The Experience of Transformative Learning from an Embodied Perspective: an IPA Study with Clinical Psychology Trainees

Abstract

Despite development of transformative learning theory entering its fourth decade, little research exists that investigates the occurrence of this phenomenon on professional psychology training programmes. This study focused on the experiences of transformative learning of Clinical Psychology trainees, from an embodied perspective. A qualitative design was employed to explore this topic. Semi-structured interviews were conducted remotely with seven participants from DClinPsy courses across the country. The interviews were analysed using Interpretative Phenomenological Analysis. Three super-ordinate themes were created: Recognising practices that transform; Appreciating different ways of knowing; Listening to own voice. The six sub-ordinate themes captured the prominence of relationships for facilitating growth, how participants shifted their stance towards emotional discomfort, reached a deeper understanding of themselves, and created new meaning through their embodied experience. As a result of their learning, participants deepened their understanding of power and oppression. Strengths and limitations in terms of methodological considerations were discussed. Implications for practice included: the importance of safety in the training environment, implementing transformative learning pedagogical techniques, and curriculum renewal with a focus on race awareness. Suggestions for future research included employing different methodological designs and focusing on trainers and supervisors’ experiences and beliefs about facilitating transformative learning.