scholarly journals Turkish counselor trainees’ experiences regarding experiential groups: A qualitative study

2017 ◽  
Vol 14 (1) ◽  
pp. 560
Author(s):  
Burcu Pamukçu ◽  
Dilek Yelda Kağnıcı
Keyword(s):  
Group Process ◽  
Group Structure ◽  
Counselor Trainees ◽  
Counseling Students ◽  
Training Group ◽  
Experiential Training ◽  
Individual Interviews ◽  
Phenomenological Research Design ◽  
Experiential Groups ◽  
Experiential Counseling

The purpose of the study was to examine Turkish counselor trainees’ experiences in participating in an experiential training group. The phenomenological research design was used to understand counselor trainees’ experiences in experiential group. The 18 undergraduate counseling students (14 female and 4 male) enrolled in a group counseling course were the participants of the study. The data were collected through semi-structured individual interviews after the completion of twelve- week experiential counseling groups. Content analysis was used to analyze the data and according to results, three main themes emerged: a) perceptions, b) contributions and c) problems. Under the perceptions theme emotions and metaphors codes emerged. Vocational and personal contributions were two main codes emerged under the contributions theme. And under the problems theme, two codes emerged as group structure and group process. The findings were discussed in the light of the literature and recommendations for counselor educators and researchers are presented. 

scholarly journals Transference and counter-transference in systems psychodynamic group process consultation: The consultant’s experience

2004 ◽  
Vol 30 (1) ◽  
Author(s):  
F. Cilliers ◽  
S. Rothmann ◽  
W. H. Struwig
Keyword(s):  
Group Process ◽  
Financial Institution ◽  
Phenomenological Research ◽  
Organisational Development ◽  
Group Relations ◽  
Process Consultation ◽  
Semistructured Interviews ◽  
Phenomenological Research Design ◽  
Group Emotions ◽  
Purposive Sample

This study explored consultants’ experiences of transference and counter-transference when conducting group relations training from the systems psychodynamic stance. A phenomenological research design was used with semistructured interviews conducted on a purposive sample of 13 organisational development consultants in a financial institution. The data was analysed by means of content analysis. The results showed that consultants have varied receptiveness in terms of receiving projections and managing transference. These differences involve triggers, characteristics and systemic valence. The consultants experienced counter- transference on five different cognitive and emotional levels. Distinguishing between personal and group emotions, receiving projections and managing transference, all contribute to the complexity of organisational consulting. Opsomming Hierdie studie het ondersoek ingestel na konsultante se ervarings van oordrag en teen-oordrag tydens groepverhoudingsopleiding vanuit die sistemiese psigodinamiese posisie. ’n Fenomenologiese navorsingsontwerp is gebruik met semi-gestruktureerde onderhoude gevoer met ’n doelgerigte steekproef van 13 organisasie ontwikkelingskonsultante in ’n finansiële instelling. Die data is ontleed deur middel van inhoudsontleding. Die resultate het aangetoon dat konsultante uiteenlopende ontvanklikheid het wat betref die ontvangs van projeksies en die hantering van oordrag. Hierdie verskille behels snellers, kenmerke en sistemiese valensie. Die konsultante het teen-oordrag ervaar op vyf verskillende kognitiewe and emosionele vlakke. Om onderskeid te tref tussen persoonlike en groep-emosies, die ontvang van projeksies en die hantering van oordrag, dra alles by tot die kompleksiteit van konsultering.

scholarly journals Experiences of Clinic Managers Implementing the Integrated Management of Childhood Illness (IMCI) in Limpopo Province South Africa

2021 ◽  
Vol 15 (3-4) ◽  
Author(s):  
L Tshivhase
Keyword(s):  
South Africa ◽  
Integrated Management ◽  
Limpopo Province ◽  
Childhood Illness ◽  
Programme Implementation ◽  
Individual Interviews ◽  
Clinic Management ◽  
Qualitative Descriptive ◽  
Phenomenological Research Design ◽  
Analyse Data

