title: "How did I get here:" An autoethnographic study of a counsellor educator's lived experience of 'becoming'

authors: Dobbs, Andrea

subjects: counsellor educator

abstract: This study considers the usefulness of applying key concepts of the Rogerian theory of ‘becoming a person’ as a framework to theorise the personal growth and change process of becoming a counsellor. It is contended that person-centred philosophy and theory provides one way in which to view the personal development of the person of counsellor during training. This hypothesis is based on the recognition of a perceived similar change and growth process which Rogers identified in clients in therapy, with those of training counsellors. After reviewing the literature on the importance placed on the personal development of counsellors in training, a distinction is made between personal development and personal growth. An apparent gap is identified within undergraduate training. It is recognised that some students, in particular mature students, training at undergraduate tertiary level for the first time, have unique challenges from those within post graduate programmes. A further gap within the literature is the self-study of a student’s own experience and perceptions of undertaking counsellor training at this level. Therefore, fitting the above demographic, the author retrospectively examines her personal experience using an autoethnographic method of enquiry. With this method the researcher is both an “insider” and “outsider” (Dyson, 2007, p. 39) of the cultural context under investigation. Autoethnographic data consists of a poem titled: School Reports, which contains the story of a failed high school student. Other data are drawings created using the metaphor of an acorn growing into an oak tree to symbolise Rogers’s theoretical propositions of a theory of personality and behaviour. Reflective journal entries written during undergraduate counsellor training further support the analysis. The author’s poem and drawings form the basis of an autoethnographic inquiry analysed through a number of Rogerian philosophical concepts of development along with ‘moments of movement’ towards change and growth. The main focus of personal growth and change centres on the author’s early development of the self-concept of a failed high school student, revised to a self-concept of successful, due to the curative experience of training. The conclusion is made that the primary Rogerian theoretical concept of becoming a person, the organism’s tendency to actualise, along with its “moments of movement” (Rogers, 1961, p. 130), can provide one way in which to conceptualise the personal growth and change process in becoming a counsellor. Implications for counsellor education is the consideration of facilitating growth promoting learning environments and learning opportunities.   The principal limitation of the study is identified as applying classic person-centred theory as a framework whereas contemporary theorising would consider the person in both context and environment.  A self-study on just one experience of a mature student in undergraduate training was also considered a limitation. Both these limitations warrant further investigation. A further recommendation for further research is a comparative study examining the personal growth and change process of counsellors in training from different philosophical positions.

text: "How did I get here:" An autoethnographic study of a counsellor educator's lived experience of 'becoming' This study considers the usefulness of applying key concepts of the Rogerian theory of ‘becoming a person’ as a framework to theorise the personal growth and change process of becoming a counsellor. It is contended that person-centred philosophy and theory provides one way in which to view the personal development of the person of counsellor during training. This hypothesis is based on the recognition of a perceived similar change and growth process which Rogers identified in clients in therapy, with those of training counsellors. After reviewing the literature on the importance placed on the personal development of counsellors in training, a distinction is made between personal development and personal growth. An apparent gap is identified within undergraduate training. It is recognised that some students, in particular mature students, training at undergraduate tertiary level for the first time, have unique challenges from those within post graduate programmes. A further gap within the literature is the self-study of a student’s own experience and perceptions of undertaking counsellor training at this level. Therefore, fitting the above demographic, the author retrospectively examines her personal experience using an autoethnographic method of enquiry. With this method the researcher is both an “insider” and “outsider” (Dyson, 2007, p. 39) of the cultural context under investigation. Autoethnographic data consists of a poem titled: School Reports, which contains the story of a failed high school student. Other data are drawings created using the metaphor of an acorn growing into an oak tree to symbolise Rogers’s theoretical propositions of a theory of personality and behaviour. Reflective journal entries written during undergraduate counsellor training further support the analysis. The author’s poem and drawings form the basis of an autoethnographic inquiry analysed through a number of Rogerian philosophical concepts of development along with ‘moments of movement’ towards change and growth. The main focus of personal growth and change centres on the author’s early development of the self-concept of a failed high school student, revised to a self-concept of successful, due to the curative experience of training. The conclusion is made that the primary Rogerian theoretical concept of becoming a person, the organism’s tendency to actualise, along with its “moments of movement” (Rogers, 1961, p. 130), can provide one way in which to conceptualise the personal growth and change process in becoming a counsellor. Implications for counsellor education is the consideration of facilitating growth promoting learning environments and learning opportunities.   The principal limitation of the study is identified as applying classic person-centred theory as a framework whereas contemporary theorising would consider the person in both context and environment.  A self-study on just one experience of a mature student in undergraduate training was also considered a limitation. Both these limitations warrant further investigation. A further recommendation for further research is a comparative study examining the personal growth and change process of counsellors in training from different philosophical positions.

