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dc.contributor.authorPayne, Helen
dc.identifier.citationPayne , H 2004 , ' Becoming a Client, Becoming a Practitioner : Student Narratives from a Dance Movement Therapy Group ' , British Journal of Guidance and Counselling , vol. 32 , no. 4 , pp. 511-532 .
dc.identifier.otherPURE: 195218
dc.identifier.otherPURE UUID: 85b288d7-8b94-4ef8-9598-b9fc80f717e4
dc.identifier.otherdspace: 2299/3061
dc.identifier.otherScopus: 10844282866
dc.descriptionOriginal article can be found at: Copyright Informa / Taylor and Francis Group. DOI: 10.1080/03069880412331303303 [Full text of this article is not available in the UHRA]
dc.description.abstractThis paper documents one of several themes arising from a larger research study which invited trainees' views on their experience in a weekly, 2 year, dance movement therapy (DMT) personal development group. This group formed part of their post-graduate training. The study used a phenomenological, grounded theory and collaborative methodology followed by an interpretive framework. The research sought to discover participants' views on the experience of this personal development group in relation to their clinical practice with DMT groups during and following their training (the latter is not the subject of this paper). The study identifies a gap in the literature on trainee experience, particularly in relation to group process. Following a brief introduction and overview of methodology employed, the theme entitled 'becoming a client, becoming a practitioner' is presented, as it manifested for the students in the DMT group over time. The personal development component of therapists' training is directly relevant to most counselling/psychotherapy and arts therapies practitioners; consequently, the study has broader implications.en
dc.relation.ispartofBritish Journal of Guidance and Counselling
dc.titleBecoming a Client, Becoming a Practitioner : Student Narratives from a Dance Movement Therapy Groupen
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Education
rioxxterms.typeJournal Article/Review

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