ABSTRACT Integrated management of childhood illness (IMCI) strategy was developed for reduction of underfive child mortality. The strategy’s implementation is still inadequate even among trained professional nurses in the presence of clinic managers. A qualitative, descriptive phenomenological research design was used to explore and describe the lived experiences of clinic managers regarding the implementation of the IMCI strategy in Primary health care (PHC) clinics of Limpopo province, South Africa. Semi-structured individual interviews were used to collect data from sixteen (16) purposively selected clinic managers with more than three years of clinic management experience. The seven steps of Collaizi were used to analyse data. Trustworthiness was ensured throughout the study. Positively, managers experienced IMCI as a good strategy which improved nurses’ skills and knowledge, whilst the negative experiences included staff barriers, management barriers and lack of resources that need interventions. Clinic managers to strengthen and prioritise IMCI programme implementation.

scholarly journals Anxiety of Not Being Appointed: A Qualitative Study

2021 ◽  
Vol 5 (1) ◽  
pp. 91-104
Author(s):  
Mehmet Özcan ◽  
Mustafa Kemal Yöntem ◽  
Ahmet Galip Yücel
Keyword(s):  
Prospective Teachers ◽  
Descriptive Analysis ◽  
Face To Face ◽  
Individual Interviews ◽  
Family Expectations ◽  
Support Mechanisms ◽  
Phenomenological Research Design ◽  
Voice Recorder ◽  
Senior Students ◽  
Selection Of

This study aims to reveal the opinions of the senior students of education faculty about the anxiety of not being appointed. Phenomenological research design is used in this research. The convenience sampling method was used in the selection of the participants. The data of the study is collected through face-to-face individual interviews with the students. The research form consists of 2 parts. The questions in the first part are about the demographic information of the participants. The second part includes questions aiming to reveal the experiences of the participants regarding the anxiety of not being appointed. Each interview lasted 20 minutes on average. All interviews conducted within the scope of the research were recorded using a voice recorder with the permission of the participants. Descriptive analysis was used in the analysis of data. According to the findings, it was observed that family expectations affected all of the participants who had anxiety about not being appointed. All of the prospective teachers who experienced anxiety about not being appointed were found to catastrophize the situation. Five of the participants who had anxiety about not being appointed had physiological symptoms and that anxiety affected daily life. Three of the participants who experienced anxiety about preparation for appointment stated that they had no additional effort to be appointed. All of the participants stated that they used social support mechanisms for anxiety.

scholarly journals Lived experiences of nurse educators on teaching in a large class at a nursing college in Gauteng

Curationis ◽  
2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Maria G. Ndawo
Keyword(s):  
Large Class ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Negative Impact ◽  
Holistic Nursing ◽  
Large Classes ◽  
Individual Interviews ◽  
Phenomenological Research Design ◽  
Nursing College ◽  
Teaching Learning

Background: The gradual increase in the number of learners admitted into a nursing college in Gauteng resulted in an increase in class size without a proportional increase in the number of nurse educators.Objectives: To explore and describe the experiences of nurse educators teaching in large classes at a nursing college in Gauteng in order to present recommendations to facilitate teaching and learning.Method: A qualitative, exploratory, descriptive, and phenomenological research design which is contextual in nature was used. A total of 20 nurse educators were selected through purposive sampling, and in-depth phenomenological semi-structured individual interviews were conducted between January and February 2013. Data were analysed together with the field notes, using Tesch’s open coding protocol of qualitative data analysis. Lincoln and Guba’s four principles were used to ensure trustworthiness.Results: The themes that emerged from this study were that nurse educators experienced difficulty in recognising learners as individuals in a large class, using innovative pedagogical strategies, and managing a large class. These findings had a negative impact on meaningful teaching and learning as they interfered with an enabling learning environment.Recommendations: Nurse educators should be empowered with facilitative skills in order to effectively manage a large class and hence to achieve teaching and learning abilities.Conclusion: There is a need for nurse educators to finding alternative ways to overcome challenges associated with teaching in large classes and prepare learners to render individualised, caring and holistic nursing care to each unique patient in the healthcare setting.Keywords: Large class, Teaching, Learning; Hindrance

