1,720,971 research outputs found
Mental Health And Quality Of Life Of Graduate Level Therapy Students: A Look At The Role Of Coping
No full textGraduate students in therapist training programs have been found to struggle with high rates of mental health distress such as depression, anxiety and stress impacting their mental health and their quality of life. Despite these challenges, some graduate therapy students have reported high levels of wellness and quality of life. This study explores the mental health, quality of life, and coping patterns and strategies in 165 Canadian graduate level therapist trainees. Results indicate that graduate students overall reported lower mental health and quality of life than the general population. When comparing level of training, both master’s and doctoral students reported experiencing similar levels of quality of life, however, master’s students reported experiencing significantly more mental health distress. In terms of coping, both groups of students reported significant correlations between avoidant emotional coping patterns and each of the outcome measures. Self-blame significantly predicted mental health outcomes and quality of life for master’s level students, while substance use was significantly associated to outcomes for doctoral level students. In terms of spiritual coping, for master’s students, but not doctoral students, negative spiritual coping was associated to lower mental health and lower quality of life while forgiveness was significantly positively associated to mental health and quality of life. After controlling for other coping strategies however, only forgiveness significantly predicted mental health, possibly acting as a buffer for the effects of negative spiritual coping. Implications of these findings and recommendations for therapists in training and training programs are discussed
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Developing Reflective Practice in Supervision: Perspectives of Psychotherapy Supervisees and Their Supervisors
No full textReflective practice is a crucial skill for psychotherapists, as they frequently encounter challenging situations that require rapid and complex decision-making, often without all the required information (Fisher, et al., 2015; Schön, 1983). The use of reflective practice can aid in making better and quicker decisions. For therapists in training, reflective practice is an essential competency which is primarily acquired through clinical supervision. However, little is known about how this competency is developed in this context. This study aimed to explore the experiences contributing to the learning of reflective practice in supervision. Phenomenology provided the framework to investigate the primary research question: What aspects of supervision do supervisees and their supervisors identify as contributing to the learning of supervisee reflective practice?
To do so, second-year Master of Arts students and their supervisors were selected as research participants. Nine participants, including five supervisees and four supervisors, participated in interpersonal process recall (IPR) and semi-structured interviews. In the semi-structured interviews, supervisees and supervisors indicated themes of the reflective space, creating a reflective space, and engaging in a reflective space to describe their overall experiences of reflective practice in supervision. The IPR interviews examined the significant moments within a recent supervision session and created the themes of the quality of the supervisory relationship, the individual elements and the framework of the supervision session.
The findings of this study provide a better understanding of significant learning events in supervision that promote or thwart the development of supervisee reflective practice. Lastly, this study proposes a model of how reflective practice is developed in supervision
Teaching Touch: A phenomenological study of how touch is addressed in clinical supervision
No full textThe literature suggests that touch between a therapist and client is a relatively frequent occurrence. Touch, however, entails important ethical and legal implications. As such it is surprising to conclude that little to no training on the safe and effective use of touch is provided in counselor training programs (Strozier, Krizek, & Sale, 2003). Indeed, one study with social workers found that 82% of those that used touch with therapeutic intent indicated that they did not receive adequate training on how to use touch and often based their decisions on instinct, or unspoken cues from clients (Strozier, Krizek, & Sale, 2003). Furthermore, faculty members have reported being unclear, themselves, about the use of touch and consequently have reported anxiety about addressing this topic with their own students (Burkholder, Toth, Feisthamel, & Britton, 2010). Without clear guidelines and training, professionals who practice and those who teach are left without solid knowledge to inform their touch interventions, leaving them vulnerable to making mistakes and ultimately being at risk of harming their clients (Stenzel &Rupert, 2004). It is therefore important that we begin to look more closely at how touch is taught to begin to establish a knowledge base area that will help guide practice and ultimately to ensure safe and effective use of touch. While research suggests touch is a topic often left out of formal training, little is known regarding how touch is addressed in other training contexts such as supervision. Some studies have begun to explore the ethical issues surrounding touch and the implications for teaching and the practice of supervision (Bilodeau, in press; Hunter & Struve, 1995; Robinson, 2006). However, there is no research exploring the supervisor`s own reported experiences regarding touch in a supervisory context. This phenomenological study aimed to explore the experiences of supervisors regarding the issue of touch in the context of supervision. Specifically, we were interested in understanding whether or not touch was addressed in the context of supervision and how the supervisors made sense of their experiences. Four themes emerged from this research that can aide in the understanding of how touch can be taught in supervision. The first theme formed from the results was how supervisors viewed the use of touch in therapy. The second and third theme discussed the roles of the supervisee and supervisor when addressing the use of touch in supervision. The fourth and final theme discussed how the supervisors processed the use of touch in supervision
The Process of Meaning-Making in International Aid Work: A Phenomenological Study
No full textIn the past decade, there has been increasing psychological research interest in both the experiences of international aid workers and in the relationship between meaning and work. However one of the unexplored research areas in occupational psychology is the process of meaning-making. There is also a lack of knowledge of the experience of meaning in aid work. A review of the literature suggests that meaning is a key motivational factor in work, particularly in international aid work, but how the experience of meaning is navigated over time is a neglected question. This study undertook to explore the process of meaning-making in international aid work, using an interpretative phenomenological analysis methodology. Written reflections were collected and semi-structured interviews were conducted with six Canadian aid workers. The transcripts were analyzed and coded, resulting in four superordinate content themes related to the experience meaningfulness in the lifecareer, and four superordinate process themes were identified. The four content themes were: being values-driven, having an impact, relationships and passion. The four process themes were: motivation, confirmation, renegotiation and re-evaluation. Implications for both aid workers and aid organizations were discussed and opportunities for further research were identified
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
The Role of Personality on Early Alliance Formation in the Context of Clinical Supervision
No full textThe literature suggests that working alliance is an important predictor of clinical supervision outcomes. However, little is known about the individual factors that influence the development and maintenance of the working alliance. This study aims to explore the role of supervisor and supervisee personality factors on the development of early working alliances, as well as supervisor and supervisee concordance rates in the context of clinical supervision. This study used the NEO-PI-3 measure to assess personality traits and the Working Alliance Inventory-Supervisor and Trainee Versions (WAI) measures to assess working alliance ratings. Results suggest that supervisors rate the strength of their alliances as significantly stronger than supervisees (p < .05). While no supervisee personality traits were found to predict their perception of the early alliance, the openness and agreeableness domains were found to be significantly associated to supervisor’s self-reported ratings of alliance. Implications of these findings are discussed
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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