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Self-Development in Counselling Psychology Doctoral Training and Its Impacts on Romantic Relationships : = a Narrative Analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-Development in Counselling Psychology Doctoral Training and Its Impacts on Romantic Relationships :/
Reminder of title:	a Narrative Analysis.
Author:	Ftenou, Aspasia.
Description:	1 online resource
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: B.
Contained By:	Dissertations Abstracts International83-04B.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28801837click for full text (PQDT)
ISBN:	9798544275862

Self-Development in Counselling Psychology Doctoral Training and Its Impacts on Romantic Relationships : = a Narrative Analysis.
Ftenou, Aspasia.

Self-Development in Counselling Psychology Doctoral Training and Its Impacts on Romantic Relationships :a Narrative Analysis. - 1 online resource

Source: Dissertations Abstracts International, Volume: 83-04, Section: B.

Thesis (D.Couns.Psych.)--The University of Manchester (United Kingdom), 2021.

Includes bibliographical references

According to previous literature, trainees, in general, experience significant self-development during their training. In particular, individuals entering higher education, may develop many skills associated with self and experience identity development (Cast & Burke, 1999), which may impact on their romantic relationships. The present study investigated trainee and qualified counselling psychologists' self-development during their doctoral journey and, specifically, set out to investigate, how romantic relationships can be impacted by the doctorate training or related self-development. A constructivist-subjectivist standpoint was chosen, and qualitative semi-structured interviews were conducted with 4 trainees and 5 qualified counselling psychologists from four UK universities. The data was analysed according to the categorical-content interpretive narrative model of Lieblich et al. (1998). Overall, the study found that participants reported experiencing self-development which enhanced their reflexivity, self-awareness, personal attributes, values and goals. Elements of the doctoral programme also influenced participants' romantic relationships positively and negatively, some in more direct ways including separation from partners as a direct result of self-development and the doctoral training. Analysis generated three main categories. Firstly, Developing academic and clinical practice experiences as the foundation for self-development. The second category was: The doctorate's negative and positive impacts on the romantic relationship. The third category was: Self-development and its impacts on the romantic relationship. This research enriches existing literature, and it also informs understandings of the need to create a supportive higher educational culture, to develop support groups in order to protect students and to promote the experience of a joyful personal relationship as also relevant to a fruitful doctoral journey. This study, therefore, increases awareness of issues that occur for professionals to work in clinical settings and also contributes to the theoretical understandings of love and romance within the higher education setting, that still maintain an important component of trainees' experiences. Related future research could investigate trainees' potential vicarious trauma during their clinical practice and its impact on their romantic relationships.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798544275862Subjects--Topical Terms:

641065
Higher education.
Index Terms--Genre/Form:

542853
Electronic books.

Self-Development in Counselling Psychology Doctoral Training and Its Impacts on Romantic Relationships : = a Narrative Analysis.
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245 1 0 $a Self-Development in Counselling Psychology Doctoral Training and Its Impacts on Romantic Relationships : $b a Narrative Analysis.
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502 $a Thesis (D.Couns.Psych.)--The University of Manchester (United Kingdom), 2021.
504 $a Includes bibliographical references
520 $a According to previous literature, trainees, in general, experience significant self-development during their training. In particular, individuals entering higher education, may develop many skills associated with self and experience identity development (Cast & Burke, 1999), which may impact on their romantic relationships. The present study investigated trainee and qualified counselling psychologists' self-development during their doctoral journey and, specifically, set out to investigate, how romantic relationships can be impacted by the doctorate training or related self-development. A constructivist-subjectivist standpoint was chosen, and qualitative semi-structured interviews were conducted with 4 trainees and 5 qualified counselling psychologists from four UK universities. The data was analysed according to the categorical-content interpretive narrative model of Lieblich et al. (1998). Overall, the study found that participants reported experiencing self-development which enhanced their reflexivity, self-awareness, personal attributes, values and goals. Elements of the doctoral programme also influenced participants' romantic relationships positively and negatively, some in more direct ways including separation from partners as a direct result of self-development and the doctoral training. Analysis generated three main categories. Firstly, Developing academic and clinical practice experiences as the foundation for self-development. The second category was: The doctorate's negative and positive impacts on the romantic relationship. The third category was: Self-development and its impacts on the romantic relationship. This research enriches existing literature, and it also informs understandings of the need to create a supportive higher educational culture, to develop support groups in order to protect students and to promote the experience of a joyful personal relationship as also relevant to a fruitful doctoral journey. This study, therefore, increases awareness of issues that occur for professionals to work in clinical settings and also contributes to the theoretical understandings of love and romance within the higher education setting, that still maintain an important component of trainees' experiences. Related future research could investigate trainees' potential vicarious trauma during their clinical practice and its impact on their romantic relationships.
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