Team Attributes, Processes, and Values: a Pedagogical Framework

2008 ◽  
Vol 71 (4) ◽  
pp. 488-504 ◽  
Author(s):  
Joann Keyton ◽  
Stephenson J. Beck
Keyword(s):  
Group Process ◽  
Group Structure ◽  
Group Processes ◽  
Team Interaction ◽  
Team Interactions ◽  
Heuristic Device ◽  
Group Attributes ◽  
Team Attributes ◽  
Group Member ◽  
Pedagogical Framework

This article proposes a pedagogical framework to help students analyze their group and team interactions. Intersecting five fundamental group attributes (group size, group goal, group member interdependence, group structure, and group identity) with three overarching group processes (leadership, decision making, and conflict management) creates an analytical tool for the examination of team interaction. Furthermore, each group attribute/group process intersection encourages analytical questions targeting assumptions, values, and ethical positions embedded within the group. One advantage of this heuristic device is that it weds team member behaviors with the values members espouse and enact during team interactions. Pedagogical considerations are also discussed.

The Use of a Stroke Group Treatment Program on an Extented Care Unit

1979 ◽  
Vol 46 (1) ◽  
pp. 19-21 ◽  
Author(s):  
Leslie Gould Wilson
Keyword(s):  
Activities Of Daily Living ◽  
Treatment Program ◽  
Group Treatment ◽  
Group Process ◽  
Daily Living ◽  
Group Structure ◽  
Stroke Patients ◽  
Stroke Group

The purpose of this paper is to present the concept of combining group process and rehabilitation modalities in treating stroke patients' function in activities of daily living, mobility, perception and communication. The group structure, administration and content are discussed. Reasons for the program's value and success are explored.

Changes in group process over time in a multicultural training group

2012 ◽  
Author(s):  
Jennifer Bahrman ◽  
Brett A. Shumway ◽  
Tracie Hitter ◽  
Ginger Dickson ◽  
Michael Waldo
Keyword(s):  
Group Process ◽  
Training Group ◽  
Multicultural Training ◽  
Over Time

The Small-Group System and Training on an Acute Psychiatric Ward

1973 ◽  
Vol 4 (2) ◽  
pp. 173-181 ◽  
Author(s):  
Daniel A. Goldberg ◽  
Berney Goodman
Keyword(s):  
Small Group ◽  
Group Process ◽  
Psychiatric Inpatient ◽  
Resident Training ◽  
Psychiatric Ward ◽  
Patient Evaluation ◽  
Group System ◽  
Individual Interviews ◽  
Assessment And Treatment ◽  
Acute Psychiatric Ward

The functions of an acute, general hospital psychiatric inpatient teaching unit include patient evaluation and treatment, resident training and the staff communication necessary to both. On our ward, this work is complicated by heterogeneity of patient population, a large and diverse staff, and a pivotal role for inexperienced first-year residents. This paper describes a model using a small group system to integrate the multiple ward functions in light of the complicating factors. The ward is divided into two teams, and the staff and patients of each meet together four times weekly; a post-group staff meeting follows. The patient meeting is oriented around the realities of daily living. The post-group flexibly covers four areas: diagnosis and management; group process and techniques; intra-staff conflict; and ward issues. Converging on the system are multiple and overlapping observations which can be used to integrate ward functions. The simultaneous presence of all the staff increases the efficiency and accuracy of patient evaluation. Data complementing or contradicting individual interviews are supplied, enriching both assessment and teaching. Better staff communication and conflict resolution reflect the intimacy and constancy of the small group. Adjustment to the shifting and blurring of traditional roles has been progressive and there has been an impressive acceptance of more assessment and treatment responsibility by the non-medical staff. Residents' adaptation is consistently an unpredictable factor.

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