Teaching and Learning Reflexivity within clinical training programmes: A Study on Counselling and Counselling Psychology Trainers and Trainees
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Farag, Samantha. 2024. Teaching and Learning Reflexivity within clinical training programmes: A Study on Counselling and Counselling Psychology Trainers and Trainees. Doctoral thesis, Goldsmiths, University of London [Thesis]
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Text (Teaching and Learning Reflexivity within clinical training programmes: A Study on Counselling and Counselling Psychology Trainers and Trainees)
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Abstract or Description
Across clinical training programmes, the science and art of reflective practice is almost always deeply embedded within the philosophy and teaching, both systemically and individually. As a general premise, trainers approach this through the inevitable intertwining of theory and practice, with the learned knowledge that deep learning may well be better mastered through a more personal involvement in the subject. The theoretical side most often takes the form of a critical analysis of the theoretical literature on reflexivity across professional contexts and systems, within professional and personal interpersonal relationships, and within the self. The practical side focuses on a deeper understanding of the self through one’s own eyes and through the eyes of others within ever-expanding concentric circles, from their more intimate relationships to their relationships with society, culture and religion.
This thesis was inspired by my own experiences: first as a secondary school teacher in a deprived inner-city school, then as a counselling psychology trainee, and finally as a trainer on clinical training programmes where there remains a lack of clarity around the link between the understanding of what reflexivity is and why we adopt the training practices we do in order to teach this concept to – or, indeed, embed it within – our trainees and ourselves. It is as if the term ‘reflexivity’ is a space that is filled with theories, experiential groups, personal therapy, process reports and finally with grades. How do we know what we are measuring? How do we know what we are teaching? How do we know what we are learning?
In response to a gap in the literature, which acknowledges a lack of an adequate definition of reflexivity – reflecting similar uncertainty in how we apply it to trainees themselves and training contexts – this thesis seeks to examine the concepts already within the definition of reflexivity and to consider what reflexivity is, and how we can teach it better within the contexts of counselling and counselling psychology clinical training.
This thesis employed a phenomenological mixed methods research approach to aptly reflect the research question whilst acknowledging that the synergy between quantitative and qualitative methods enhanced the overall understanding. This approach was selected for its capacity to comprehensively explore the complex concept of reflexivity by capturing both depth and breadth, thus improving the rigorousness of the results. The phenomenological mixed methods approach was comprised of an overarching framework which wholly informed the research question, the methodologies employed and the integration of the results.
This phenomenological mixed methods study was novel in its comprehensive examination of key aspects across the relational models of reflexivity. It considered the personal attributes of trainees, the insights from trainers skilled in reflexivity, the pedagogical strategies believed to enhance reflexivity, and the comparative effectiveness of various teaching and learning methodologies in fostering reflexive practice as viewed by trainers and trainees.
In the quantitative study, 118 participants (all trainees on professional clinical training programmes) completed five online questionnaires at two time points: at the start of their clinical training in Year 1 (T1) and in Year 2 (Y2). Higher reflexivity scores were reported by trainees (1) with a prior clinical background; (2) those rated high on Conscientiousness and Agreeableness personality categories; (3) those with secure attachment; and (4) those who preferred conceptual change, student-focused teaching approaches. In line with our hypothesis, reflexivity increased significantly between T1 and T2. Furthermore, a secure attachment style and those rated high on Agreeableness predicted reflexivity in Time 1 as well as an increase in reflexivity between T1 and T2. With reference to training elements, higher levels of self-rated reflexivity were positively correlated with independent and university-led teaching methods with a higher relative contribution of independent teaching methods.
In the qualitative study, eight clinical trainers participated in 45–60 minute semi-structured interviews that were then subject to interpretative phenomenological analysis. Qualitative results identified the emergence of eight key themes: Self-Reflective Inquiry and Personal Awareness; Emotional Awareness and Continual Growth; Emotional Intelligence in relation to Dynamic Personality Characteristics ; Influence of External Factors on Emotional Expression and Coping; Enhancing Self-Awareness and Reflexivity; Cultivating Critical Skills in Creativity; Reflective Learning and Support; Pedagogical Approaches and Educational Effectiveness; and Cultivating Reflexivity Through Critical Assessment and Engagement. Further discussion of each theme was critically evaluated within the thesis.
The integrative results contributed to the relational models of reflexivity by providing further evidence for the dual action process of reflexivity and by exploring the components within it as relevant to this context. The results also highlighted the importance of trainee diversity in the development of reflexivity; promoted more personalised teaching and learning approaches; emphasised the significance of experiential learning in reflexivity; and established the importance of incorporating creativity into pedagogical methods. Finally the research also advocated for fostering more transparent, critical-thinking, and open learning environments in which both trainers and trainees actively participate in shaping training structures and processes.
The research outlined both its limitations and the possibilities for future research.
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Item Type: |
Thesis (Doctoral) |
| Identification Number (DOI): |
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| Keywords: |
Reflexivity, Clinical Training, Counselling Psychology Trainers, Counselling Psychology Trainees, Counselling Trainers, Counselling Trainees |
| Departments, Centres and Research Units: |
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| Date: |
31 May 2024 |
| Item ID: |
37211 |
| Date Deposited: |
04 Jul 2024 14:43 |
| Last Modified: |
04 Jul 2024 14:43 |
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URI: |
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