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dc.contributor.authorKeville, Saskia
dc.contributor.authorDavenport, Becci
dc.contributor.authorAdlington, Rebecca
dc.contributor.authorDavidson-Olsson, Isis
dc.contributor.authorCornish, Michael
dc.contributor.authorParkinson, Andrew
dc.contributor.authorConlan, Louise-Margaret
dc.date.accessioned2013-12-04T11:00:01Z
dc.date.available2013-12-04T11:00:01Z
dc.date.issued2013-06
dc.identifier.citationKeville , S , Davenport , B , Adlington , R , Davidson-Olsson , I , Cornish , M , Parkinson , A & Conlan , L-M 2013 , ' A River Runs Through It : Enhancing Learning Via Emotional Connectedness. Can Problem-Based Learning Facilitate This? ' , Reflective Practice , vol. 14 , no. 3 , pp. 348-359 . https://doi.org/10.1080/14623943.2013.767231
dc.identifier.issn1462-3943
dc.identifier.otherPURE: 2233856
dc.identifier.otherPURE UUID: d98a8b97-7bda-4e74-910a-b30aefb0293c
dc.identifier.otherScopus: 84878630574
dc.identifier.urihttp://hdl.handle.net/2299/12265
dc.description.abstractThe ability to undertake therapeutic work either directly or indirectly is central to many Clinical Psychology posts. This paper focuses on the acquisition of skills and knowledge gained through experiential learning components of a clinical psychology doctoral training programme following the introduction of Problem-Based Learning (PBL) into its academic curriculum in 2006. At UH, PBL began life for many trainees as a content-focused exercise developed to highlight how one might assess, formulate and intervene with issues presented within a case. Over time the task has increasingly incorporated a process focus, in which the content facilitates PBL groups to reflect on a broad range of concurrent processes, including personal contexts, interactions with others, and the influence of wider systems. This paper explores the overall learning experiences of PBL for trainees within one PBL group and how the exploration of underlying personal and group processes may facilitate a personal and emotional connection with the ‘client’. Further, we consider modes of conveying this information to enable an audience to emotionally connect with the case and the experiences of the group members. We conclude with a consideration of what we may learn for the benefit of future PBL groups within other disciplinesen
dc.language.isoeng
dc.relation.ispartofReflective Practice
dc.rightsEmbargoed
dc.titleA River Runs Through It : Enhancing Learning Via Emotional Connectedness. Can Problem-Based Learning Facilitate This?en
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionWeight and Obesity Research Group
dc.description.statusPeer reviewed
dc.date.embargoedUntil2014-07-01
dc.relation.schoolSchool of Life and Medical Sciences
dc.description.versiontypeFinal Accepted Version
dcterms.dateAccepted2013-06
rioxxterms.versionAM
rioxxterms.versionofrecordhttps://doi.org/10.1080/14623943.2013.767231
rioxxterms.licenseref.startdate2014-07-01
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.date.embargo2014-07-01
herts.rights.accesstypeEmbargoed


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