Psychodynamic Pedagogy: A Qualitative Study of Graduate Students' Lived Experiences

Autor/in	Turner, Alisa M.
Titel	Psychodynamic Pedagogy: A Qualitative Study of Graduate Students' Lived Experiences
Quelle	(2018), (128 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Adler School of Professional Psychology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-5243-2
Schlagwörter	Hochschulschrift; Dissertation; Student Experience; Graduate Students; Psychology; Instructional Materials; Teaching Methods; Theories; Counselor Training; Counseling Techniques; Counselor Client Relationship; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienerfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Psychologie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	There is limited empirical research informing psychodynamic psychotherapy training within a classroom setting. Data is needed to clarify current strengths and weaknesses in psychodynamic training in order to make informed recommendations for further research and improved pedagogy. Grounded theory was used to explore psychology graduate students' subjective experiences, perceptions, and evaluations of the different learning methods and activities utilized in a psychodynamic course, especially as they pertained to preparedness to conceptualize and practice. The present study used two broad overarching research questions to inform the semi-structured interview guiding this research: (1) How well did course material translate from the classroom into real world clinical application? (2) What types of pedagogical approaches did or did not contribute to their knowledge of psychodynamic theory and practice? The study included 6 participants (5 female, 1 male). Two participants were in a M.A. counseling program and 4 were in a Psy.D program. Three participants were in their second year of graduate school and were enrolled in a therapy practicum. Three were enrolled in their third year of graduate school, completed a therapy practicum, and were enrolled in an advanced practicum. Three participants had completed two psychodynamic courses, two participants completed one psychodynamic course, and one participant had completed one course and was enrolled in a second course at the time data was collected. Several themes emerged from the study, including pedagogy, in class experiences, lack of affordances, and actual practice. The research resulted in the development of an interpretive theory regarding the factors that did or did not contribute to graduate students' abilities to implement theoretical knowledge learned in a psychodynamic course into their clinical practice. The data also illustrates the role that confidence or lack of confidence played on graduate students' decisions to utilize specific psychodynamic approaches with clients. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01