1 / 20

‘All that stuff I told them’

This study explores the ethical considerations surrounding personal information disclosure for counselling and psychology students during their training. It highlights the impacts of changing demographics and peer dynamics, emphasizing the importance of boundaries and trust in the learning environment. Employing grounded theory, 12 participants from a BSc Psychology and Counselling program were interviewed to uncover themes related to emotional vulnerability, relationship management, and the balance of theory and practice. The research advocates for enhanced tutor support and the development of a 'best practice' model for undergraduate counselling education.

zaynah
Télécharger la présentation

‘All that stuff I told them’

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ‘All that stuff I told them’ Ethical considerations for counselling and psychology students required to divulge personal information during training Kate Smith Division of Nursing and Counselling

  2. Background • Counselling skills training • Integration of skills training in to undergraduate programmes • E.g. BSc Psychology and Counselling, BSc Mental health nursing, BSc Social work

  3. What’s the problem? • Changing provision and demographics in counselling skills training • Younger? • Peer group • Non-vocational

  4. Impact on students • Unique learning environment • Experiential learning • Reflective practice • Personal disclosure

  5. Triads Depression Phobias Relationships Stress Study Anxiety Work Childhood

  6. This study…. • Grounded theory • 12 participants (2 males, 10 females) • BSc Psychology and Counselling year 2 • Aged 19-26 • Single cohort • Two modules of counselling completed

  7. Data collection • Semi-structured interviews • 40-55 minutes • Questions around • preparation for triads • early training experiences • change over time, and reflections

  8. Data analysis • Transcription • Initial coding and emergence of themes • Clustered, and returned to the primary data • Verified by consensus

  9. Main themes Impact of saying too much Relationships inside/outside class Consequences of breaches of trust Premature intimacy Group dynamics Impact on learning

  10. Relationships inside/outside class • Managing the boundaries • Who I am and how I seem • Emotions • Communication

  11. Impact of saying too much • Vulnerability • Self-policing for self • Self-policing for others • Hearing things that are difficult

  12. Consequences of breaches of trust • Concerns and worries • Where breaches may occur • Tutor knowledge • Maintaining trust

  13. Premature intimacy • We are different • Closeness and intimacy • ‘real’ friends or peers? • How we interact, re-establishing the rules

  14. Group dynamics • Investment • Addressing within-group problems • Group identity • Formation of group rules • Polarisation

  15. Impact on learning • Stress and anxiety, particularly at start • Withdrawing, sticking with friends, not doing practice • Practice vs theory focus – ‘why are we doing this?’ • Positivity about the learning environment ‘this is the best course, better than I imagined’

  16. Overview • Developing a group understanding of boundaries and care • Hard going (but worth it) • Understanding the learning context (or not) • Understanding the risks involved (or not)

  17. What can we do about it as tutors • Nurture group identity • Emphasise the positives while warning about the negatives • Tutors must be emotionally available, accessible and aware – safety! • Link theory to practice – validate!

  18. Responsibility of organizations • Gatekeeping course entry, clear information • Providing student support (critical incidents?) • Primary tutor (early attachment) • Attendance

  19. Responsibility of students • Awareness of, and respect for, boundaries • Knowing the what, where and who of disclosure • What to do with ‘worry’ • Engaging in the course, communicating with peers

  20. Future directions • Action research study planned to examine experiences of students undergoing similar training (Mental health nurses, and Post-graduate counselling/counselling skills) • Development of a ‘best practice’ model for teaching counselling for undergraduates

More Related