An exploration of trainee educational psychologists' experience of attending a group relations conference using Interpretative Phenomenological Analysis

Bartle, Dale (2016) An exploration of trainee educational psychologists' experience of attending a group relations conference using Interpretative Phenomenological Analysis. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

[img]
Preview
PDF (Bartle (An exploration))
Bartle - An exploration.pdf - Published Version

Download (1MB) | Preview

Abstract/Book Review

Aim: The aim of this research has been to explore trainee educational psychologists’ experience of attending a group relations conference and their perception of any influence on their behaviour. Design: Four participants were recruited through purposive sampling and interviewed on two occasions. Interview data was analysed using interpretive phenomenological analysis. Findings: Themes that emerged through analysis indicated that participants’ described their experience, of attending a group relations conference, as involving chaos, confusion, conflict and coping. Participants also indicated that they gained an enhanced awareness of behaviours within groups and engaged in significant levels of self-reflection, exploring concepts of identity and the self in role. These findings were related to the literature and it is proposed that psychosocial theory can help in offering a coherent understanding of the intersubjectivity influencing the interrelated internal and external experiences. The influence of anxiety, defences and splitting in particular are discussed. Limitations of the research are considered. Impact: It is argued that group relations conferences can support the development of knowledge and understanding of groups, relationships and interpersonal skills, which are included in the requirements of professional training in educational psychology. More broadly, it is argued that attending a group relations conference can support self-reflection and exploring issues of identity and the self in role. It is suggested that this learning can support trainees in understanding the complex contexts in which they work. It is also suggested that this approach to experiential learning may be of interest to more experienced professionals and to trainees and practitioners from a range of professions. This research may also be of interest to those designing and delivering group relations conferences in terms of theory and practice. A range of possible future directions for research are considered.

Item Type: Thesis (Professional Doctorate)
Additional Information: Thesis submitted in partial fulfilment of the requirements of the Doctorate in Child and Educational Psychology awarded by the Tavistock and Portman NHS Foundation Trust in collaboration with the University of Essex
Uncontrolled Keywords: Doctorate in Child and Educational Psychology, M5, Update Edpsych
Subjects: Groups & Organisations > Group Processes/Group Dynamics
Learning & Education > Educational Psychology
Department/People: Children, Young Adult and Family Services
Depositing User: Ms Linda Dolben
Date Deposited: 11 Jul 2016 13:21
Last Modified: 30 Sep 2017 15:58
URI: http://repository.tavistockandportman.ac.uk/id/eprint/1342

Actions (login required)

View Item View Item