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Dissertations / Theses on the topic 'Professional psychologist'
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1
Hahn, Cassidy Elizabeth J. "Religion and spirituality in professional psychologist training a survey of interns /." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4502.
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Thesis (Ph. D.)--West Virginia University, 2006.Title from document title page. Document formatted into pages; contains ix, 103 p. Includes abstract. Includes bibliographical references (p. 86-93).
2
Riha, Anna. "'Being a professional chameleon' : working with children as a counselling psychologist." Thesis, University of Roehampton, 2011. https://pure.roehampton.ac.uk/portal/en/studentthesis/being-a-professional-chameleon(98045c2a-da75-4225-96b4-5e09951983d9).html.
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Children's well-being is an extremely relevant topic at the moment both culturally and politically. Counselling psychologists complete training that includes a diversity of clinical and research approaches though these focus mainly on adults and neglect children. This study aimed to explore the construction of counselling psychologists' experiences of, and perceived contribution to, working with children. Charmaz's (2006) social constructivist version of the original grounded theory method was employed. Purposive sampling was used to recruit participants from the British Psychological Society's website. Participants also self-selected for the study. Eleven individuals who were chartered counselling psychologists and had experience of working with children therapeutically were interviewed. Intensive interviewing was employed and the interviews were audio-taped with a typed transcript of each produced. Data analysis revealed a central concept which the researcher termed 'Being a Professional Chameleon', which gained expression through the subcategories of 'Adapting to Working with Children', 'Professional Selves' and 'Training and Competency of Working with Children'. The findings are discussed in relation to related literature, counselling psychology training and career paths. Implications for the counselling psychology profession are discussed, including suggestions for future research and clinical practice.
3
Williams, Michael Ray. "Navigating Conflicts Between Religious and Professional Values: Psychologists' Experiences." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6933.
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The issue of psychotherapists' values in psychotherapy has become increasingly challenging as philosophers have questioned the viability of concepts such as objectivity and relativism. Historically, psychotherapists have relied on notions such as bracketing or suspending their own values to avoid the moral and ethical implications that such values might be active in psychotherapy. Acknowledging that psychotherapists' values are active in psychotherapy raises a host of important issues, including how to appropriately navigate value conflicts. This study explored the experience of psychotherapists as they navigate conflicts between their religious and professional values. Qualitative interviews with eight religiously committed psychologists were transcribed and analyzed using Collaborative Hermeneutic Interpretation. Major themes and findings include: the possibility that one can be a religiously committed psychologist; that research topics are informed by religious values; the strengthening of personal values through conflict; there are a variety of values gained from religious affiliation; feeling out of place in religious and professional communities; having religious and philosophical issues broadened and deepened in complexity; knowing when to defend values and worldview; having quality research and reputation as a defense; and positive and negative experiences with supervisors. Participants also discussed what was helpful in preparing them for value conflicts and the preparation they wished they would have received. The findings in this study emphasize the importance of the supervisory relationship and the impact that supervisors can have on trainees as they work through value conflicts. Training programs are also recommended to provide trainees guidance that will help prepare them to navigate potential value conflicts over the course of their professional development.
4
Puchalska, Sylvia. "The mother and the child clinical psychologist : a discursive analysis of professional conversations." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/7761.
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Aim: Motherhood is placed under a lens by society: mothers are expected to fit within narrowly defined characteristics which dictate who mothers should be and how they should act. Although there are numbers of articles that explore this issue, little attention has been paid to how health professionals, and clinical psychologists in particular, position themselves in relation to societal ideas about motherhood. The research aims to define the discursive resources used by Clinical Psychologists (CPs) to construct the shapes and identities of motherhood, and to explore how these resources were deployed. Method: A discourse analysis approach is employed. Data came from 3 focus group interviews (N=9), which were set up in order to explore motherhood and mothers. Participants were all qualified CPs working within Child and Adolescent Mental Health Services (CAMHS) in the UK. The research is positioned within a social constructionist frame and takes a critical realist position. The analysis includes elements of both discursive psychology and critical discourse analysis, filtered through a postmodern feminist lens. Findings: A number of discursive practices and identity positions around womanhood and motherhood were highlighted and a set of interlinked dilemmas emerged for women around how to be a woman and how to be a mother. A further dilemma emerged for CPs which encompassed how they worked with women, and what positions they took when doing so. Womanhood and motherhood appeared to be troubled, which had the potential to oppress mothers attending CAMHS. Female CPs were included within this trouble, however, which created interesting juxtapositions within the deployment of discursive resources. Finally, some positive discursive practices were identified which highlighted acceptance and tolerance of pluralities of being a woman and being a mother. Implications: Reflection, deconstruction and an opening up of the debate were seen to be useful devices in helping psychologists to expose potentially oppressive practices. Politicisation of psychology was also explored.
5
Cenesiz, Gaye Zeynep. "The Professional And Social Roles Of Clinical Psychologists In Turkey." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609096/index.pdf.
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The purpose of this thesis is to examine how the professional and social roles of clinical psychologists are described in Turkey, how clinical psychologists evaluate these roles, and which factors are affecting the role definitions. It was hypothesized that there would be differences between the role definitions of the public, the role definitions of the other professions working with psychologists and the role definitions of psychologists themselves. Also, it was expected that the public would not differentiate the professions &lsquopsychologist&rsquo
, &lsquo
clinical psychologist&rsquo
, and &lsquo
psychiatrist&rsquo
. Participants were 27 professions working with psychologists, 27 psychologists, and 105 citizens from Ankara, istanbul, Mugla, and Aydin. The data were gathered by administering 3 versions of Perceptions about Psychologists Questionnaires developed by the writer. Content Analyses were done to examine the data. The results indicated that although public had a general idea about the role definitions of clinical psychologists, it was also unable to differentiate the three relate professions. The results also summarized how clinical psychologists were understood in Turkey, and showed the factors related to the comprehension process. The findings, and their implications with suggestions for future research and practice, were discussed in the light of relevant literature.
6
Loibner, Natalie. "How trainees experience the process of becoming a counselling psychologist with reference to anxiety : a phenomenological investigation." Thesis, University of Roehampton, 2012. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-trainees-experience-the-process-of-becoming-a-counselling-psychologist-with-reference-to-anxiety(b0027fc0-b748-4d92-8232-2eb8bc27103c).html.
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Previous studies have suggested that becoming a counsellor takes place according to stages and that development can be explained through the achievement of specified tasks. The professional training process is also understood to give rise to considerable anxiety with this traditionally conceptualised as a predominately negative experience hindering the learning process. The aims of the current study were: 1) to understand and identify how counselling psychology trainees make sense of and experience their development in becoming counselling psychologists, 2) to understand how anxiety is implicated in trainees’ growth and development into becoming counselling psychologists, and 3) through the application of an empirical existential phenomenological framework to promote an alternative perspective to the dominant medical model in relation to anxiety and the meaning attached to this experience in the process of becoming a counselling psychologist. Five trainee counselling psychologists and two recently qualified counselling psychologists were interviewed for this research project. The phenomenological analysis identified situated structural descriptions with the themes from these individual accounts forming the basis of a general structural description of the phenomenon of anxiety in becoming a counselling psychologist. By means of this existential phenomenological analysis, the multiple meanings attached to the experience of becoming with reference to anxiety were investigated. Two important findings emerged namely; 1) anxiety was not a negative, debilitating process for the trainees and 2) that counselling psychology’s pluralist theoretical affiliations whilst anxiety provoking contributed to the depth of transformation experienced by trainees. By adopting a pluralistic stance ambiguity was found to be prevalent in the experience of anxiety; this opened up the possibilities for becoming for this group of trainees. Therefore a non
7
O'Grady, Ryan. "Effectiveness of professional learning communities for related services personnel| Nebraska school psychologist perceptions on utilizing learning communities." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589849.
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Schools continue to change in many ways. Technology, diversity, Response to Intervention (RtI), 21st Century Skills, and other initiatives warrant the need for continued professional development for all school staff. School psychologists play a key role in the school system and can bring significant contributions to the school team. School psychologists often have multiple schools to serve in rural and urban settings and, at times, have to serve schools in isolation away from other school psychologists. School psychologists need opportunities to engage in meaningful professional development and have the opportunity for collegiality and collaboration with other school psychologists. This study investigated the effectiveness of school psychology learning communities as a way to provide professional development, collegiality, and collaboration school psychologists need to contribute to the education environment.
A qualitative case study design was utilized in this study. Data sources from interviews, observations, and documents chronicled the perceived impact of utilizing professional learning communities for school psychologists as a method of professional development in a seven-district special education cooperative in the Midwest.
The findings of the study uncovered that the learning community produced an increase in knowledge and skills for school psychologists. It also provided a forum to study and find consistency in services school psychologists provide to schools. Data also showed that school psychologists felt that the goal setting process within the group served as a guide to identify continued professional develop needs. In addition, data revealed that school psychologists felt that collaboration within the learning community had an impact on student achievement and that the learning community increased job satisfaction of school psychologists.
8
Vukoja, Helena Daniela Maria. "The development of the educational psychologist's role in post-16 education." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32071.
