A Grounded Theory Analysis of Trainee Clinical Psychologists’ Use of Self-Disclosure in Problem-Based Learning

Abstract

A limited body of literature suggests complex self-disclosure experiences exist across the career of a Clinical Psychologist. Self-disclosure experiences begin at a doctoral training level within small-group working exercises such as Problem-Based Learning (PBL). Although dilemmas in self-disclosure have been described in PBL, little is known about the processes that underpin them. This research aimed to explore and identify the processes that underpin trainee Clinical Psychologist’s use of self-disclosure within the context of PBL. Semi-structured interviews were conducted with 17 trainee and qualified Clinical Psychologists who had taken part in at least one PBL task as part of their doctoral clinical psychology training. Data was analysed using Constructivist Grounded Theory which resulted in the co-construction of a theoretical model. Participants described navigating an internal disclosure dilemma within PBL. The disclosure dilemma occurred amongst wider contextual factors and disclosure cultures that PBL was positioned within, which led to acts of self-disclosure and non-disclosure. The unique PBL exercise required trainees to balance the task with process factors. Self-disclosure experimentation occurred in relation to different approaches to the task. Responses to self-disclosure influenced the internal disclosure dilemma for future self-disclosure events. The social processes of self-disclosure in PBL contributed to the personal and professional development of the therapist. Therefore, the findings offer important practical implications for trainee Clinical Psychologists about to embark on their initial PBL or self-disclosure experimentation journeys. The findings also highlight significant considerations for doctoral clinical psychology training programmes and the clinical psychology profession to support and facilitate the self-disclosure of trainee and qualified Clinical Psychologists.