“It’s just like a waiting room”: The lived experiences of psychology students seeking professional training programme admission in South Africa
- Duiker, Adeline, Booysen, Duane D
- Authors: Duiker, Adeline , Booysen, Duane D
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/454068 , vital:75307 , xlink:href="https://doi.org/10.1080/14330237.2022.2075620"
- Description: We aimed to explore the lived experiences of South African psychology students of professional training opportunities and career prospects. Informants were eight psychology Honours students attending a South African public university. Interpretive phenomenological analysis of the data yielded four themes recurrent in most participant’s experiences: (i) personal capacity development; (ii) feeling stuck with nothing; (iii) sense of disillusionment and uncertainty; and (iv) low career prospects. The students considered psychology studies beneficial to their personal growth although they were uncertain about their futures, accessing professional training programs, and employment in the field. The uncertainty to access professional training contributes to a sense of unemployability in the South African mental health field.
- Full Text:
- Date Issued: 2022
- Authors: Duiker, Adeline , Booysen, Duane D
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/454068 , vital:75307 , xlink:href="https://doi.org/10.1080/14330237.2022.2075620"
- Description: We aimed to explore the lived experiences of South African psychology students of professional training opportunities and career prospects. Informants were eight psychology Honours students attending a South African public university. Interpretive phenomenological analysis of the data yielded four themes recurrent in most participant’s experiences: (i) personal capacity development; (ii) feeling stuck with nothing; (iii) sense of disillusionment and uncertainty; and (iv) low career prospects. The students considered psychology studies beneficial to their personal growth although they were uncertain about their futures, accessing professional training programs, and employment in the field. The uncertainty to access professional training contributes to a sense of unemployability in the South African mental health field.
- Full Text:
- Date Issued: 2022
“It’s just like a waiting room”: The experiences of psychology Honours students who are not accepted into any professional training programme for psychology in South Africa
- Authors: Duiker, Adeline
- Date: 2021-10-29
- Subjects: Psychology Study and teaching (Higher) South Africa , Psychology students Employment South Africa , Psychology students Attitudes , Psychology Practice South Africa , Professional associations South Africa , Professional education South Africa , Career development South Africa , Universities and colleges Honors courses South Africa , Interpretative Phenomenological Analysis
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191170 , vital:45067
- Description: Objective: This study explored the lived experiences of currently enrolled psychology Honours students, who are not in a professional training programme for psychology in South Africa. Method: Semi-structured interviews were conducted with eight psychology Honours students at a South African university and analysed using Interpretative Phenomenological Analysis. Findings: Findings revealed that participants perceived an Honours in psychology qualification as significant in personal capacity and insignificant in professional capacity. Additionally, findings showed that participants perceive the difficulty gaining entrance into a professional training programme and lack of employment in the field for Honours psychology graduates, as a contributing factor to several graduates being placed in a state of uncertainty, lacking professional progression in the field of psychology. Furthermore, findings revealed that several Honours psychology students battled to find employment in the field. Conclusions: I critically reflect on the implications of the findings in relation to psychology as a profession in South Africa. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Duiker, Adeline
- Date: 2021-10-29
- Subjects: Psychology Study and teaching (Higher) South Africa , Psychology students Employment South Africa , Psychology students Attitudes , Psychology Practice South Africa , Professional associations South Africa , Professional education South Africa , Career development South Africa , Universities and colleges Honors courses South Africa , Interpretative Phenomenological Analysis
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191170 , vital:45067
- Description: Objective: This study explored the lived experiences of currently enrolled psychology Honours students, who are not in a professional training programme for psychology in South Africa. Method: Semi-structured interviews were conducted with eight psychology Honours students at a South African university and analysed using Interpretative Phenomenological Analysis. Findings: Findings revealed that participants perceived an Honours in psychology qualification as significant in personal capacity and insignificant in professional capacity. Additionally, findings showed that participants perceive the difficulty gaining entrance into a professional training programme and lack of employment in the field for Honours psychology graduates, as a contributing factor to several graduates being placed in a state of uncertainty, lacking professional progression in the field of psychology. Furthermore, findings revealed that several Honours psychology students battled to find employment in the field. Conclusions: I critically reflect on the implications of the findings in relation to psychology as a profession in South Africa. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
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