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Supervision of counsellors at internship sites in Uganda
Thesis (PhD)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613463189127168 |
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| access_status_str | Open Access |
| author2 | Bester, Suzanne |
| author_browse | Bester, Suzanne |
| author_facet | Bester, Suzanne |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/71740 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:32.683Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/71740 Supervision of counsellors at internship sites in Uganda Bester, Suzanne u15291937@tuks.co.za Namusoke, Jane UCTD Counsellor supervision Clinical supervision Competency development Educational psychology Uganda Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 Thesis (PhD)--University of Pretoria, 2019. Few research studies have been conducted on the counselling profession in Uganda. More specifically, no studies thus far have reported on how supervision of intern counsellors is carried out at internship sites in Uganda. There is thus limited research-based information on the quality of site supervision that intern counsellors in Uganda receive. Research has shown that counsellor supervision is pivotal in ensuring that interns acquire functional competencies and that they are prepared for the profession. This instrumental case study thus set out to determine how the supervision of intern counsellors was done at four purposely selected internship sites in Uganda. Building on existing supervision models, the study was guided by the contextual-functional meta-framework (CFM) for counselling supervision, which is a generic and practical supervision framework. Data were generated from the site supervisors’ and supervisees’ individual semi-structured interviews and documents used in the supervision process. The data were analysed following an inductive thematic approach. The major findings of the study indicated that lack of academic leadership from the education institutions responsible for the training of the interns in the study resulted in inadequate partnerships with the internship sites. This, in turn, resulted in some of the interns accepting placements at sites where there was insufficient infrastructure in terms of qualified supervisors, proper counselling facilities, and access to clients. Furthermore, the site supervisors did not consciously use any theories of client change and self-change during their supervision. Some of the interns were exposed to unethical practices, and their professional development suffered owing to this inadequate supervision. Similarly, the site supervisors reported that they were overburdened by having to take full responsibility for the interns’ training. This was because the university supervisors — who were tasked by their education institutions to perform clinical supervision — did not deliver on their mandate. Despite these challenges, the study findings indicated that the site supervisors endeavoured to create culturally infused and friendly relationships with their interns and supported those interns who experienced difficulty working with clients with values different from theirs. The site supervisors also inducted the interns into the various organisations, allocating tasks to them, creating learning opportunities for them, and giving them performance feedback. Against this background, it is recommended that education institutions provide academic leadership to guide the workplace learning experiences of interns. Further research is also needed to better understand the current status of workplace learning at higher education institutions in Uganda. TM2019 es2026 Educational Psychology PhD Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-08: Decent work and economic growth 2019-10-09T14:23:05Z 2019-10-09T14:23:05Z 19/09/06 2019 Thesis Namusoke, J 2019, Supervision of counsellors at internship sites in Uganda, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/71740> S2019 http://hdl.handle.net/2263/71740 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Counsellor supervision Clinical supervision Competency development Educational psychology Uganda Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 Supervision of counsellors at internship sites in Uganda |
| title | Supervision of counsellors at internship sites in Uganda |
| title_full | Supervision of counsellors at internship sites in Uganda |
| title_fullStr | Supervision of counsellors at internship sites in Uganda |
| title_full_unstemmed | Supervision of counsellors at internship sites in Uganda |
| title_short | Supervision of counsellors at internship sites in Uganda |
| title_sort | supervision of counsellors at internship sites in uganda |
| topic | UCTD Counsellor supervision Clinical supervision Competency development Educational psychology Uganda Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 |
| url | http://hdl.handle.net/2263/71740 |