Title page for ETD etd-06142011-164040


Document Type Master's Dissertation
Author Mohamed, Safia
Email safia.401@hotmail.com
URN etd-06142011-164040
Document Title A comparative clinical case study of a traditional and positive psychological psychometric feedback
Degree MEd
Department Educational Psychology
Supervisor
Advisor Name Title
Prof L Ebersohn Committee Chair
Keywords
  • therapeutic alliance
  • client-therapist relationship
  • researcher observations
  • educational psychologist
  • client's experiences
  • traditional psychology feedback
  • feedback of psychometric results
  • positive psychology
  • traditional psychology
Date 2011-04-12
Availability unrestricted
Abstract
The purpose of this clinical case study was to compare clients’ and an Educational Psychologist’s experiences of a psychometric feedback from a traditional perspective with feedback from the perspective of positive psychology. The study consulted relevant literature and integrated readings to design frameworks to guide the two modes of feedback. A mixed-method research approach was applied, with a dominant focus on the qualitative aspects of this study (Qualquan), guided by an interpretivist epistemology.

Four adolescent girls and an Educational Psychologist were conveniently selected to participate, with two girls participating in the pilot phase and two in the data collection phase. After the pilot the interview frameworks were adapted. Psychometric profiles were used to generate quantitative data, while audio-visual recordings of the feedback interviews, interview transcripts, field notes , the researcher’s and Educational Psychologist’s reflections, and participants’ pre- and post-feedback narratives contributed to the qualitative data for the study.

Following thematic analysis it emerged that the clients’ experienced four similarities between the two modes of feedback interviews. Both feedback interviews were experienced as satisfactory and positive experiences; both modes provided self- and career knowledge to the participants; both were experienced as comprehensive feedbacks and the Educational Psychologist highlighted both strengths and weaknesses of the client in each mode. However, the participant who experienced the positive psychological feedback interview received an additional strength-building opportunity.

The lack of significant differentiation between the two modes of feedback interviews may be indicative of the value of the therapeutic alliance between therapists and client. This study’s main contribution to Educational Psychology theory and practice is a framework for a positive psychological feedback interview, which may create opportunities for strength-building discussions.

© 2010, 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.

Please cite as follows:

Mohamed, S 2010, A comparative clinical case study of a traditional and positive psychological psychometric feedback, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-06142011-164040/ >

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