Consolidating ‘reflective practice’: development at the end of a professional doctorate in Counselling Psychology

Hayton, Philip (2014) Consolidating ‘reflective practice’: development at the end of a professional doctorate in Counselling Psychology. Investigations in university teaching and learning, 9. pp. 52-60. ISSN 1740-5106

[img]
Preview
Text
InvestigationsInUniversityTeachingAndLearning v9 p52-60.pdf - Published Version

Download (215kB) | Preview

Abstract / Description

This article presents a proposed Module designed to assist third year counselling psychologists to make the transition to qualified status, specifically in relation to authoritative reflective practice. Trainees and colleagues have noted the challenge for students in developing their reflective practice capabilities, feeling confident, holding their own authority, and having growth competence going forward. Using models of deep and reflective learning, and relevant curriculum design educational principles, a new module is proposed that makes extensive use of multi-faceted learning opportunities to foster a range of beneficial intended and incidental learning outcomes.

Item Type: Article
Uncontrolled Keywords: Investigations in university teaching and learning, curriculum design, reflection, reflective practice, professional learning, experiential learning, deep learning
Subjects: 100 Philosophy & psychology > 150 Psychology
300 Social sciences > 370 Education
Department: School of Social Sciences (to June 2021)
Centre for Professional Education and Development (CPED)
School of Social Sciences and Professions
Depositing User: David Pester
Date Deposited: 15 Apr 2015 09:20
Last Modified: 19 Jul 2021 16:03
URI: http://repository.londonmet.ac.uk/id/eprint/334

Downloads

Downloads per month over past year



Downloads each year

Actions (login required)

View Item View Item