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Learning how to learn: Psychology Trainees’ Self-compassion while implementing Deliberate Practice, with FIT at a Psychotherapy Training Clinic
Umeå University, Faculty of Social Sciences, Department of Psychology.
2019 (English)Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The effects of clinical supervision on treatment outcome has been shown to be unclear, and this part of the education to be a challenge for trainees. This pilot study in a naturalistic educational setting, examined how psychology trainees’ (n=12) self-compassion (SC) develop during one year of their clinical training, and whether it covaries with the Feedback-Informed Treatment instruments Outcome Rating Scale, Session Rating Scale, and Lead Alliance Supervision Scale (LASS), with a Deliberate Practice supervision (supervisors, n=2) approach. Regression analysis revealed that the trainees’ SC increased significantly (β=.819), interpreted helping them develop a learning stance. The covariance with supervisors’ SC (β=.694), and LASS (Pearson’s r=.538) were interpreted as the supervisors constituting good models for how to conduct assessments, and receive feedback for further self-reflection. The results indicate that this model has supported the trainees´ development, and the supervisors´ guidance. Further research is needed to examine causal relationships.

Abstract [sv]

Effekten av psykoterapihandledning på behandlingsutfall har sedan tidigare visat sig högst oklar och denna del av utbildningen är en stor utmaning för studenter. Denna pilotstudie syftar till att undersöka hur psykologstudenters (n = 12) självmedkänsla (SC) utvecklas under ett år av deras kliniska utbildningsmoment, och hur den relaterar till skattningar med Feedback-Informed Treatment-instrumenten Outcome Rating Scale, Session Rating Scale, och Lead Alliance Supervision Scale (LASS), med en handledningspedagogik (handledare, n = 2) i enlighet med Deliberate Practice. Regressionsanalys visade att studenternas SC ökade signifikant (β = .819), vilket tyder på att metoden hjälpt dem utveckla ett lärandeförhållningssätt. Samvariansen med handledarnas SC (β = .694) och LASS (Pearson’sr = .538), indikerar att handledarna har kunnat utgöra modell för hur studenterna kan administrera mätningarna samt ta emot och diskutera feedbacken, för vidare självreflektion. Resultaten visar att denna modell har utgjort stöd för studenternas utveckling och för handledarnas vägledande arbete. Ytterligare forskning efterfrågas för att undersöka kausala förhållanden.

Place, publisher, year, edition, pages
2019. , p. 22
Keywords [en]
Deliberate Practice, Self-Compassion, Feedback-Informed Treatment, Supervision, Education in Clinical Psychology
Keywords [sv]
Deliberate Practice, Self-Compassion, Feedback-Informed Treatment, Handledning, Utbildning i klinisk psykologi
National Category
Applied Psychology
Identifiers
URN: urn:nbn:se:umu:diva-162910OAI: oai:DiVA.org:umu-162910DiVA, id: diva2:1347549
Subject / course
Examensarbete i psykologi
Presentation
2019-08-28, C 104, Beteendevetarhuset, Umeå, 10:15 (English)
Supervisors
Examiners
Available from: 2019-09-02 Created: 2019-09-01 Last updated: 2019-09-02Bibliographically approved

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CiteExportLink to record
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