A case study exploring the preferred psychotherapeutic interventions used by Black-African educational psychologists
- Authors: Afonso, Jennifer Catherine
- Date: 2011-05-16T06:32:06Z
- Subjects: Cultural psychiatry , Cross-cultural counseling , Educational psychology study and teaching , Training of educational pyschologists
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/365196 , uj:7063 , http://hdl.handle.net/10210/3626
- Description: M. Ed. , This instrumental case study explores the preferred psychotherapeutic interventions used by a purposive sample of Black-African educational psychologists and intern psychologists who had graduated from the same university between 1998 and 2008. The sample also includes the therapeutic interventions lecturer at the university since previous research carried out at the university revealed that Black Educational Psychology students are at a much higher risk of dropping out of the master's course (Holmes, 2006). This research inquiry aims at gaining a better understanding of the therapies that Black-African Educational Psychologists use in their practice of Educational Psychology. The research is done within a critical paradigm using a social constructivist theoretical framework to seek an understanding of the world in which these educational psychologists live and work (Creswell, 2007). The researcher uses an interpretive approach to explore the data on the psychotherapeutic interventions used by the group of Black-African educational psychologists in their respective practices. The research sample comprises eleven Black-African educational psychologists and intern psychologists and the therapeutic interventions lecturer at the University. Once informed consent was obtained, data were generated by means of eleven incomplete sentence questionnaires and six semi-structured interviews which were captured using an audio-recorder. Data were analysed according to the steps outlined by Charmaz (2006; 2008) in her grounded theory approach to qualitative research. Thus, initial data sets were coded using initial and selective coding and then analysed simultaneously using the constant comparative method which generated findings which fall under four sub-themes namely: 1) Using psychotherapeutic interventions trained in, 2) Adapting Eurocentric interventions, 3) Using Indigenous Knowledge and the 4) Need to advance learning. These sub-themes were integrated to form a Culture-sensitive African perspective to psychotherapeutic intervention in South Africa, which became the overarching theme of this study. The themes were confirmed by sending a verification concept map to five participants.
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- Authors: Afonso, Jennifer Catherine
- Date: 2011-05-16T06:32:06Z
- Subjects: Cultural psychiatry , Cross-cultural counseling , Educational psychology study and teaching , Training of educational pyschologists
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/365196 , uj:7063 , http://hdl.handle.net/10210/3626
- Description: M. Ed. , This instrumental case study explores the preferred psychotherapeutic interventions used by a purposive sample of Black-African educational psychologists and intern psychologists who had graduated from the same university between 1998 and 2008. The sample also includes the therapeutic interventions lecturer at the university since previous research carried out at the university revealed that Black Educational Psychology students are at a much higher risk of dropping out of the master's course (Holmes, 2006). This research inquiry aims at gaining a better understanding of the therapies that Black-African Educational Psychologists use in their practice of Educational Psychology. The research is done within a critical paradigm using a social constructivist theoretical framework to seek an understanding of the world in which these educational psychologists live and work (Creswell, 2007). The researcher uses an interpretive approach to explore the data on the psychotherapeutic interventions used by the group of Black-African educational psychologists in their respective practices. The research sample comprises eleven Black-African educational psychologists and intern psychologists and the therapeutic interventions lecturer at the University. Once informed consent was obtained, data were generated by means of eleven incomplete sentence questionnaires and six semi-structured interviews which were captured using an audio-recorder. Data were analysed according to the steps outlined by Charmaz (2006; 2008) in her grounded theory approach to qualitative research. Thus, initial data sets were coded using initial and selective coding and then analysed simultaneously using the constant comparative method which generated findings which fall under four sub-themes namely: 1) Using psychotherapeutic interventions trained in, 2) Adapting Eurocentric interventions, 3) Using Indigenous Knowledge and the 4) Need to advance learning. These sub-themes were integrated to form a Culture-sensitive African perspective to psychotherapeutic intervention in South Africa, which became the overarching theme of this study. The themes were confirmed by sending a verification concept map to five participants.
