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Difficulties in the choreography of training in clinical psychology

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dc.contributor.advisor Van Deventer SH, Prof en
dc.contributor.author Prentice J en
dc.date.accessioned 2016-09-22T11:53:33Z
dc.date.available 2016-09-22T11:53:33Z
dc.date.created 1999 en
dc.date.submitted 2002 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/140755
dc.description.abstract The hypothesis derived from four case studies proposes that if at a philosophical level the training is choreographed at confusing levels of philosophical punctuations, and the training programme involves an ongoing commentary on the 'self of the trainee, and this ongoing commentary interrupts or interferes with the process in which the 'self comes to be defined, then on an experiential level the training context is unstable for experiential exploration, and the trainee experiences psychological discomfort. A further five case studies are investigated using focused interviews and content analysis to verify the hypothesis. The author-text-reader metaphor serves to describe the trainer-training-trainee relationship. This reveals that the trainee experiences psychological discomfort, often perceived as psychological damage, when the training text is incoherent and therefore unreadable. In each instance where the training text was found incoherent the trainer was identified as the author, and therefore responsible and accountable for the trainee's psychological discomfort. en
dc.language English en
dc.subject Psychology en
dc.subject Training and education en
dc.title Difficulties in the choreography of training in clinical psychology en
dc.type Masters degree en
dc.description.degree MA en

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