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The introduction of Education Health and Care plans proposed in the Children and Families Act (2014) extended the statutory support for children from up to 19 years of age, to 25 years of age. This has in turn extended the role of educational psychologists to work with young people/adults to the age of 25, and some (Atkinson, Dunsmuir, Lang & Wright, 2015) have argued that this is one of the most significant developments of the profession. This research, therefore, seeks to understand how current educational psychologists see their role and how it may change when working with post-16 education; it also seeks to understand what needs post-16 education may have and how educational psychologists can support these needs. The methodology used in this thesis has the ontological stance of interpretivism (Cottrell, 2014) and epistemological stance of social constructionism (Andrews 2012). Interviews were held with educational psychologists (phase 1) and with post-16 providers (phase 2) to explore the views both these main stakeholders had of the extension of the educational psychologists' role. Needs from both stakeholders, as well previous literature, were taken into account in order to understand what the educational psychologists' role in post-16 education would entail. Interviews were developed using hierarchical focusing (Tomlinson, 1989) and were analysed using Braun & Clarke's (2006) thematic analysis. Findings suggested that the extension of the educational psychologists' role to work with post-16 learners is not the most significant development that the profession has seen in recent years, but that there are certain points that the profession needs to address. The findings are relevant to the local authority's development of their offer to post-16 educational providers. The findings also contribute to the role of the educational psychologist in general.
9
Eaton, Andrew David. "The role of the educational psychologist in promoting effective multi-agency collaborations." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/110333.
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Service integration is central to current government strategy for promoting positive outcomes for young people with educational and additional needs, yet evidence to support the efficacy of this strategy remains elusive. A review of the literature finds that many of the facilitators of successful multi-agency working are at the intra-group level. These barriers and facilitating factors are organised into an Eco-systemic Model of Multi-Agency Working (EMMA) which addresses leadership processes, group-level interactions and problem-solving processes. The first stage of the study generates data for intervention materials to be used in the second stage. This is achieved by comparing the purposes and practices of each group at different systemic levels. This stage of the study also provides baseline questionnaire data for the second stage of the study. Consideration is given to the sources of conflict within each group, the strategies used to resolve these conflicts and the levels of hierarchical and systemic thinking within the participating multi-agency groups. The resulting analysis is found to fit well within the EMMA model and the distinctiveness of each of the systemic levels as well as their interdependence is discussed. Suggestions are made for improved multi-agency practices and new directions for the educational psychologist in facilitating improved practice are explored. Paper II Abstract In the first phase of this two-stage study, self-organised learning principles were proposed as a useful knowledge base upon which to draw when facilitating change in multi-agency groups. In this second phase, this hypothesis is put to the test. Data from the first phase is used in combination with wider research findings to design feedback materials for participating groups. Evidence gathered from ensuing meeting transcripts, interviews and questionnaire data is compared with baseline data gathered in the first phase to assess the impact of this intervention on group functioning. Evidence is presented of improved clarity of purpose, improved group functioning and early signs of improved outcomes, though results are highly variable between groups. Different levels of group functioning were found to be inter-dependent, lending support to an eco-systemic model of multi-agency working. Trait-based models of leadership and conflict resolution are challenged. It is argued that improving outcomes for young people is dependent upon the healthy functioning of multi-agency groups and that investing resources in reflective learning in multi-agency groups is a worthwhile step towards securing better outcomes for young people.
10
Duncan, Amy Crystal. "Intra and interpersonal factors in the use of personal therapy by trainee clinical psychologists." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/7621.
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The purpose of personal therapy for psychologists can be understood as a method of personal and professional development (PPD) and/or in terms of help-seeking. This study aims to consider differences in the use of personal therapy among trainee clinical psychologists. It used a cross-sectional, survey design and invited all British trainees to participate. 437 trainees (25% response rate) completed measures on intrapersonal and interpersonal variables, and answered several factual questions pertaining to demographics and clinically relevant experiences. Several trainees reported experiencing childhood abuse. A large proportion had experienced therapy prior to training. These issues were explored. Discriminant analyses demonstrated that attitude to therapy for PPD and psychological flexibility were important predictors of use of personal therapy, as was emotional neglect in childhood. The potential link between difficult early experience and ability to manage internal experience was considered. Therapeutic orientation of trainee, year of training and course support were also important factors in differentiating between groups. Implications for training and PPD were discussed in terms of suggestions for courses and trainees.
11
Jolsterå, Monica, and Cecilia Peimer. "Att skapa en psykolog : en studie om psykologers upplevelse av det praktiska tjänstgöringsåret med grundad teori som forskningsstrategi." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-23280.
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Studien syftade till att undersöka hur psykologer upplever skapandet av sin profession under den praktiska tjänstgöringsperioden. Vi använde oss av grundad teori som kvalitativ metod för datainsamling och databearbetning. Vi intervjuade 14 psykologer och fann ett antal centrala teman som var återkommande i intervjuberättelserna. Dessa handlade om hur sociala interaktioner med omgivningen påverkade den egna processen i att bli psykolog. Datamaterialet genererade en teori som visar hur psykologen under PTP-året är en del i ett möte och interaktion med organisation, erfarenheter, utveckling och den egna individen. Dessutom framkom en processmodell som påvisade fem processer som samverkar under PTP-året. Dessa processer är reflektionsprocess, känsloprocess, yrkesrollprocess, lärandeprocess samt yrkesidentitetsprocess. Slutligen använde vi oss av respondentvalidering för att kvalitetssäkra de upptäckta fynden.The aim of this study was to investigate how psychologists experience the creation of their profession during the first year of practice. We used “Grounded Theory” as research method. We interviewed 14 psychologists and found some central themes which were frequently described. The material from the interviews let us know that the social interaction with others had an effect on their own processes in becoming a psychologist. The material generated a theory that shows how the psychologist, during the first year of practice, is part in a meeting and an interaction with organization, experiences, professional development and the individual person. We also exposed a process model that revealed five processes that interact during the first year of practice. These processes were a reflection process, an emotional process, a professional role process, a learning process and a professional identity process. Finally, we used the quality assessment method of respondent validation to confirm the findings discovered.
12
Ford, Debbie. "Junior clinical psychologists' experience of processing the death of a therapy client, from a cause other than suicide : a qualitative study." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/4527.
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Aim: According to the existing evidence-base, the experience of the death of a therapy client (from a cause other than suicide) for Clinical Psychologists is substantially under researched. Moreover, previous studies into the experience of patient or client death for healthcare professionals indicate this may be an important focus for research. The present study aimed to explore the often unheard, lived experiences of client death for Clinical Psychologists at the beginning of their career. It was hoped that these research findings may assist training courses, clinical supervisors and other Psychologists of all grades to make sense of this experience in greater depth. Method: A qualitative approach was adopted for this study. Semi-structured interviews were conducted with nine female junior Clinical Psychologists (Trainee, Newly Qualified) who had experienced the death of a client. The accounts were analysed using IPA, which attempts to illuminate the lived experience of a phenomenon for small samples of individuals. Results: The analytic procedure highlighted three main themes as emerging from participants’ accounts in the context of their client’s death: Connected and affected: Being unprepared for initial reactions to the client's death; "we do it so why can't you?" facing institutional denial and avoidance; "It's not something I've forgotten about", The lasting impact of client death: Learning reluctant lessons and experiencing continuing bonds. Implications: This study highlights the importance of recognising the impact of client death on Clinical Psychologists in particular, and healthcare professionals in general. Client death, by all causes, appears much overlooked within the current research base, which may have led to a self-perpetuating cycle of hidden and unspoken stories. The findings indicate death needs to be on the research and teaching agenda within the institution of Clinical Psychology. As a result we may be able to begin to break the current cycle of silence which has served to potentially disservice us as professionals, our teams and most importantly our clients.
13
Ferreira, D?bora Aparecida da Costa. "Estudo sobre a atua??o de Coaches." Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/323.
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Previous issue date: 2013-12-10Coaching is a topic that has been frequently underlined on personal and professional development context, theme deeply approached by individuals from different areas and institutions that offer training on the subject, though, scientifically, it has been little explored empirically up to now. People from several educational background are using coaching as a working tool. The research aims at analyzing the performance of professionals who have their main focus on coaching work. Given the scarcity of studies assessing the activities of coaches, practices, methods and results achieved, a semi-structured interview with five open questions about the theme was designed and applied to six participants who work as coaches in consulting. Their answers were examined qualitatively by content analysis, looking for similarities and differences between the speeches. The results showed that each employee performs in accordance with his/her background, knowledge and experience, and such conceptions and practices are quite different. It is expected that the results of this study may help those interested in coaching about processes and techniques, costs of meetings, the coaching status in a national context, and contribute to scientific research on the topic.
O coaching tem recebido bastante destaque no contexto de desenvolvimento pessoal e profissional, tema amplamente abordado por sujeitos de diferentes ?reas e institui??es que oferecem forma??o sobre a tem?tica, ainda que, cientificamente, o mesmo venha sendo pouco explorado at? a atualidade. Interessados de diversos n?veis educacionais est?o utilizando o coaching como ferramenta de trabalho. A pesquisa objetiva analisar a atua??o de profissionais que t?m no coaching seu principal foco laboral. Dada a escassez de estudos que avaliem as atividades dos coaches, suas pr?ticas, m?todos utilizados e resultados atingidos, uma entrevista semi-estruturada com cinco quest?es abertas sobre a tem?tica foi elaborada e aplicada em seis participantes que atuam em consultorias, como coaches. Suas respostas foram analisadas qualitativamente, atrav?s da an?lise de conte?do, buscando as semelhan?as e diferen?as entre os discursos. Os resultados apontaram que cada profissional atua de acordo com a sua forma??o, conhecimento e experi?ncia, sendo bastante diferentes as concep??es e pr?ticas. Espera-se que os resultados do presente estudo possam auxiliar os interessados em coaching sobre os processos e t?cnicas utilizadas, custos das reuni?es, o status do coaching a n?vel nacional, al?m de contribuir para a investiga??o cient?fica sobre o tema.
14
Brissos, Maria Elisa Elias. "Identidade profissional: a perceção do conhecimento no processo de construção de identidade dos psicólogos clínicos." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/10868.
