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Exploring the in‐session reflective capacity of clinical psychology trainees: An interpersonal process recall study
Abstract
BackgroundReflection‐in‐action, or the capacity to “think on your feet” is recognised as a critical skill for clinical psychologists, but challenging for trainees who may cope poorly with ambiguity and be consumed by anxiety. This study aims to explore the in‐session reflective capacity of trainees and identify their training needs.MethodTwenty seven episodes of therapy conducted by 10 trainees were collected using Interpersonal Process Recall. Data analysis was conducted according to the principles of grounded theory.ResultsTrainees became distressed when their planned interventions did not match with the complexity of the client or account for challenging interpersonal interactions. Trainees could acknowledge this distress and still engage in fleeting and rudimentary reflection, but many, lacking sufficient technical knowledge or confidence, retreated to the safety of non‐directive counselling.ConclusionThese findings support the development of a systematic approach to teaching reflective practice in clinical training.
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IPR has previously been used in psychotherapy, education, health and sport research to gain rich and detailed information about psychological experiences, processes and behaviours.
“While new to the field of autism, IPR has previously been used in psychotherapy, education, health and sport research to gain rich and detailed information about psychological experiences, processes and behaviours (e.g. Bartz, 1999; Burgess et al., 2013; Larsen et al., 2008; Marsh, 1983; Rhea et al., 1997).”
From Camouflaging in an everyday social context: An interpersonal recall study (2021) · cites this paper as Burgess et al., 2013
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Metadata
- Authors
- Burgess, S., Rhodes, P., & Wilson, V.
- Affiliations
- The University of Sydney (AU)
- Children's Hospital, Westmead, NSW, Australia,
- Corresponding author
- Rhodes, Paul
- Venue
- Clinical Psychologist
- Publisher
- Informa UK Limited
- Published
- 2013-11-01
- Volume
- 17
- Issue
- 3
- Pages
- 122-130
- ISSN
- 1328-4207 (ISSN-L)
- 1742-9552
- OpenAlex
- W1901893892
- Cited by
- 30
- References
- 37
- Citations by year
- 2026: 1 · 2024: 2 · 2023: 1 · 2022: 1 · 2021: 3 · 2020: 3 · 2019: 3 · 2018: 7 · 2017: 1 · 2016: 2 · 2015: 3 · 2014: 3
- FWCI
- 3.99
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Clinical Psychologist (publishedVersion)
- Research Online (University of Wollongong) (submittedVersion)
- UTS ePRESS (University of Technology Sydney) (submittedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Counseling Practices and Supervision
- Social Sciences › Psychology › Clinical Psychology › Psychotherapy Techniques and Applications
- Social Sciences › Education › Reflective Practices in Education
- Keywords
- reflection-in-action, trainee clinical psychologists, reflective practice, clinical teaching, interpersonal processes, training needs, non-directive counseling, therapist confidence, psychotherapy training
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