This study investigated, as a primary focus, trainees and supervisors' perspectives on writing clinical reports in a training environment for beginning therapists. Secondary foci included an exploration of trainees' experiences of text measures used to score their reports, and an examination of the possible influence of a previous immersion in literary studies on some trainees' report writing. Three supervisors and nine trainees, four of whom had literary backgrounds, participated in 60 to 90 minute, tape recorded, unstructured interviews in which they described in detail, their thoughts on clinical report writing. Additionally, the same nine trainees were asked to review four of their own reports and to explore the scores they received using the following five text measures: (1) Computerized Referential Activity; (2) Type Token Ratio; (3) Emotion Tone; (4) Abstraction; and (5) Word Count. A qualitative analysis of verbatim interview transcripts suggested that there are educative benefits and frustrations inherent in the task of report writing, as well as conflicts and dilemmas resulting from the dynamic nature of the relationships between trainees, supervisors, the immediate environment of the training clinic itself, and the culture of the field of academic psychology as a whole.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-3705 |
| Date | 01 January 2002 |
| Creators | Germani, Gaiana |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
Page generated in 0.0116 seconds