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Este estudo pretende explorar a perceção dos psicólogos clínicos sobre o
processo de construção de identidade profissional. Para esse efeito, foi conduzida
uma investigação com vinte Psicólogos Clínicos com cinco ou mais anos de prática
continuada. Desenvolvemos um estudo de natureza qualitativa, de caráter
exploratório, com recurso à análise de conteúdo. Dessa análise emergiram três temas:
1) Definição e caraterísticas de Psicologia Clínica; 2) Motivações para se tornar
Psicólogo Clínico; 3) Trajetórias Identitárias do Psicólogo Clínico.
Os resultados obtidos permitiram definir e caraterizar a psicologia clínica como
uma profissão de ajuda e de compreensão do ser humano, sendo esse o principal
propósito do seu trabalho. Os fatores motivacionais apontados na escolha da sua
profissão centram-se fundamentalmente no Outro, como sejam: a descoberta, a
relação, o desenvolvimento pessoal, o conhecimento/compreensão do outro. As
trajetórias identitárias assentam essencialmente na formação académica, na formação
continua e pós-graduada, nos estágios, na supervisão, no processo de análise pessoal
e, sobretudo, na experiência clínica, sendo estas as componentes bases da sua
identidade profissional; ### SUMMARY:
This study intends to explore the perception of the clinical psychologists about
the process of construction of professional identity. For this purpose, an investigation
was conducted with twenty Clinical Psychologists with five or more years of continued
practice. We developed a study of qualitative nature, of exploratory character, with
resource to the analysis of content. From this analysis had emerged three subjects: 1)
Definition and features of Clinical Psychology; 2) Motivations to become a Clinical
Psychologist; 3) Identity trajectories of the Clinical Psychologist.
The obtained results allowed to define and characterize the clinical psychology
as a profession of aid and understanding of the human being, being this the main
intention of its work. The pointed motivational factors in the choice of its profession are
focused basically in the Other as they are: the discovery, the relation, the personal
development, the knowledge/understanding of the other. The identity trajectories are
based essentially in the academic formation, continuous formation and postgraduate,
internships , the supervision, the process of personal analysis and, over all, in the
clinical experience, being these the fundamental bases of its professional identity.
15
Pereira, Sandra Isabel Costa. "O lugar do corpo na prática clínica do psicólogo." Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/23171.
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A prática profissional clínica do psicológico baseia-se na intersubjetividade humana como mediador de promoção de saúde, desenvolvimento e adaptação, com enfoque nos múltiplos aspetos biopsicosociais que constituem o Ser Humano na sua dimensão corporal. O presente estudo estabelece como objetivo compreender o papel do Corpo na prática clínica profissional do psicólogo em Portugal. Os resultados indicam que maioria dos psicólogos concebem o Corpo como estrutura integrante da unicidade do sujeito, na sua vertente emocional, comunicativa e relacional, estando presente na prática clínica através da relação terapêutica, possibilitando a ligação e a comunicação entre terapeuta e cliente. Conclui-se com este estudo que, na perspetiva do psicólogo, o Corpo confere a possibilidade de vivência e expressão do mundo interno, constituindo-se como um mediador relacional facilitador do sucesso da intervenção clínica; The Body on the Psychologist’s Clinical Practice
Abstract:
The Psychologist’s clinical professional practice is based on the human inter subjectivity as a mediation to promote health, development and adaptation underlining the multiple biopshychosocial aspects who constitute the Human Being on its corporal dimension. This study aims to understand the Body’s role on the Psychologist’s clinical professional practice in Portugal. The results show that the majority of the psychologists conceive the Body as a structure integrated on the subject’s unity, on its emotional side, communicative and relational, being present on clinical practice through the therapy relation, aiding the relationship and the communication between therapist and client. This study concludes that, from the psychologist perspective, the Body allows the possibility of living and expressing the inner world, building itself as a relational mediator facilitating the clinical intervention success.
16
Spinelli, Maria Rosa. "Identidade profissional do psicólogo clinico: transformações no contexto atual." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/15927.
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Previous issue date: 2010-06-11Conselho Nacional de Desenvolvimento Científico e Tecnológico
Topic: The Professional Identity of the Clinical Psychologist: changes in the current scenario. Objective: To examine the ongoing changes in the current scenario of clinical psychology practice and how such professional identity is defined. Method: Qualitative and Quantitative Clinical Methods built as from the matching of two dense methodologies: on the one hand, we have used the epistemological concepts of the qualitative methods (description comprehension interpretation) of the research conducted from the perspective of the human sciences and, on the other hand, the quantitative method, which requires the measuring, balancing and study of the data proposed. We have also employed the clinical-psychological knowledge and behavior developed through a psychological focus on interpersonal relations and through the history of such relations in the socio-psycho-physical field. Individuals: The criteria used to include the individuals in this study were the following: a. Be a clinical psychologist with an email address for contact purposes and professional experience between 20 and 47 years; b. Be registered as a clinical psychologist with the CRP-06 [Accreditation Entity] as of 1962 (the year in which the law regulating the profession was created); c. Submit an express consent for his/her participation in the research by signing the Termo de Consentimento Livre e Esclarecido . The group we studied was composed by 236 individuals, indicated by the CRP-06, the sample including 164, who agreed to respond to the research questionnaire previously, by email. Analysis: As an evaluation tool, the techniques chosen to deal with the collected data were the Collective Subject Discourse-DSC (LEFÈVRE and LEFÈVRE, 2005), and the Quantitative Analysis of Data and Qualitative Analysis of Content , which enabled the categorization/sub-categorization of the data based on an examination of the set of questionnaires received. The analysis of the data was carried out in light of the theories of Winnicott, D.W.; Giddens, A.; Taylor, C., and with a psychosomatic approach. Results: We have come to the conclusion that the psychologists included in the sample we have analyzed have a Professional Identity . They are middle-class psychologists who love their work, study constantly, but lack the financial resources that could help them conduct more studies and research and be more dedicated. They have showed their skills, competence and responsiveness. They play an important role in the health area and in society in general, being recognized by their work. They are in the hospitals, private offices and in public services. They are concerned with the challenges of the present, as the pathologies have increased and the time/space relation has been accelerated , the new technologies supply new scientific resources, but, at the same time, they demand new techniques and changes in the therapeutic setting. Subjectivity requires further studies and adaptation to such new social context. The academic courses are not doing a good job in preparing such professionals to work in the present time
Objetivo: Verificar quais são as transformações que estão ocorrendo no contexto atual na prática da Psicologia Clínica e como está definida essa identidade profissional. Método: Método Clínico - Qualitativo e Quantitativo , o qual foi construído a partir do casamento de dois sistemas metodológicos densos: de um lado, usamos as concepções epistemológicas dos métodos qualitativos (descritivos compreensivos interpretativos) da pesquisa desenvolvida sob o prisma das ciências humanas e, de outro, o método quantitativo, que nos leva a medir, equacionar e estudar os dados que propomos. Empregamos também os conhecimentos e as atitudes clínico-psicológicas desenvolvidas tanto no enfoque psicanalítico das relações interpessoais, como historicamente no campo sócio-psíquico-fisico. Sujeitos: Os critérios de inclusão dos sujeitos no presente trabalho foram os seguintes: a. Ser psicólogo clínico com e-mail para contato e ter experiência profissional entre 20 e 47 anos; b. Ser registrado no CRP-06 a partir de 1962, como psicólogo clínico (ano da criação da lei que regulamenta a profissão de psicólogo); c. Apresentar consentimento explícito por parte do sujeito de participação na pesquisa através de Termo de Consentimento Livre e Esclarecido. O universo trabalhado foi de 236 sujeitos, cedidos pelo CRP-06, sendo que a amostra será de 164, os quais aceitaram responder à pesquisa previamente através de contato por e-mail. Análise: Como instrumento de avaliação, a técnica de tratamento dos dados colhidos foi a do Discurso do Sujeito Coletivo-DSC (LEFÈVRE e LEFÈVRE, 2005), e a da Análise Quantitativa de Dados e Qualitativa de Conteúdo , as quais propiciaram a categorização/subcategorização dos dados a partir de leituras do conjunto dos questionários recebidos. À luz das teorias de Winnicott, D.W.; Giddens, A.; Taylor, C., numa abordagem psicossomática, foi realizada a análise dos dados. Resultados: Concluí que os psicólogos desta amostra têm uma Identidade Profissional . São profissionais de classe média, amam a profissão, estudam constantemente, mas faltam-lhes recursos financeiros para mais estudos, pesquisas e dedicação. Demonstram saber fazer, agir, ter competência e reflexividade. Desempenham um papel importante na área da saúde e na sociedade, sendo reconhecidos pela profissão. Atuam em hospitais, clínicas particulares e no serviço público. Estão preocupados com os desafios da contemporaneidade, pois as patologias aumentaram e a relação tempo/espaço está cada vez mais acelerada , as tecnologias ao mesmo tempo em que fornecem novos recursos científicos, exigem novas técnicas e mudanças no setting terapêutico. A subjetividade precisa ser mais estudada e adaptada a este novo contexto social. Os cursos acadêmicos não estão formando adequadamente os profissionais para atuarem nesta época
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Santos, Maria Albertina Grosso dos. "Identidade profissional dos psicológos clínicos portugueses: a percepção da eficácia no processo de construção identitário." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/16296.
