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首页> 外文期刊>Counselling Psychology Quarterly >A case study exploring a trainee counselling psychologist's experience of coding a single session of counselling for therapeutic intentions
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A case study exploring a trainee counselling psychologist's experience of coding a single session of counselling for therapeutic intentions

机译：案例研究，探讨受训者辅导心理学家为治疗目的编写单次辅导的经验

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Aim: This study explores the author's experience of coding a single session of her therapeutic practice with a client for her therapeutic intentions. Method and analysis: A session of counselling was audio-recorded, transcribed and coded for intentions using the Therapist Intentions List [Hill, C.E., & O’Grady, K.E. (1985). List of therapist intentions illustrated in a case study and with therapists of varying theoretical orientations. Journal of Counseling Psychology, 32, 3-22]. Following this, the trainee's journal entry focusing on the training exercise was analysed using tools from the grounded theory approach [Corbin, J.M., & Strauss, A.L. (2008). Basics of qualitative research. Techniques and procedures for developing grounded theory. London: Sage]. Findings: A core category of “Reflective learning: a process of ‘self-supervision’” was generated with four subcategories: (1) “experience of audio-recording a client session”; (2) “experience of transcribing a client session”; (3) “experience of coding for intentions”; and (4) “further reflections beyond the training exercise.” Discussion: The findings are consistent with literature suggesting that engaging in exercises promoting reflection on practice is experienced as beneficial in training. Furthermore, they are broadly consistent with the suggestion that transcribing and coding a session of counselling and reflecting on one's therapeutic intentions in a paper can be a “profound training experience” [Hill, C.E., Stahl, J., & Roffman, M. (2007). Training novice psychotherapists: Helping skills and beyond. Psychotherapy: Theory, Research, Practice, Training, 44, 364-370, p. 368].View full textDownload full textKeywordstherapist intentions, counsellor training, reflective learning, grounded theory, self-supervisionRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09515070.2012.716192
机译：目的：这项研究探讨了作者与客户就其治疗意图进行的一次治疗实践编码的经验。方法和分析：使用“治疗师意图清单” [Hill，C.E.＆OâGrady，K.E.]对音频会议进行录音，转录和意图编码。 （1985）。案例研究中说明的治疗师意图清单，以及不同理论取向的治疗师。心理咨询杂志，32，3-22]。然后，使用扎根理论方法[Corbin，J.M.，＆Strauss，A.L.（2008）。定性研究的基础。发展扎根理论的技术和程序。伦敦：圣人]。调查结果：产生了一个“反思性学习：一个自我监督过程”的核心类别，其中包含四个子类别：（1）“录制客户会话的音频体验”； （2）“抄录客户会话的经验”； （3）“意图编码经验”； （4）“超出训练范围的进一步思考。”讨论：研究结果与文献一致，表明进行锻炼以促进对实践的思考对训练有益。此外，他们在很大程度上与以下建议相吻合，即在论文中记录和编码咨询意见并反思一个人的治疗意图可以是“深刻的培训经验” [Hill，CE，Stahl，J.，＆Roffman， M.（2007）。培训新手心理治疗师：帮助技能及其他。心理治疗：理论，研究，实践，培训，第44卷，第364-370页。 368]。查看全文下载全文关键字治疗师的意图，辅导员培训，反思性学习，扎根理论，自我监督相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，service_compact：“ citeulike，网络病毒，微博，twitter，technorati，delicious，linkedin， facebook，stumbleupon，digg，google，more“，发布号：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/09515070.2012.716192

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