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dc.contributor.authorNel, Pieter W.
dc.date.accessioned2012-11-14T14:00:06Z
dc.date.available2012-11-14T14:00:06Z
dc.date.issued1996
dc.identifier.citationNel , P W 1996 , ' Creating emancipatory learning contexts for trainee therapists. ' , Clinical Supervisor , vol. 14 , no. 1 , pp. 35-50 . https://doi.org/10.1300/J001v14n01_03
dc.identifier.issn1545-231X
dc.identifier.otherPURE: 563782
dc.identifier.otherPURE UUID: 8ff0a9b5-a867-45b2-89ae-15d86cf3677f
dc.identifier.otherScopus: 34748903638
dc.identifier.urihttp://hdl.handle.net/2299/9172
dc.description.abstractThe phenomenon of psychotherapy training may be described in many, equally valid, ways. In this paper, a conceptual map is constructed which incorporates a process model for the training of psychotherapists. In terms of this model, training should be a context where various orders of learning are encountered by student and trainer. In particular, the trainees must learn how to differentiate for each other and how to separate for the trainer. Three evolutionary stages of training are identified to describe how an emancipatory learning context may be created. It is suggested that training may never be concluded.en
dc.language.isoeng
dc.relation.ispartofClinical Supervisor
dc.titleCreating emancipatory learning contexts for trainee therapists.en
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionPsychology
dc.contributor.institutionHealth and Clinical Psychology group
dc.description.statusPeer reviewed
rioxxterms.versionofrecordhttps://doi.org/10.1300/J001v14n01_03
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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