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A identidade profissional dos psicólogos clínicos é algo pouco estudada. Deste modo, este estudo objetivou explorar a identidade profissional dos psicólogos clínicos portugueses e o papel das dimensões qualidade, eficácia e sucesso terapêutico na mesma. Para tal, foram entrevistados 20 psicólogos clínicos com cinco anos ou mais de prática clinica continuada e os discursos foram analisados através da metodologia qualitativa de análise de conteúdo. Os resultados revelaram que os psicólogos portugueses fazem uma autoavaliação positiva do seu trabalho e que têm os seus pacientes como principais avaliadores dos seus desempenhos profissionais. A perceção que os psicólogos têm dos seus desempenhos e o feedback dos pacientes afiguram-se como dimensões da sua identidade profissional; ABSTRACT: The professional identity of clinical psychologists is something rarely studied. So, this study aimed to explore the professional identity of clinical psychologists and the role of Portuguese dimensions quality, efficiency and therapeutic success in it. To this end, we interviewed 10 clinical psychologists with five or more years of continued clinical practice and speeches were analyzed using qualitative methods of content analysis. The results revealed that the Portuguese psychologists do a positive self-assessment of their work and they have their patients like main evaluators of their professional performances. The perception that psychologists have of their performance and the feedback from patients appear as dimensions of their professional identity.
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Bengtsson, Ida, and Johanna Rosenlind. "Exploring the Professional Identity of Swedish Psychologists – Construction of the Psychologists’ Professional Identity Questionnaire (PPIQ)." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-79319.
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Professional identity has shown to affect the manner in which people conduct themselves at their places of work, how people feel about their work, and how successful they are in their execution of it. Little research has yet been done on the professional identity of psychologists and, as such, this study aimed to construct a measure and explore the dimensions of psychologists’ professional identity. After an online recruitment process, 306 psychologists filled out an online survey and an exploratory factor analysis was employed to examine the data. Seven dimensions were found: 1) Humanistic Values, 2) Directiveness and External Focus, 3) Professional Confidence, 4) Connectedness to the Profession, 5) Neutrality, 6) Primacy of Intuition, and 7) Professional Development. The data was further examined in a cluster analysis and five clusters were found, differing in degree of identification with different theoretical orientations, age, and most common areas of work throughout one’s career.
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Cruces, Alacir Villa Valle. "Egressos de cursos de psicologia: preferências, especializações, oportunidades de trabalho e atuação na área educacional." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-08082006-151346/.
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A pesquisa tem como objetivo investigar quais são e como evoluem os interesses por área de atuação, as práticas que desenvolvem e as expectativas que egressos de cursos de Psicologia apresentam no período de inserção profissional e de especialização, além de investigar suas posições sobre o papel do psicólogo na área da educação e sobre questões relativas ao fracasso escolar. Participaram 765 concluintes de 32 cursos de Psicologia do país, que responderam ao primeiro questionário nas faculdades onde terminavam sua graduação e concordaram em participar de três outras etapas, distribuídas ao longo de aproximadamente dois anos e meio, para as quais outros questionários foram preparados e enviados por correio, eletrônico ou tradicional. A área clínica mostrou-se aquela pela qual estudantes e profissionais apresentam maior interesse, aquela que mais emprega profissionais, que maior satisfação lhes traz, porém com pequeno retorno financeiro. As áreas clássicas, Psicologia Escolar e Educacional ou Organizacional e do Trabalho, além da Clínica e da Saúde, ainda são as que empregam maior quantidade de profissionais, porém espaços e atividades emergentes apareceram, mostrando possibilidades diversificadas de atuação. A necessidade de continuar a formação foi mencionada pelos egressos. Os cursos de especialização na área clínica foram os mais procurados. O compromisso social do psicólogo foi considerado grande ou satisfatório, pela maioria dos participantes, porém parece se restringir à ampliação do acesso aos serviços psicológicos e não à transformação das pessoas e comunidades. A área escolar e educacional ocupou o terceiro lugar na preferência dos concluintes e foi a terceira a empregar profissionais. Apesar de a maioria dos participantes não a terem mencionado como preferida, nela trabalhariam, se tivessem oportunidade. Práticas que envolvem todos os integrantes do processo e buscam compreender as causas das dificuldades de aprendizagem nas relações que se estabelecem entre escola, sociedade e seus membros foram mais valorizadas. Atividades multidisciplinares, de reflexão e integração para a resolução conjunta dos problemas, a fim de promover melhor qualidade de vida para todos, foram mais freqüentes. Grande parte dos respondentes mostrou-se favorável à confecção de laudos psicológicos para encaminhamento de crianças com problemas de aprendizagem, desde que haja preparo ético e técnico capaz de evitar a produção de rótulos ou estigmas, que se saiba que tipo de laudo será produzido e suas finalidades. Suas posições quanto às causas dos problemas de aprendizagem avançam em relação a concepções inatistas, organicistas ou às da carência cultural, mostrando-se mais críticas na medida em que apontam a relação dos métodos de ensino, da didática e da importância de escolas adaptadas às crianças como as possibilidades de aprendizagem. Para uma atuação de qualidade nos meios educacionais o psicólogo deveria ter, segundo eles, formação mais rígida e acessível em termos econômicos, que aprofundasse temas relativos à educação, ao desenvolvimento e à aprendizagem.This research has a main objective to investigate wich are the prefered areas of actuation in Psychology and how the interest in the performing area is evolving, the practices development and the expectative of students in the last year of graduation course may present in the period of professional and specialization insertion, also to investigate their position about the professional psychologist's role in the educational area and questioning about school failure A group of 765 graduating students of 32 Psychology courses answered the first questionnaire in the university they were going to graduate and also agreed in taking part in another three more laps in a period of two years and a half. Consequently, other questionnaires will have to be ready for this purpose and send by mail, regular or electronic. Clinical area proved to be the one area most of the students and professionals seemed to be more interested in, this being the one area that employs more professionals, the area that gives them more satisfaction even with little financial income. Clinical area is still those witch employ a large amount of professionals even today when emerging alternatives and spaces are being created. A need in continuing with this formation was the general feeling among the graduating students; however, specialization courses in the clinical area were the most procured. Social compromising with the psychologist was considered of capital importance by most of the assistants, even when this seems to shorten the ampliation of the access to psychological services and not to the transformation of persons and their communities. School and educational area came in third place in the preference of the graduates and also third in employing more professionals but in spite of that, most of participants were not in favor of it, even they would work in these area if they had the chance to do so. The practicing involving all the integrants in this process tends to understand the causes and difficulties in learning and relationship between school, society and its members, makes all of this of great value. Multidiscipline activities, such as reflexion and integration of every member, working together trying to find a solution to all these problems in such a way to obtain a higher quality of life, looking forward for these activities to be more frequent. A great of the participants were in favor of producing more psychological tests to bring children with learning problems to the right track. Since, there is capable ethical and technical preparation in order to avoid the existence of stigmas and so to know what kind of investigation documents, should be elaborated for these purposes and the finalities. As a fact, the position as for what causes learning problems, shows to be very critical and it aims to the importance of learning methods, didactics and schools more adapted to children presenting these difficulties. For they - the children - continue to progress in relation to innate conceptions, physiological behavior and facts in lack of culture. For a more satisfying quality performance in educational area, the psychologist must have, according to then, the graduates - a more rigid and accessible formation, talking in economical terms, allowing to take subjects related to education to a deeper level of development and easier learning.
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Simpson, Savannah, and Jodi Polaha. "Educating Rural Psychologists: An Analysis of Professional Training Programs." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6636.
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In rural areas, the lack of psychologists available makes it difficult for patients to receive the care they need. The lack of psychologists available perpetuates the stigma that it is not “normal” to go to a psychologist. Also, working in rural areas is difficult for psychologists because there is a need for special training and instruction and there is not enough funding for training in rural psychology. This study aims to describe the current educational practices of graduate counseling and clinical psychology programs and post graduate internship and fellowship programs in preparing professionals to serve rural populations. Surveys created to assess rural professional training programs were sent to internship/fellowship programs and graduate programs in the United States identified as having a rural focus. Surveys were completed by 33 doctoral programs (21% response rate) and 61 internship/fellowship programs (19% response rate). Then, the responses from both types of programs were compared and contrasted. The three main barriers to educating psychologists to serve rural populations as indicated by the internship/fellowship programs are lack of interest of students working in rural areas, lack of employment opportunities in rural areas, and lack of third party reimbursement for counseling services provided. For the doctoral programs, the top three barriers are lack of qualified supervisors, accreditation requirements not allowing students enough electives to take a course related to rural mental health, and a tie between lack of employment opportunities and distance of university from rural areas. Results were also analyzed for the educational approaches to educating rural psychologists and the steps being taken to address the barriers to educating rural psychologists. The main action taken to overcome barriers by fellowship programs is providing didactic experiences related to providing behavioral health services for rural populations 55% and for graduate programs 53.8% chose integrating content related to providing behavioral health services to rural populations in required courses. Also, recommendations were made for enhancing rural training, improving internship and fellowship experiences, and addressing policy issues for graduate and post graduate programs. Both the graduate programs and fellowship programs agree that students are not as interested in going to rural areas. This could be because lack of funding in rural areas, lack of employment opportunities, and lack of third- party reimbursement for services provided by the graduate student or intern. Rural training should include educating students about rural areas by allowing students to take courses in rural psychology, placing students in rural areas, greater funding for training psychologists in rural areas, possible tele-health training to make working with rural patients easier if the location is distant from university or internship, ways for students to have an internship available after graduate school and a job after the internship, and teaching students ways to reduce the stigma of psychology in rural areas. Integrating psychology into primary care would help rural patients not worry as much about the stigma associated with seeing a psychologist and seeing a psychologist would not require an extra co-pay.
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Lukomski, Jennifer Adele 1960. "Demographic and professional characteristics associated with school psychologists' ethical beliefs." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282187.
