists have not yet embraced action which locates interve

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48

Gifford, Dorothy Kohl. "Patterns of empathy, anxiety and performance self-esteem in psychologists in independent practice /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050227927.

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49

Arthur, Andrew Richard. "Personality and practice : the development of professional identity among clinical psychologists; a portfolio of research, practice and study." Thesis, City University London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266291.

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Rehal, Ashok Kumar. "The educational psychologist as a pedagogue for pupils with social, emotional and behavioural difficulties." Thesis, University of Greenwich, 2011. http://gala.gre.ac.uk/7140/.

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This thesis reflects my personal and professional journey from teacher to educational psychologist through significant periods in the education of children with Social Emotional and Behavioural Difficulties (SEBDs) in the UK. It also draws of on lessons learnt from my experience working in North America in the early years of my career. The main aims of my research were to: (1) Appraise the contribution an educational psychologist could make in assessing the learning potential of children and young people with SEBDs, and (2) Consider the „added value‟ that an educational psychologist might brin

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