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11	Clinical training as double bind: explicit and implicit contexts of learning Lloyd, Nina 11 1900 (has links) This study explores trainee psychotherapists' experiences of double bind situations and inconsistency between explicit and implicit contexts of training. The epistemological foundations of this text are postmodern, social constructionist and ecosystemic. A review of the relevant literature is presented, which includes aspects such as explicit and implicit contexts, double bind and experiences of trainees in training. This is followed by an account of the qualitative research approach adopted, namely, discourse analysis. Themes that are extracted from the text of the transcribed interviews are assumed to reflect discourses in training and the broader societal contexts in which trainees find themselves. These discourses are seen to inform trainees' constructions of their experiences in training. The findings of the analysis are found to concur with the initial hypotheses of this dissertation, as well as with findings in the literature. Recommendations for future research are offered. / Psychology / M.A. (Clinical Psychology) Discourse analysis Social constructionist Postmodernist Ecosystemic Supervisory relationship Explicit and implicit contexts Double bind Powerlessness Experiences of trainees 616.89140715 Internship programs Psychologists -- Training of Tutors and training Psychotherapy -- Training of Social constructionism Postmodernism -- Psychological aspects Discourse analysis Clinical psychologists -- Training of
12	Proces supervize ve výcviku v kognitivně behaviorální terapii a očekávání supervizorů a supervizantů od supervize / The process of supervision in training in cognitive behavioral therapy and expectations of supervisors and those supervisees from supervisit Vyskočilová, Jana January 2012 (has links) Bc. Jana Vyskočilová, FHS Řízení a supervize, Abstrakt k diplomové práci. ABSTRACT The first part of the study deals with theoretical issues of supervision, especially supervision in cognitive behavioral therapy. The practical part is focused to mapping the expectations of supervision of trainees of CBT training in various phases of their training (after 1 year of training and after the fourth year of training, prior to training) and expectations of supervision of trainees training in CBT supervision. ABSS (Attitudes and Beliefs about Supervision Scale) was used as an evaluation instrument to assessed the expectations and beliefs of supervision. The expectations of probands with different experience in supervision were compared to find out where are consensual and where differ. The results show that trainees in supervision (Supervisors) emphasize particularly the importance of self-reflection and structures, Intermediate and advanced training students differ in their attitudes and expectations of supervision minimally (increased emphasis on counter-transference in intermediate students). Probands who are just going into training and have no previous experiences with supervision generally have higher expectations of supervision than trainees, who are already undergoing training. The finding that...

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Clinical training as double bind: explicit and implicit contexts of learning

Proces supervize ve výcviku v kognitivně behaviorální terapii a očekávání supervizorů a supervizantů od supervize / The process of supervision in training in cognitive behavioral therapy and expectations of supervisors and those supervisees from supervisit