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To date no systematic empirical study has been published that examines the association between the demographic and professional characteristics of school psychologists and their ethical beliefs concerning school psychology practice. In the present study a representative sample of 345 NASP members rated various behavior descriptions of possible school psychology practices with regard to their ethical beliefs of the appropriateness of such practices and their perceptions as to the frequency of occurrence of such practices. The differences between respondents' gender, age, type of work setting, theoretical orientation, educational level, type of certification, type of ethics training, year highest degree was obtained and years in practice on three dependent measures (i.e., total ethical behavior rating score, dual relationship domain score and competency domain score) were examined. The results showed that there was a high linear association between respondents' ethical ratings of selected behaviors and their respective ratings of the observed frequency of occurrence of such behaviors in practice. In addition, the findings between the demographic and professional characteristics indicated that: (1) female respondents scored significantly higher (i.e., more conservative/less permissive) than male respondents on the three dependent measures, (2) respondents who practiced less than 16 years or graduated after 1981 scored significantly higher (i.e., more conservative/less permissive) on the three dependent measures than those respondents who had worked either more than 16 years or graduated before 1981, (3) Master's and Ed.S. level respondents who had obtained their highest degree after 1981 scored significantly higher (i.e., more conservative/less permissive) than did those Master's and Ed.S. respondents who obtained their degree before 1981, and (4) Doctoral level respondents who received their degree before 1981 scored significantly higher (i.e., more conservative/less permissive) than those Master's degree respondents who received their degree before 1981. The present study's findings were discussed in relation to existing literature on psychology and ethics. In addition, limitations of the present study and suggestions for future research were also addressed.
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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 clinical psychologists practising in a Strategic Health Authority Region in England. Using Interpretative Phenomenological Analysis, four higher-order themes and associated sub-themes emerged: (1) clinical psychologists as reflective practitioners, including the understanding of reflection, influences on development, and reflection and professional identity; (2) the reflective space, including supervision, enablers and obstacles in reflective practice; (3) functions of CPD and reflection, including quality and enhanced service provision, safety and clinical governance, and professional requirements; and (4) linking reflection and CPD, including the link between reflection and action, reflective practice as CPD, and CPD and life-long learning. Seven second interviews were conducted for member-validation, and a final focus group was convened for triangulation and validation of the thematic analysis. The findings are related to the existing literature, and to learning theory and attachment theory. The relevance of this research is discussed in relation to clinical psychology practice and the implications for training and CPD. The importance of the present findings to the issue of the professional identity of clinical psychologists is outlined, and suggestions for future research are proposed.
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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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Araújo, Maria das Graças. "Opinião de psicólogos sobre seu preparo profissinal para atender às necessidades humanas básicas de crianças com deficiência mental." Universidade Federal de Sergipe, 2006. https://ri.ufs.br/handle/riufs/3831.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe importance of the psychologist's work for the service to mental deficient child has been enlarging in the last years, demanding qualified professionals for that practice. This research analyzed how psychologists evaluate their own professional preparation to assist mental deficient children's basic needs. Therefore, in the exploratory phase, the children's basic needs were identified, in special school of the state educational public system of Aracaju/Sergipe, through participant observation with a sample of 07 children in school age. The data of that phase were submitted to the content analysis, it has had as theoretical referential the Hierarchy of the Basic Human Needs systematized by Maslow. As result, was obtained an inventory consisting of 31 identified needs, with base in which the data collection instrument of the research with the professionals was built. This instrument was applied to characterized their performance to assist the raised needs; the preparation sources were identified for its performance and it was established a parallel between those needs group and the demand of the psychology professional's specific service. The instrument, denominated as mixed instrument, has consisted of a check-list included in the body of a structured interview, and applied to a sample of 15 psychologists, with experience in the service to mental deficient children. The data obtained through the check-list were analyzed by quantitative procedures and the interviewees' speeches were analyzed through Content Analysis. The results showed that 60% of the sample feel prepared to assist to the children's basic needs in their totality, being the outstanding professional practice the main preparation source with 24,6% of the answers, as the construction of a specific assistance methodology, what appears for the need of the service systemization with that clientele. The graduation appears in second position of importance with 21,4% of the answers. The qualitative analysis of the psychologists' speeches showed that they try to see the child in his/her totality, considering their basic needs. That result is running into the literature data that refers the psychologist's professional performance centered in the correction of the difficulties presented by the mental deficient children. Based on the evaluation of the graduation disciplines, and suggestions presented by the psychologists for the improvement of the professional preparation in relation to that clientele, the study appears for the need of doing an effective investment during the graduation in Psychology in sense to assist the inclusion needs proposed by the public politics, considering its commitment with the ethical and scientific precepts countersigned in the new Curricular Guidelines for the graduation in Psychology.
A importância do papel do psicólogo para o atendimento à criança com deficiência mental tem-se ampliado nos últimos anos, exigindo profissionais habilitados para esse exercício. Esta pesquisa analisou como psicólogos avaliam seu preparo profissional para atender às necessidades humanas básicas de crianças com deficiência mental. Para tanto, na fase exploratória, identificou as necessidades básicas destas crianças, em escola especial da rede pública estadual de ensino de Aracaju/Sergipe, através de observação participante com uma amostra de 07 crianças em idade escolar. Os dados dessa fase foram submetidos à análise de conteúdo, tendo como referencial teórico a Hierarquia das Necessidades Humanas Básicas sistematizada por Maslow. Como resultado, obteve-se um inventário constando de 31 necessidades identificadas, com base no qual foi construído o instrumento de coleta de dados da pesquisa com os profissionais, a qual caracterizou a sua atuação para atender as necessidades levantadas; identificou as fontes de preparo para essa atuação e estabeleceu um paralelo entre o elenco dessas necessidades e a demanda de atendimento específico do profissional de psicologia. O instrumento, denominado de instrumento misto, constou de um check-list incluído no corpo de uma entrevista estruturada, sendo esta realizada com uma amostra de 15 psicólogos, com experiência no atendimento a crianças com deficiência mental. Os dados obtidos através do check-list foram analisados por procedimentos quantitativos e as falas dos entrevistados analisadas por meio de análise de conteúdo. Os resultados mostraram que 60% da amostra sente-se preparada para atender às necessidades básicas das crianças em sua totalidade, sendo a prática profissional destacada como a principal fonte desse preparo com 24,6% das respostas, enquanto lugar para a construção de uma metodologia assistencial específica, apontando para a necessidade de sistematização do atendimento psicológico com essa clientela. A graduação aparece em segundo lugar de importância com 21,4% das respostas. A análise qualitativa das falas dos psicólogos mostrou que eles procuram ver a criança em sua totalidade, considerando suas necessidades básicas. Esse resultado vai de encontro aos dados da literatura que referem a atuação profissional do psicólogo centrada na correção das dificuldades apresentadas pelas crianças com deficiência mental. Com base na avaliação das disciplinas da graduação e sugestões apresentadas pelos psicólogos para a melhoria do preparo profissional em relação a essa clientela, o estudo aponta para a necessidade de se fazer um investimento efetivo durante a graduação em Psicologia no sentido de atender às necessidades de inclusão propostas pelas políticas públicas, considerando o seu compromisso com os preceitos éticos e científicos referendados nas novas Diretrizes Curriculares para os cursos de graduação em Psicologia.
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Araujo, Fabiana Itaci Corrêa de. "...Mas a gente não sabe que roupa dever usar : um estudo sobre a prática do psicólogo no Centro de Referência de Assistência Social." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/17415.
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Previous issue date: 2010-07-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present research aims to analyze the pratical of psychologists of Social Assistance Centers (CRAS) in its implication with the subjectivity as a dimension of action in the Social Security Politics. The qualitative study was developed from the perspective of the Critical Social Psychology Theory, with a historical dialectical materialist basis. In order to accomplish our objective, three psychologists had been interviewed (half-directed interview). They worked at the public, municipal service, servers of the CRAS for, at least, six months. From the stories produced with the interviews, units of sense had been raised. Hence, those units were collated having as reference the norms of Social Security and the principles of Critical Social Psychology. This was done in dialog with others researches of NEXIN that were about similar themes. In this process it is evident the importance attributed to the practical knowledge developed by the Social Service, the daily attendance to the demands of the population, the importance of the group as privileged unit of work and the purpose attributed for the psychologist for its practical professional in this social-occupational space. The results point the character of process in the construction of a proper place of Psychology in the Social Assistance, and demonstrate the political difficulties joined during the formation and organization of the work of accomplishing the objectives of the basic social protection. This construction is crossed by the contradictions that determine the Social Assistance as an area of public politic, understood in the movement of the production and reproduction of the social life, and of the historical constitution of Psychology as an area of knowledge and practical professional
A presente pesquisa tem como objetivo analisar a prática do psicólogo nos Centros de Referência da Assistência Social (CRAS) em sua implicação com a subjetividade como dimensão de ação da Política de Assistência Social. Trata-se de um estudo qualitativo desenvolvido a partir do referencial teórico-metodológico da Psicologia Social crítica, de base materialista histórica dialética. Para tanto, foram entrevistados (entrevista semi-dirigida) três psicólogos, servidores públicos municipais, trabalhadores do CRAS, há, no mínimo, seis meses. A partir dos relatos produzidos com as entrevistas foram levantadas as unidades de sentido de cada sujeito. Essas foram confrontadas tendo como referência as normatizações da Assistência Social e os pressupostos da Psicologia Social Crítica, em diálogo com as pesquisas já desenvolvidas pelo NEXIN com uma temática próxima à desta. Nesse processo destacam-se a importância atribuída aos conhecimentos e práticas desenvolvidas pelo Serviço Social ao atendimento cotidiano às demandas da população, a importância do grupo como unidade de trabalho privilegiada e a finalidade atribuída pelo psicólogo para sua prática profissional neste espaço sócio-ocupacional. Os resultados apontam para o caráter processual da construção de um lugar próprio da Psicologia na Assistência Social e as dificuldades encontradas de ordem política, de formação e de organização do trabalho, na consecução dos objetivos da proteção social básica. Essa construção é atravessada pelas contradições que determinam a Assistência Social como área da política pública, entendida no movimento de produção e reprodução da vida social, e da constituição histórica da Psicologia como área do conhecimento e prática profissional
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Woodburn, Judy Ronan. "Psychologists' judgement of professional appropriateness os sexual relationships with former supervisers /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847309050999.