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The experiences of black students who dropped out of the masters in educational psychology course at a Gauteng university during the period 2002 to 2006
- Authors: Holmes, Lynn Court
- Date: 2008-06-06T10:30:17Z
- Subjects: Educational psychology study and teaching , Black college students , College dropouts , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:9145 , http://hdl.handle.net/10210/559
- Description: The high drop out rate of black students at Universities and other tertiary institutions throughout the world has been of concern to these institutions, and has been researched for many years. This research looked at the high drop out rate of black students from the Educational Psychology Masters course during the period 2002 to 2006 at a Gauteng University in South Africa. The study investigated the experiences of the participants who dropped out or nearly dropped out of the course and attempted to identify the extrinsic and intrinsic barriers to learning that contributed to this. The researcher made use of an interpretivist, qualitative, case study design to explore the experiences of the black participants. The data collection methods included individual and paired interviews, using open-ended questions, as well as incomplete sentences questionnaires. Themes established were verified by participants at the end of the data collection process. Data was analysed using the constant comparative method and aspects of grounded theory. Six themes emerged as findings, which were discussed in detail. These included three external barriers to learning, namely, “lack of time”; “lack of resources” and “structure of the course and University factors”. Two themes emerged which were discussed as internal barriers to learning, namely “cultural factors” and “lack of skills”. The sixth and final theme fitted under the heading external and internal barriers to learning and discussed “overt and covert racism” experienced by the participants. Recommendations were made to minimise the barriers to learning experienced by the participants, and to better accommodate their needs within the course and University structure. The limitations and strengths of the research were explained and the research brought to a conclusion with recommendations for future research within this realm made. , Prof. J. Pillay & Dr. E. Fritz
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- Authors: Holmes, Lynn Court
- Date: 2008-06-06T10:30:17Z
- Subjects: Educational psychology study and teaching , Black college students , College dropouts , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:9145 , http://hdl.handle.net/10210/559
- Description: The high drop out rate of black students at Universities and other tertiary institutions throughout the world has been of concern to these institutions, and has been researched for many years. This research looked at the high drop out rate of black students from the Educational Psychology Masters course during the period 2002 to 2006 at a Gauteng University in South Africa. The study investigated the experiences of the participants who dropped out or nearly dropped out of the course and attempted to identify the extrinsic and intrinsic barriers to learning that contributed to this. The researcher made use of an interpretivist, qualitative, case study design to explore the experiences of the black participants. The data collection methods included individual and paired interviews, using open-ended questions, as well as incomplete sentences questionnaires. Themes established were verified by participants at the end of the data collection process. Data was analysed using the constant comparative method and aspects of grounded theory. Six themes emerged as findings, which were discussed in detail. These included three external barriers to learning, namely, “lack of time”; “lack of resources” and “structure of the course and University factors”. Two themes emerged which were discussed as internal barriers to learning, namely “cultural factors” and “lack of skills”. The sixth and final theme fitted under the heading external and internal barriers to learning and discussed “overt and covert racism” experienced by the participants. Recommendations were made to minimise the barriers to learning experienced by the participants, and to better accommodate their needs within the course and University structure. The limitations and strengths of the research were explained and the research brought to a conclusion with recommendations for future research within this realm made. , Prof. J. Pillay & Dr. E. Fritz
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Through the looking glass: the development of self-of-therapist in educational psychology master's degree therapy training
- Authors: Cumming, Clayton
- Date: 2008-05-15T11:53:59Z
- Subjects: Educational psychology study and teaching , Training psychologists , Self-actualization (Psychology)
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/363329 , uj:7279 , http://hdl.handle.net/10210/396
- Description: As an introduction to the style and format of this research report, I feel that a foreword would serve useful to the reader. The name of the research, the development of self of therapist in therapy training was carefully considered to represent the feel of this research report. When one considers a looking glass, better known today as a mirror, a couple of processes happen simultaneously. A mirror provides us with a superficial indication of who we are. The phrase shattered assumptions comes directly from this metaphor; we are whom we see ourselves as. A mirror, to work, needs to provide us with a reflection. For us to be able to develop assumptions about ourselves, we need to see our image reflected within the mirror. For us to look closely at ourselves, to see our hidden flaws and faults, we need to move up close to the mirror, and really look closely and intently into that mirror. And what we see, is no more than a reflection of ourselves- but it is us, the us that others in the world see us as. This research report is an analysis. It is a close inspection into the mirror of the development of self in therapy training, but more than analysis, the artefacts presented in this report, are a mirror. And within that mirror, within this research, a reflection is occurring, a reflection of me, of me on my path to development of self-of-therapist. , Mrs. H. Dunbar-Krige Dr. E. Fritz
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- Authors: Cumming, Clayton
- Date: 2008-05-15T11:53:59Z
- Subjects: Educational psychology study and teaching , Training psychologists , Self-actualization (Psychology)
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/363329 , uj:7279 , http://hdl.handle.net/10210/396
- Description: As an introduction to the style and format of this research report, I feel that a foreword would serve useful to the reader. The name of the research, the development of self of therapist in therapy training was carefully considered to represent the feel of this research report. When one considers a looking glass, better known today as a mirror, a couple of processes happen simultaneously. A mirror provides us with a superficial indication of who we are. The phrase shattered assumptions comes directly from this metaphor; we are whom we see ourselves as. A mirror, to work, needs to provide us with a reflection. For us to be able to develop assumptions about ourselves, we need to see our image reflected within the mirror. For us to look closely at ourselves, to see our hidden flaws and faults, we need to move up close to the mirror, and really look closely and intently into that mirror. And what we see, is no more than a reflection of ourselves- but it is us, the us that others in the world see us as. This research report is an analysis. It is a close inspection into the mirror of the development of self in therapy training, but more than analysis, the artefacts presented in this report, are a mirror. And within that mirror, within this research, a reflection is occurring, a reflection of me, of me on my path to development of self-of-therapist. , Mrs. H. Dunbar-Krige Dr. E. Fritz
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