year: 2015

title: A scalable approach to joint cyber insurance and security-as-a-service provisioning in cloud computing

authors: Chase, Jonathan

subjects: computer science

abstract: As computing services are increasingly cloud-based, corporations are investing in cloud-based security measures. The Security-asa- Service (SECaaS) paradigm allows customers to outsource security to the cloud, through the payment of a subscription fee. However, no security system is bulletproof, and even one successful attack can result in the loss of data and revenue worth millions of dollars. To guard against this eventuality, customers may also purchase cyber insurance to receive recompense in the case of loss. To achieve cost effectiveness, it is necessary to balance provisioning of security and insurance, even when future costs and risks are uncertain. To this end, we introduce a stochastic optimization model to optimally provision security and insurance services in the cloud. Since the model we design is a mixed integer problem, we also introduce a partial Lagrange multiplier algorithm that takes advantage of the total unimodularity property to find the solution in polynomial time. We also apply sensitivity analysis to find the exact tolerance of decision variables to parameter changes. We show the effectiveness of these techniques using numerical results based on real attack data to demonstrate a realistic testing environment, and find that security and insurance are interdependent.

text: A scalable approach to joint cyber insurance and security-as-a-service provisioning in cloud computing As computing services are increasingly cloud-based, corporations are investing in cloud-based security measures. The Security-asa- Service (SECaaS) paradigm allows customers to outsource security to the cloud, through the payment of a subscription fee. However, no security system is bulletproof, and even one successful attack can result in the loss of data and revenue worth millions of dollars. To guard against this eventuality, customers may also purchase cyber insurance to receive recompense in the case of loss. To achieve cost effectiveness, it is necessary to balance provisioning of security and insurance, even when future costs and risks are uncertain. To this end, we introduce a stochastic optimization model to optimally provision security and insurance services in the cloud. Since the model we design is a mixed integer problem, we also introduce a partial Lagrange multiplier algorithm that takes advantage of the total unimodularity property to find the solution in polynomial time. We also apply sensitivity analysis to find the exact tolerance of decision variables to parameter changes. We show the effectiveness of these techniques using numerical results based on real attack data to demonstrate a realistic testing environment, and find that security and insurance are interdependent.

year: 2017

title: The Treaty of Waitangi and Research Ethics in Aotearoa

authors: Hudson, Maui

subjects: Treaty of Waitangi

abstract: Researchers, when engaging with Māori communities, are in a process of relationship building and this process can be guided by the principles of the Treaty of Waitangi, partnership, participation and protection. The main concerns for many indigenous peoples in research revolve around respect for their indigenous rights, control over research processes and reciprocity within research relationships to ensure that equitable benefits are realised within indigenous groups. Māori have identified similar issues and these concerns can be aligned with the principles of the Treaty of Waitangi. The relevance of the Treaty of Waitangi to research ethics is discussed and this paper suggests a revised interpretation of the treaty principles to incorporate the range of ethical issues that Māori have expressed as important.

text: The Treaty of Waitangi and Research Ethics in Aotearoa Researchers, when engaging with Māori communities, are in a process of relationship building and this process can be guided by the principles of the Treaty of Waitangi, partnership, participation and protection. The main concerns for many indigenous peoples in research revolve around respect for their indigenous rights, control over research processes and reciprocity within research relationships to ensure that equitable benefits are realised within indigenous groups. Māori have identified similar issues and these concerns can be aligned with the principles of the Treaty of Waitangi. The relevance of the Treaty of Waitangi to research ethics is discussed and this paper suggests a revised interpretation of the treaty principles to incorporate the range of ethical issues that Māori have expressed as important.

year: 2009