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Waters, H. T. "How are educational psychologists' professional identities shaped by the available discourses?" Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7853/.
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This research explores how educational psychologists' (EPs) professional identities are communicated and constructed through discourses. As such, discourses at both a macro and micro level, including texts and talk are of interest. Discourse analysis drawing on a critical framework was used in an attempt to illuminate tensions amongst discourses, which shape EPs' professional identities. The analysis grapples with how the wider discourses made available to EPs resist or affirm those at an individual level. Interviews were carried out to explore how EPs' professional identities are communicated through their talk about professional practice experiences. Furthermore, the research is interested in how professional values are reflected in the EPs' talk about complex casework. The analysis suggests multiple discursive constructions contribute to the shaping of EPs' professional identity and that these relate to the wider discourses. Five wider discourses were identified as a result of the analysis. These include, 'EP as relational worker', 'EP as research practitioner', 'EP as scientist practitioner ', 'EP as LA officer' and 'EP as advocate for the child'. The research contributes to critical conversations in the field of educational psychology and emphasises the importance of exploring the relationship between professional identity and practice when considering future directions for the profession.
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Verling, Rebecca. "Exploring the professional identity of counselling psychologists : a mixed methods study." Thesis, University of Wolverhampton, 2014. http://hdl.handle.net/2436/335796.
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Aims and Rationale: The present study aims to enrich understanding of the professional identity of counselling psychology in the UK by exploring both the individual professional identities of counselling psychologists and the broader identity of the profession as a whole. This will elaborate on the existing literature base and allow the researcher to gather a breadth of perspectives of counselling psychology identity whilst also exploring the issues surrounding the identity development of practitioners in greater depth. Method: The study adopts a triangulation mixed methods design to explore the professional identity of counselling psychologists (Cresswell, Plano Clark, Guttman & Hanson, 2003). An exploratory online survey was designed to explore 1) the training, employment and practice characteristics of counselling psychologists and 2) their perception of the role, contribution and future identity of the profession. Concurrent with this data collection, qualitative interviews were conducted which aimed to explore the participants’ experience of training and working as a counselling psychologist, and develop an understanding of factors that have impacted upon their individual professional identity. Results: Both data sources contribute to the conception of counselling psychology as a diverse and multi-faceted profession. ‘Unity within diversity’ has been proposed as an overarching theme that marries the data sources and highlights the different ways in which counselling psychologists experience and articulate their individual professional identity, and the collective identity of the profession. Conclusions: The findings reveal there is no single professional identity inherent within counselling psychology. Multiple professional identities exist and are shaped by a range of factors. Uniting these diverse identities is a central commitment to a humanistic philosophy and value base. This provides a foundation on which therapeutic decision making is made and clients’ difficulties conceptualised. Whilst counselling psychology’s interest in identity and critical self-reflection has been questioned, this process may allow the profession to remain alert to the changing professional climate and adapt their practice to ensure that they remain valuable and are not overlooked within the field of therapeutic provision.
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Lindén, Ellen, and Johanna Rådeström. "Ethical dilemmas among psychologists in Sweden and South Africa." Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15386.
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The purpose of this study is to investigate ethical dilemmas and ethical difficulties experienced by psychologists in Sweden and South Africa. The study is a replication of previous studies conducted by Colnerud (1997) and Slack and Wassenaar (1999). A sample of 295 psychologists in Sweden and 312 psychologists in South Africa were asked to describe situations that they identified as ethically difficult. 53 psychologists in Sweden described 61 incidents and 21 psychologists in South Africa described 24 situations. This corresponds to a response rate of 20% in Sweden and 8% in South Africa. The reported dilemmas were categorized according to a qualitative content analysis developed by Pope and Vetter (1992). The contribution of this study is that the results confirm that confidentiality is a prominent ethical dilemma for psychologists in Sweden and South Africa. This finding is consistent with findings in comprehensive international research. Furthermore, the results indicate that psychologists, especially in Sweden, experience ethical problems due to weakened legitimacy when conducting assessments. The results are discussed taking into consideration the different contexts in which psychologists work, the application of different ethics codes and different levels of ethical awareness. The weaknesses of the study and the method used are also discussed.
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Boakes, Jon C. "Clinical psychologists and multi-disciplinary teams : an investigation into team/professional identification, job satisfaction and burnout in clinical psychologists." Thesis, n.p, 1998. http://ethos.bl.uk/.
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Lopez, Alana D. "The relationship between continuing professional development and demographic characteristics, professional practices, and employment conditions of school psychologists." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001933.
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Ritcheson, John. "Blurred lines| When does a psychologist's personal relationship become professional?" Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147580.
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Providing psychotherapy to an individual with whom the therapist has a pre-established personal relationship is considered a multiple relationship by the American Psychological Association (APA) (American Psychological Association, 2010; Fisher, 2013). Mental health clinicians consider providing therapy to a friend, co-worker, employee, and individuals with other pre-established social relationship to be unethical (Borys and Pope, 1989; Pope & Keith-Spiegel, 1987; Sanders, Swenson III, & Schneller, 2011), while most clinicians reported rarely providing such services to the previously mentioned individuals (Sanders, et al. 2011). The aforementioned results provide support for the kinds of multiple relationships therapists should not engage in. However, research still has not pinpointed what kinds of interactions are considered therapy. For practical purposes we only considered the type of interaction/therapy technique and if psychologists and undergraduate students rate the ethicality of hypothetical interactions differently based on the type of therapeutic orientation/technique. The current study found that psychologist may have different perceptions of what is considered therapeutic/professional in nature and ethical in nature.
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Lamort, de Gail Marie-Agnès. "Le Psychologisme professionnel : un mode de communication utile." Rennes 2, 1994. http://www.theses.fr/1994REN20017.
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La rupture avec le taylorisme, qui conduit vers une entreprise participative et consensuelle, s'inscrit dans une évolution de société, mais, simultanément, elle exige des individus réceptifs à ses nouveaux systèmes de valeurs. Ces références implicites, véritables langages communs, doivent être apprises par les salariés si ceux-ci veulent être "promus" ou tout simplement "recrutés". En s'instituant comme conditions sine qua non de l'obtention d'un emploi, des désignations, liées à la "valeur économique de chacun", se mêleraient constamment aux représentations sociales (opinion, croyance culture, morale, mais aussi droits individuels). Dans le domaine de l'emploi, qui conserve un rôle essentiel pour l'acquisition d'une identité, l'entreprise formalise des normes d'efficacité, de performance ainsi que des procédures d'évaluation qui finissent par être prescrites à l'ensemble des citoyensThe break with taylorism, which leads to a company defined as participative and consensual, ios in keeping with some kind of social evolution, but simultaneously, it demands that the individuals should be sensitive to its nex system of values. Those implicit references - constituting true common languages - should be known by the workers who want to be 'promoted' or merely 'requited'. Some designations - linked to the 'economic worth of the indeividual' - could become indispensable conditions to get a job ; as such, they would constanly mingle with such social criteria as opinion, creed, ethics, but also individual rights. As regards employment, which still leads an essential role in the acquisition of identity, the company establishes norms of efficiency and performance, along with assessment procedures which are eventually prescribed to every citizen
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Deane, Tessa Anne. "A survey of the professional identity of clinical psychologists in South Africa." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/5140.
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The mental health care needs of South Africa have shifted significantly in the postapartheid context of changing political and socioeconomic landscapes. However, the extent to which clinical psychologists’ professional identity has responded accordingly has been unclear. By establishing the practice patterns and values that should be central to the profession according to the literature, and ascertaining the extent to which these are reflected among professionals at this time, this study facilitates a re-evaluation of the professional identity of clinical psychologists in South Africa. To this end, an online survey method was used to collect data from a representative sample of 877 participants, i.e. 29,09% of the population of clinical psychologists in South Africa. Statistical analyses were implemented to address a number of key research questions concerning aspects which characterise professional identity, namely: demographic profile; work settings and roles (practices); and theoretical perspective, beliefs and attitudes (values). Findings suggest that, demographically, clinical psychologists do not mirror the clients they serve, and also that there is a large proportion of the population for whom psychological services remain inaccessible and/or inappropriate. Furthermore, the professional identity of clinical psychologists currently does not comprise practices and values which meet the mental health care needs of South Africa. A significant recommendation of the research is its endorsement of the National Health Insurance model given the promise of its role in ensuring psychology remains relevant. It is recommended that future studies expand on these findings qualitatively, and compare clinical psychology with other mental health care fields. Universities are also urged to relook at their training curricula and ensure that trainees are made of aware of issues of policy, and that areas of research and psychological assessment in complex environments are prioritized.
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Walsh, Audra St John. "School Psychologists' Communication and Collaboration with Community-Based Mental Health Professionals." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3401.
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Although collaboration between school psychologists and community-based mental health professionals is essential in the provision of comprehensive and effective mental health services for youth with intensive mental health needs, youth may not receive the full benefit of these coordinated efforts, as collaboration may not occur as often as it should. This study investigated the frequency of communication and collaboration between school- and community-based professionals, the purposes and methods of communication, and the benefits and barriers to collaboration. Survey data from 80 members of the Florida Association of School Psychologists were collected and analyzed. Forty-three percent of school psychologists reported communicating and collaborating with community-based mental health professionals between one and four times a year. Findings indicated that school psychologists prefer to communicate through phone calls, written reports, and face-to-face discussion; they also perceive these methods of communication to be most effective. Barriers to collaboration included limited accessibility of community professionals and lack of time to collaborate. A significant relationship was found in communication frequency and number of professional development hours received related to mental health. Implications of these findings are discussed in relation to developing strategies for practitioners and trainers of school psychologists aimed at optimizing the mental health of youth.
