Counselling and psychotherapy as a form of learning: some implications for practice

Rose, Theresa; Loewenthal, Del; Greenwood, Dennis

doi:10.1080/03069880500327488

Cited by 10 publications

(11 citation statements)

References 12 publications

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“…Learning is a personal phenomenon based on experience. This way of learning has personal value and is associated with increased knowledge about oneself (Rose et al 2005). The experience-based learning model of Kolb (1984) may be useful in helping to understand which factors contribute to understanding, generation of knowledge, and new alternative actions.…”

Section: General Discussion and Conclusionmentioning

confidence: 99%

Cognitive milieu therapy and physical activity: experiences of mastery and learning among patients with dual diagnosis

Borge

Røssberg

Sverdrup

2013

Psychiatric Ment Health Nurs

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Accessible summary• Cognitive milieu therapy, including physical activity, promoted mastery and learning in inpatients with dual diagnoses. Physical activity was an important source for personal learning.• The learning climate was created through the proactive attitude of staff, including the application of an educational process, a focus on cooperation on equal terms between patients and staff, and a professional methodological approach through cognitive milieu therapy.• The cognitive method was sometimes experienced as too theoretical and difficult to understand, and it was a challenge to achieve an optimal balance between staff-induced activities and patient initiatives.• Patients highly appreciated learning from other patients. AbstractDuring the last decade, there has been a growing interest in implementing cognitive milieu therapy (CMT) in psychiatric institutions. However, there is a lack of systematic evaluations from patients' point of view. The aim of this study was to explore and describe patient perceptions of essential experiences of mastery, learning alternative ways of thinking, and acquiring new skills through CMT and physical activity in an inpatient setting. Qualitative interviews were carried out with 20 patients with dual diagnosis. A hermeneutic -phenomenological approach was used in the data collection and analysis. The results showed that the learning climate in the unit was important. This included a proactive attitude from the staff, focusing on cooperation on equal terms between patients and staff, and a professional methodological approach through CMT. The optimal balance between staff-induced activities and patient initiatives was not easy to obtain. Patients appreciated both the education provided by the staff and learning from other patients. The cognitive method was sometimes experienced as too theoretical and difficult to understand. Physical activity, however, was experienced as 'concrete' and providing practical knowledge. It motivated patients to establish new habits and provided opportunities for the development of mastery together with other patients.

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Section: General Discussion and Conclusionmentioning

confidence: 99%

Cognitive milieu therapy and physical activity: experiences of mastery and learning among patients with dual diagnosis

Borge

Røssberg

Sverdrup

2013

Psychiatric Ment Health Nurs

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“…Learning is a personal phenomenon based on experience. This way of learning has personal value and is associated with increased knowledge about oneself (Rose, Loewenthal, & Greenwood, 2005).…”

Section: Staff Members' Experiences Of Applying Cmt In the Interdiscimentioning

confidence: 99%

Learning through Cognitive Milieu Therapy among Inpatients with Dual Diagnosis: A Qualitative Study of Interdisciplinary Collaboration

Borge

Angel²,

Røssberg³

2013

Issues in Mental Health Nursing

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The main aim of this study was to explore the experiences of interdisciplinary collaboration among staff members, applying cognitive milieu therapy for inpatients with dual diagnosis. The study is based on 33 individual, qualitative interviews. The interdisciplinary approach helped the staff to agree on common aims for the treatment of each patient. The cognitive method was useful and provided the staff with suitable tools in their work with the patients. The staff succeeded in developing a good learning climate, where they cooperated on equal terms with the patients. Collaborative team learning and external supervision facilitated personal learning processes.

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“…Drawing upon nine qualitative studies that specifically report learning as an outcome, McLeod (2011) suggests this theme is significant because 'it invites a reconceptualization of therapy from a medical to an educational perspective ' (p. 258). This stance is also adopted by Rose, Loewenthal and Greenwood (2005) who suggest the counselling process constitutes 'a learning milieu' (p.441). These conceptualisations concerning the educational aspects of counselling raise the possibility that as well as alleviating emotional difficulties, counselling could be an educational process leading to new learning which potentially complements formal academic learning.…”

Section: Introductionmentioning

confidence: 99%

‘I was just like, Wow!’: Students’ perceptions of how counselling benefitted their academic experience

Bentley

2017

Couns and Psychother Res

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Background and Aims: This research explored students’ perceptions of how university counselling benefitted their academic experience. Materials & Methods: A purposeful sampling strategy was employed, selecting students who, in postcounselling questionnaires, identified counselling as supporting their academic work. Semi‐structured interviews were conducted with seven current students; four men and three women. Six were undergraduates and one a postgraduate student. Interviews were analysed using grounded theory (Charmaz, ) and the results theorised using Sfard's (1983) acquisition and participation metaphors for learning. Results: A split was established between students who sought counselling to acquire skills and techniques and those who used the counselling relationship to develop abilities to reflect and question aspects of themselves. All students reported that counselling helped them engage more fully in academic activities and perceived counselling as enhancing their academic attainment. Discussion: The research suggests students may seek different sorts of learning experiences from therapy and these appear to benefit students’ perceptions of their academic attainment. Conclusion: This potentially widens the conception of university counselling as a complementary learning experience alongside formal academic teaching.

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Counselling and psychotherapy as a form of learning: some implications for practice

Cited by 10 publications

References 12 publications

Cognitive milieu therapy and physical activity: experiences of mastery and learning among patients with dual diagnosis

Cognitive milieu therapy and physical activity: experiences of mastery and learning among patients with dual diagnosis

Learning through Cognitive Milieu Therapy among Inpatients with Dual Diagnosis: A Qualitative Study of Interdisciplinary Collaboration

‘I was just like, Wow!’: Students’ perceptions of how counselling benefitted their academic experience

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