Attitudes to Group Assessments: Prospective Psychotherapists’ Experiences of Being Assessed by Fellow Students

Jervelycke, Anette; Larsson, Barbro; Norlander, Torsten

doi:10.4236/ojmp.2017.63015

Cited by 3 publications

(7 citation statements)

References 40 publications

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“…The focus of the present study coincides with the extensive literature on how to learn to become a CBT psychotherapist [7,11,25,28,29]. The aim of the present study was to generate hypothesis that helps explain the complicated learning processes facilitated by self-reflection in cognitive-behavioral therapy trainees.…”

Section: Introductionmentioning

confidence: 80%

“…Nonetheless, there are various solutions that can be adopted in addressing the identified issues. One possible approach is that there may be a lack of security with the group [7,11,25,28]. A possible alternative to exposing one-self in front of a group is to keep a diary of psychotherapeutic experiences [9].…”

Section: Theme a Learning As A Visit To The Dentist -A Painful Processmentioning

confidence: 99%

“…Previous assessment research has noted that students generally learn what they perceive that they will be assessed on [28,29,39,40] whereby the reflection process ends up in the dark [41] which may explain why theme B arises. It has also been discussed that the phenomenon may be due to anxiety which leads the student to select material that he/she believes suits the supervisor in order to protect him/her and thereby reduce the anxiety [28,42,43]. In this study, the main reason why the theatrical situation arises seems to be that the negotiations in combination with the assessments do not create a sufficiently meaningful space for the student to be able to show what he/she needs help with.…”

Section: Theme B Learning As a Theater -A Smoke Screenmentioning

confidence: 99%

“…A quantitative study [28] dedicated to examine the prospective psychotherapists' attitudes to group assessments with participants from two Swedish educational institutions (Gothenburg University and Evidens University College) showed that a majority of two-thirds of the participants had a very positive opinion of group assessments while one third were negative or skeptical. The analysis showed that decisive for how to adhere to group assessments was whether the students considered themselves as fairly evaluated by their student colleagues within the group and whether the supervisor should make the assessments.…”

Section: Theme D Learning As Reflections -Searching the Intrinsic Mementioning

confidence: 99%

“…The analysis showed that decisive for how to adhere to group assessments was whether the students considered themselves as fairly evaluated by their student colleagues within the group and whether the supervisor should make the assessments. The students who were positive [28] estimated that the reflections became more extensive when not only the supervisor but also the student colleagues participated, and that it was instructive to take part of each other's strengths and mistakes. Those who were negative or skeptical feared that the relations between the students affected the discussions but they still hoped and longed for something else which could lead to a freer and deeper evaluation.…”

Section: Theme D Learning As Reflections -Searching the Intrinsic Mementioning

confidence: 99%

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The Importance of Reflection: An Exploratory Analysis on How Prospective Psychotherapists Learn Self-Determination

Nurmi¹,

Michelsen²,

Norlander³

2019

TOPSYJ

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Background: Learning to become a psychotherapist is a complicated process. Research on this topic has been limited and there is little consensus on how to assess therapeutic skills. SP/SR (Self-Reflection/Self-Practice) has emerged as a theory and method for learning psychotherapy. In this article students' reflections on how to become a psychotherapist has been studied from a phenomenological perspective. Objective: The aim of the present exploratory study was to generate preliminary hypotheses for future investigations in order to elucidate the complicated processes that occur during the therapist training programs. Methods: Five prospective psychotherapists were recruited to the present investigation, who all studied at the penultimate semester at Evidens University College, Gothenburg, Sweden. Unstructured qualitative in-depth interviews were used followed by phenomenological analysis. Results: Analysis yielded 252 meaning units and 12 categories which in turn led to four overarching themes: Learning as a visit to the dentist (when learning becomes painful because certain issues are not resolved); Learning as theatre (when the students just perform what is expected in order to pass); Learning as post-training soreness (when the learning process is challenging on a relevant level); Learning as reflections (when the students seek the intrinsic meaning). Conclusion: The study provided a basis for preliminary hypotheses for future investigations: reflections are helpful for managing the challenges described in the four themes. This, in turn, led to the formulation of some proposals for research questions for future investigations.