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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 issues pertaining to supervision. An interpretative epistemological stance was adopted. Ten semi-structured interviews were carried out with educational psychologists (supervisors) and other professionals (supervisees) recruited through purposive sampling. Interviews were transcribed orthographically and coded using thematic analysis. Findings suggest that inter-professional supervision was viewed positively. Supervision skills were recognised as a necessary pre-requisite but not necessarily distinctive to the profession of educational psychology. This research highlights the conflicting conceptualisations of supervision and the importance of contracting for increasing understanding of the supervision process, alerting stakeholders to important ethical and legal implications, and reconciling differences in expectations concerning the aims and functions of supervision.
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Soyland, A. J. "An analysis of mental health professionals' discourse : the role of the clinical psychologist /." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ARM/09arms7311.pdf.
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Burstein, Ronald Mark. "The ethical decision-making self-efficacy of psychologists and counselors." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186308.
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The purpose of the study was to evaluate the ethical decision making self-efficacy of a sample of state-credentialed psychologists and counselors. A questionnaire was constructed which asked respondents to rate the confidence they possessed in relation to thirty items (reflecting ten a priori ethical decision-making domains). The items described ethical knowledge and ethical decision-making tasks and situations. The questionnaire also included eight questions pertaining to respondents' personal characteristics and professional education, training, and experience. The questionnaire was mailed to 400 Arizona-licensed psychologists and 340 Arizona-certified counselors. Although no formal, a priori hypotheses were established prior to the survey, it was expected that the extent and quality of professional ethics training might be associated with higher scores on factors generated by an exploratory factor analysis performed on survey results. In particular, it was anticipated that a values-clarification component of ethics training would be associated with higher ethical decision-making factor scores. Approximately 50% of the total sample responded to the survey. The factor analysis of scorable questionnaires resulted in a six-factor model of ethical decision-making self-efficacy. The six factors were: (1) Knowledge, (2) Behavior, (3) Thinking, (4) Awareness, (5) Resources, (6) Authorities-Conflict Analysis/Resolution. Having taken an ethics course as a student was associated with higher scores on factors 1, 5, and 6. Having taken an ethics training seminar as a postgraduate was associated with higher scores on factors 1, 2, and 5. Those respondents with a values clarification component to their ethics training scored higher on factors 1, 2, 3, 5, and 6. Study results suggest that further development of an Ethical Decision Making Self-Efficacy Scale and pursuit of a national survey of psychologists and counselors addressing issues raised in this study are warranted.
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Gaiotto, Lisa. "Motherhood and professional identity in the context of female clinical psychologists with children." Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10336/.
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Section A situates female clinical psychologists with children within the wider socio-historical context of working-mothers. Theoretical and empirical evidence of modernist and post-modernist approaches on the development of the working-mother identity is provided. This is followed by the literature on mothers employed in the caring profession and in psychology. The review highlights the need to further explore the relationship between social, professional and personal for female clinical psychologists with children within a socio-constructionist perspective. Section B investigates the social and professional challenges encountered by female clinical psychologists with children. Clinical psychology is an increasingly female profession, and many clinical psychologists are or will be mothers. Yet, proportionately fewer reach consultant positions (Band 8c and above) compared to their male colleagues. Existing historical professional structures, and traditional societal ideologies about motherhood and employment might be continuously negotiated within broader social positionings of working-mothers. This study aimed to explore the constructions of a sample of clinical psychologists who are mothers (CP-Ms) of their social identity. Foucauldian discourse analysis was used to explore the discourses available and drawn upon by CP-Ms to construct their professional and motherhood identity, and what were the subject positions they occupied. Ten qualified female clinical psychologists with pre-school children employed in a local NHS Trust were individually interviewed. CP-Ms’ identity was constructed as either a mother or a clinical psychologist, as being similar and different to other working-mothers. CP-Ms discoursed psychological knowledge and practices as potentially damaging their motherhood experience and their social relationships; they also discoursed motherhood and psychology as mutually enriching. Motherhood and professional identity were discoursed in opposition to one another, and yet the participants also constructed their CP-M identity as a continuous dynamic journey of reframing, of which they were agentic. This study suggests that the construction of CP-Ms’ identity is complex as it involves actively negotiating contradictions and overlaps between motherhood and clinical psychology. Further research is needed. Professional and clinical implications are discussed. Section C aims to elaborate on the research skills learnt during the research process, and on the abilities that need to be further developed. It continues with a critical appraisal of the study, before reflecting on possible clinical recommendations. Lastly, a potential new project is presented.
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Benjamin, Joi. "Professional work and actual work : the case of industrial psychologists in South Africa." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/5850.
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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 certification statuses, age, years in practice, and gender. The survey examined the respondents' ethical beliefs and practices in the domains of confidentiality, dual relationships, and professional practice.
Five hundred thirty-six surveys were returned completed. The results of the survey indicate that all respondents have substantially the same reported ethical beliefs and practices across the three domains. There were no statistically significant differences between the reported ethical beliefs or practices when compared across disciplines, educational levels, licensure or certification statuses, age, or years in practice. Statistically significant gender differences were found.
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Ray, Ashlyn M. "Traumatic Brain Injury: The Efficacy of a Half-Day Training for School Psychologists." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1314272484.
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Butler, Rachel Ruth. "Retaining School Psychologists: The Role of District Level Administrative Supervisors." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8459.
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The school psychologist shortage has been a persistent problem in education, and there is a lack of research on what current administrative supervisors are doing to address shortages. This study examined the perceptions of district leaders regarding the recruitment and retention of school psychologists. Participants included 19 administrative supervisors in public school districts in Colorado (CO), Utah (UT), Nevada (NV), and Wyoming (WY). Data for this qualitative study were collected by conducting semi-structured interviews with administrative supervisors of school psychologists. Interviews were transcribed and analyzed for common themes. A total of 10 themes were identified, and the first theme reflected concerns about school psychology graduate programs not producing enough school psychologists. Additionally, being farther away from a graduate program creates recruiting difficulties. Another related theme revealed that close relationships with graduate programs contributes to successful recruiting. Administrative supervisors noted the role that the surrounding community plays in retaining current school psychologists. They also expressed the importance of creating appealing workloads that matched salaries, being responsive, matching school psychologists’ preferences, and offering job flexibility. Other key themes included the challenges of finding school psychologists to hire and competing with neighboring local education administration (LEAs). Finally, administrative supervisors believe that they are in a worker’s market that favors the school psychologist. Overall, there appeared to be a theme of administrative supervisors feeling a lack of control over their current situation. Limitations for the study include collecting data across several months that may have influenced participants responses due to the demands of hiring during certain times of year. The sample included participants from states in the western United States, which may reflect limited perspectives based on geographic needs and trends. Directions for future research may include a larger sample size that reflects national demographic characteristics. Further research could also investigate the effectiveness of current efforts to address shortages on a systemic level. This could include researching how state and national associations advocate for school psychologists and how graduate programs grow and adapt to match current needs.
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Jenkin, Angela. "The integration of personal and professional ethical decision making constructs in trainee clinical psychologists." Thesis, University of Hertfordshire, 2018. http://hdl.handle.net/2299/20823.
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Ethical decision-making is an important but challenging aspect of the role of a clinical psychologist. Little research has been conducted concerning how clinical psychologists make ethical decisions, with even less known about how trainees manage the process during professional training. The current study aimed to examine how trainees make ethical decisions, and how this process differs between more and less experienced trainees. Thirty-nine trainee clinical psychologists were recruited from a total of 17 doctoral training programmes in the United Kingdom. The sample recruited was demographically similar to the training population. A cross-sectional design was used to examine differences between first year (n = 19) and third year (n = 20) trainees. An online version of The Defining Issues Test questionnaire (DIT-2, Rest et al., 1999) was used to measure level of sophistication of ethical development, and individual face to face or Skype repertory grid interviews examined the integration of trainees’ personal and professional ethical decision-making construct subsystems. The vast majority of trainees were found to adopt a sophisticated approach to ethical decision-making, with half of all ethical decisions made from within a postconventional schematic approach. However, a small minority operated from within schemata based on maintenance of societal norms or personal interests. A deterioration in sophistication of thinking was demonstrated for more experienced trainees. Less experienced trainees were found to rely comparatively more heavily on their personal construct subsystems than more experienced trainees and vice versa. Increased integration between the subsystems over the course of training was demonstrated. The study demonstrates support for an acculturation process occurring throughout training. Implications of this and ideas for future research are discussed.
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Mantica, Valentina. "The impact of the experience of working with CBT on counselling psychologists' professional identity." Thesis, University of Roehampton, 2012. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-impact-of-the-experience-of-working-with-cbt-on-counselling-psychologists’-professional-identity(a1d88072-5759-40e1-855b-10770bdd1c28).html.
