- Title
- Curiosity, exploration, and strategies for dealing with uncertainty amongst psychologists-in-training
- Creator
- Gerber, Ora
- Subject
- Psychologists -- Training of -- South Africa
- Subject
- Psychology -- Study and teaching
- Subject
- Uncertainty -- Psychological aspects
- Subject
- Positive psychology -- South Africa
- Subject
- Risk-taking (Psychology) -- South Africa
- Date Issued
- 2009
- Date
- 2009
- Type
- Thesis
- Type
- Masters
- Type
- MA
- Identifier
- vital:9883
- Identifier
- http://hdl.handle.net/10948/1238
- Identifier
- Psychologists -- Training of -- South Africa
- Identifier
- Psychology -- Study and teaching
- Identifier
- Uncertainty -- Psychological aspects
- Identifier
- Positive psychology -- South Africa
- Identifier
- Risk-taking (Psychology) -- South Africa
- Description
- By adopting a positive psychology framework, the aim of this study was to explore and describe the level of curiosity and exploration amongst psychologists-in-training, and how they dealt with uncertainty in the context of their professional development. A mixed-method exploratory-descriptive research design was employed to collect the quantitative data by means of the Curiosity and Exploratory Inventory. The qualitative data were collected using semistructured interviews to explore how psychologists-in-training have dealt with uncertainty. Purposive-availability sampling was used to select the participants at three South African universities. A total number of 50 participants completed the CEI and six participants were interviewed. The data were analysed using mixed-method data analysis. It was found that participants had moderate-to-high levels of curiosity and exploration, with higher levels of exploration than absorption. The majority of participants reported that they actively sought as much information as they could and frequently looked for new opportunities to grow as persons. The strategies used by the selected group of participants to deal with uncertainty included: reliance on clinical supervision; consultation with peers; self-enhancement; reliance on theory; learning from practical experience; using certain cognitive appraisals; and self-care. Certain conclusions and recommendations were made based on the findings of the study.
- Format
- iii, 101 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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NMMU School of Behavioural Sciences
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