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Section: Introductionmentioning

confidence: 80%

Section: Theme a Learning As A Visit To The Dentist -A Painful Processmentioning

confidence: 99%

Section: Theme B Learning As a Theater -A Smoke Screenmentioning

confidence: 99%

Section: Theme D Learning As Reflections -Searching the Intrinsic Mementioning

confidence: 99%

Section: Theme D Learning As Reflections -Searching the Intrinsic Mementioning

confidence: 99%

See 3 more Smart Citations

The Importance of Reflection: An Exploratory Analysis on How Prospective Psychotherapists Learn Self-Determination

Nurmi¹,

Michelsen²,

Norlander³

2019

TOPSYJ

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Patients’ Experiences after Cognitive Behavior Group Therapy: From Anxiety to Feelings of Perceived Security

Abrahamsson¹,

Nordling²,

Michelsen³

et al. 2018

PSYCH

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The vast majority of qualitative studies that examined the patient's own experiences of cognitive psychotherapy are about experiences from individual therapy. Studies dedicated to investigating how patients experience group treatment are more unusual, although such treatment contains components lacking in individual therapy. The purpose of the current study was to investigate which components and interventions have been considered significant by patients who achieved diagnostic improvements after performing Cognitive Behavior Group Therapy (CBGT) for individuals with clinical anxiety. Participants consisted of seven patients (2 men and 5 women) aged 21-61 whom took part in CBGT for patients with anxiety problems. Respondents were recruited from seven treatment groups in southwestern Sweden. Prerequisites to selection were that prior to treatment, they were diagnosed as having clinical anxiety, and that after treatment, their diagnosis of clinical anxiety had been removed. For analysis of data, the Empirical Phenomenological Psychological (EPP) method (Karlsson, 1995) was used. Results showed that respondents described their anxiety as a lack of security, and that their treatment increased their feelings of security. Three themes emerged which were important for creating security: 1) Sharing with others, 2) Knowledge, and 3) Structure. Further analysis indicated that a security process was established where the perceived security of the group, "outside the individual", could be moved to "inside the individual."

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Psychological Empowerment: Users and Professionals in Psychiatric Care before and after Mindfulness Treatment

Michelsen¹,

Saalfrank²,

Ekstrand³

et al. 2018

PSYCH

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The current study had two purposes, namely for the first time to investigate the degree of psychological empowerment (PE) before and after treatment with Mindfulness-Based Cognitive Therapy, and also for the first time to compare mental health users with professional healthcare providers in psychiatry in this respect. PE encompasses the processes that allow people greater control over their lives and to develop critical awareness of their sociopolitical environments. Participants were 14 mental health users (3 men and 11 women) and 19 professionals (1 man and 18 women) between the ages of 23 to 65 years. All of the users were outpatients and seven of them had more than one diagnosis. The majority of the users were diagnosed as having Recurrent Depression (11 individuals). The professional group consisted of mainly psychologists and psychotherapists. Both groups were undergoing Mindfulness-Based Cognitive Therapy with exactly the same structure and content. Results showed that the treatment increased PE and self-compassion for both users and professionals and the effect remained for at least three months. Concerning perceived feeling of security and perceived satisfaction, the professionals naturally felt more secure and satisfied before treatment but at after treatment and follow-up assessments, the users had caught up. In addition, the users also experienced improvements in physical and mental health, family relations and social relationships. It is therefore suggested that PE could be used to evaluate therapeutic outcomes in cognitive behavioral therapy, and furthermore could be introduced in therapist education for the purpose of deepening self-practice and self-reflection for both users and prospective therapists.

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Attitudes to Group Assessments: Prospective Psychotherapists’ Experiences of Being Assessed by Fellow Students

Cited by 3 publications

References 40 publications

The Importance of Reflection: An Exploratory Analysis on How Prospective Psychotherapists Learn Self-Determination

The Importance of Reflection: An Exploratory Analysis on How Prospective Psychotherapists Learn Self-Determination

Patients’ Experiences after Cognitive Behavior Group Therapy: From Anxiety to Feelings of Perceived Security

Psychological Empowerment: Users and Professionals in Psychiatric Care before and after Mindfulness Treatment

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