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Cognitive behaviour therapy (CBT) is a therapeutic modality which is commonly argued to be oriented to a medical model, and so to diverge significantly in theory and practice from the traditional relational and humanistic roots of counselling psychology. A large body of literature and research exists which examines counselling psychologists’ professional identity in medical settings, but there appears to be a significant gap in the extant literature relating to how counselling psychologists experience professional identity specifically in the practice of CBT, a therapeutic modality which presently provides a considerable amount of employment for counselling psychologists. To address this gap, the present study sought to explore qualitatively whether counselling psychologists’ experience of their professional identity is affected by the inclusion of CBT in their practice. A sample of eight counselling psychologists who worked with CBT and had been qualified for at least five years were interviewed. Data gathered from the semistructured interviews were transcribed and analysed using interpretative phenomenological analysis (IPA), a method selected because it is concerned with the detailed examination of personal lived experience and the meaning of experience to participants. The methodology was approached within the contextual constructionist epistemological framework. Three superordinate themes, each containing four subordinate themes, emerged from participants’ accounts: (i) components of professional identity; (ii) the contribution of CBT to the professional self; and (iii) how CBT compromises the professional self. The findings are discussed in relation to the relevant literature, and lines of enquiry that have emerged have been located in current postmodern literature, arguments and debates. One main conclusion of the present study is that feeling comfortable with CBT can CBT, Counselling Psychology and Professional Identity 3 depend upon practitioners’ initial training, personal experience, cultural background, personal characteristics and personal beliefs – that is, the professional self as emerging from the personal self. Clinical implications, methodological limitations, directions for future research and reflections upon the researcher’s reflexivity are presented.
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Hale, Kimberly D., D. Deberry, and T. White. "School Psychologists Embracing RTI – How We Do It." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/7035.
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Taylor, Terra, and University of Lethbridge Faculty of Education. "Partnerships in mental health : effective referral and collaboration between financial professionals and psychologists." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/238.
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Financial professionals are advocating a personal counselling framework to deal with financial issues. Many popular magazines are discussing this new persective on financial planning and services offered to clients. This new spin on financial advising finds financial personnel going beyond money and including personal counselling content. Articles from both academic and popular journals support the basis for this new awareness. They point to the fact that financial health and psychological health are connected and interrelated. The problem with traditional financial counselling is that financial personnel are trained to deal with numbers and money, and are not trained to counsel personal issues. Therefore, considering the potential ramifications, it is imperative that financial and psychological professionals work effectively together. The goal of addressing the issue, found within this study, is to increase service delivery to clients, both from financial as well as psychological perspectives. Ultimately, this research aims to determine how to improve, and thus increase the level of referral and collaboration between these two fields. Thirty interviews were conducted with financial personnel currently working in Western Canada. The interview population consisted of Chartered Accountants, and Certified Financial Planners and Advisors. The Financial Personnel Interview was used to collect data and explore the perceptions of the existing processes of referral and collaboration between themselves and psychologists. The interview covered an array of topics including eight parts: Demographic Information, Recognizing and Defining Personal and Psychological Issues, Addressing Personal and Psychological Issues, Roles of Financial Personnel, Referral, Collaboration, Concluding Thoughts and the Client Problem Table. Extreme viewpoints emerged from the data. One is that these worlds are too different, personal counselling is not their responsiblity and there is no need for referral and collaboration. However, the majority of financial personnel believe there is a lack of understanding between the professions, the two worlds overlap and there is a need for referral and collaboration. In order to make referral and collaboration happen, it will have to start with baby steps; it will also take willingness, time and education to move from an unknown territory to a place where clients benefit from both professions.xiii, 162 leaves ; 28 cm.
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Zitianellis, Marina Sophia. "An exploration of health professional's perceptions of the role of clinical psychologists." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002601.
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The South African government has initiated the transformation of health services in the country towards primary health care (PHC) in order to provide comprehensive care to individuals and families. The move to PHC involves an increased need for collaboration between health professionals. It is proposed that for effective team-work to take place, an understanding of the roles and functions of team members is imperative in providing quality mental health care. This study explored health professionals’ perceptions of the role and function of clinical psychologists working as part of a health care team in a community context. Three focus groups and three individual interviews were conducted with social workers, nurses and doctors. The data was then processed and analysed using a grounded theory method. The research highlighted the importance of knowledge, and how this affects referrals, perceptions, inter-professional relations and the perceived usefulness of clinical psychology and clinical psychologists. What is of significance is the potential power that the health professionals have as gatekeepers between the general public and clinical psychologists.
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Peacock, Emma. "On becoming a supervisor : an anticipated transition for trainee clinical psychologists." Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10479/.
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Section A reviews the empirical and theoretical literature on supervision in order to gain a better understanding of how experiences of supervision during clinical training may relate to the anticipated transition of ‘becoming a supervisor’. Section B presents an initial exploratory study focusing on how trainee clinical psychologists make sense of their experiences of supervision in relation to the anticipated transition of ‘becoming a supervisor’. Semi-structured interviews were conducted with ten trainee clinical psychologists at the end of their training. Data was analysed using Interpretative Phenomenological Analysis. Analysis of the transcripts revealed three master themes: the development of the professional self; the supervisory relationship; and the development of supervisory perspectives. Developmental and relational aspects of supervision were emphasised in relation to the anticipated transition of ‘becoming a supervisor’, alongside the significance of the supervisor as a role model. Learning from peers’ experiences of supervision was also key. The study concluded that participants’ experiences of supervision and the meaning they give to those in relation to the anticipated transition of ‘becoming a supervisor’ were connected to the development of a professional self in which increasing autonomy and integration of the personal self was important. Learning took place in the context of the supervisory relationship. The human side of that relationship was valued where reciprocity and containment facilitated a safe space to explore. The development of supervisory perspectives facilitated the anticipated transition of ‘becoming a supervisor’ as experiences of supervision helped to evaluate positive and negative aspects of that role. Subsequently, an ‘ideal for self’ emerged.
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Poppe, Andrea Regina Soares [UNIFESP]. "Os cenários da prática em saúde na formação do psicólogo: concepções de alunos e supervisores/professores de cursos de psicologia." Universidade Federal de São Paulo (UNIFESP), 2009. http://repositorio.unifesp.br/handle/11600/9887.
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Publico-12755.pdf: 1284523 bytes, checksum: 672e63a88d9a1415ba3b8db7d4c9b783 (MD5)INTRODUÇÃO: O processo de avaliação e reestruturação do ensino superior no Brasil a partir da implantação das novas Diretrizes Curriculares Nacionais preconiza a importância da pesquisa e dos cenários da prática na formação do profissional. O foco da discussão tem se pautado nas características de profissional que se quer e que se precisa para a realidade brasileira. Nas Universidades torna-se pauta a discussão sobre a importância da prática ser reconhecida como eixo, a partir do qual se identifica, questiona, teoriza e investiga os problemas emergentes no cotidiano da formação, congregando estrutura curricular, conteúdos e estratégias de ensino-aprendizagem que possibilitem que a construção do conhecimento ocorra de forma contextualizada. OBJETIVO: Analisar a partir das concepções de docentes e alunos de cursos de psicologia do município de Santos / SP, a contribuição que os cenários da prática relacionados à saúde e vivenciados na graduação oferecem à formação do profissional, no contexto das Novas Diretrizes Curriculares. PROCEDIMENTOS METODOLÓGICOS: Para Produção dos dados considerou-se a metodologia qualitativa numa perspectiva sócio-histórica utilizando-se como instrumentos, a entrevista de tipo semi-estruturada e aplicação de grupos focais. Foram realizadas treze entrevistas com professores e coordenadores de curso, bem como realizados dois grupos focais com participação total de quatorze alunos e mais quatro entrevistas individuais. Os dados foram produzidos nos meses de junho a dezembro de 2008. RESULTADOS: Os participantes da pesquisa consideram positivas algumas mudanças nas diretrizes curriculares para o curso de psicologia, dentre elas, a inserção dos alunos em cenários da prática a partir dos primeiros anos do curso e a possibilidade de cada instituição poder escolher as ênfases que serão oferecidas pelos cursos. Sugerem também a necessidade do aprofundamento da discussão acerca de uma formação mais generalista, bem como de uma prática psicológica mais pautada nos princípios do SUS. CONSIDERAÇÕES FINAIS: Os resultados, bem como dados da literatura, evidenciam que a maioria das universidades ainda está em processo de adaptação de seus currículos para estar em conformidade com o que preconiza as novas diretrizes curriculares. Apesar de todas as controvérsias que permearam o processo de construção das novas diretrizes curriculares para o curso de psicologia, elas se configuram enquanto um significativo avanço, no sentido de que aspiram à mudança do paradigma na formação do psicólogo.
INTRODUCTION: The process of evaluation and restructuring of higher education in Brazil from the deployment of the new National Curriculum Guidelines advocates the importance of research and the scenarios in the practice of professional training. The focus of the discussion has been based on the characteristics of professional you want to and that you need for the Brazilian reality. In universities it is a staff discussion on the importance of practice is recognized as the axis, from which we identify, question, theory and investigates the problems emerging in the daily training, bringing together curriculum structure, contents and strategies of teaching and learning that allow the construction of knowledge occurs in a context. OBJECTIVE: To analyze from the conceptions of teachers and students of psychology courses in the city of Santos / SP, the contribution that the scenarios of practice relating to health and experienced in providing the training of graduate training, in the context of the new curricular. METHODOLOGICAL PROCEDURES: For the production data was considered the qualitative methodology in socio-historical perspective by using as instruments, the interview kind of semi-structured and application of focus groups. Thirteen interviews were conducted with teachers and course coordinators, and two focus groups conducted with the total of fourteen students and four individual interviews. The data were produced in the months June to December of 2008. RESULTS: The participants of the research consider some positive changes in the curriculum guidelines for the course in psychology, including the integration of students in the practice scenarios from the early years of the course and scope of each institution to choose the emphases will be offered by courses. Also suggest the need for further discussion about a more general training, as well as a more psychological practice based on the principles of the SUS. CONCLUSION: The results and data from literature, show that most universities are still in the process of adapting their curricula to comply with the calling the new curriculum guidelines. Despite all the controversy that permeated the process of construction of the new curriculum guidelines for the course in psychology, as they constitute a significant advance in that aspire to change the paradigm in the training of psychologists.
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BV UNIFESP: Teses e dissertações