Love in Violence: An Interpretative Phenomenological Analysis

Partner Abuse ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 87-108
Author(s):  
Gayatri Shah ◽  
Arlene Vetere ◽  
Dora Brown
Keyword(s):  
Professional Development ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Personal Therapy ◽  
Self Reflection ◽  
Relationship Experiences ◽  
Training Courses ◽  
Abusive Partners ◽  
Research Challenge ◽  
Systemic Understanding

The objective of this research was to explore through interpretative phenomenological analysis on how psychotherapists understand and conceptualize women’s relationship experiences including those of intimacy and love with their abusive partners. In this study, 6 therapists were interviewed regarding women’s relationship experiences with abusive partners. The findings of this research challenge the notion that therapists can act as blank screens in therapy and has implications for psychological therapy, therapists, supervisors, training courses, services, and policymakers. These highlight the need for therapists, through self-reflection, supervision, continuous professional development, and personal therapy, to reflect on how they influence women’s disclosures of abusive experiences. The study supports the argument for a multitreatment approach with systemic understanding when working with women living with violence and abuse.

scholarly journals Quality Counts: Critical Features for Neophyte Professional Development

2008 ◽  
Vol 22 (4) ◽  
pp. 491-506 ◽  
Author(s):  
Charlotte Woodcock ◽  
Hugh Richards ◽  
Angus Mugford
Keyword(s):  
Professional Development ◽  
Interpretative Phenomenological Analysis ◽  
Journal Writing ◽  
Learning Experiences ◽  
Phenomenological Analysis ◽  
Working Environment ◽  
Sport Psychologist

The aim of the study was to examine and reflect on the learning experiences of a neophyte sport psychologist. Over a 9-week applied internship the first author kept a reflective diary that followed Boud’s (2001) three elements of journal writing. Interpretative Phenomenological Analysis (Smith & Osborn, 2003) of the data identified 11 themes from the diary, 8 of which were contextualized in 3 self-narrative accounts, including the working environment, anxiety, confidence, being a performer, being a learner, relationships, feedback and practical content. Reflecting on these incidents the neophyte’s supervisor offers another perspective, and along with the narrative accounts, furthers our understanding of important factors, and indicates recommendations to ensure quality training for professional development.

scholarly journals An Interpretative Phenomenological Analysis of Adult Clients' Experience of My Career Chapter

2008 ◽  
Vol 17 (3) ◽  
pp. 51-62 ◽  
Author(s):  
Peter McIlveen ◽  
Wendy Patton ◽  
P. Nancey Hoare
Keyword(s):  
Mixed Method ◽  
Interpretative Phenomenological Analysis ◽  
Emotional Experience ◽  
Reading Aloud ◽  
Phenomenological Analysis ◽  
Sentence Completion ◽  
Career Assessment ◽  
Self Reflection ◽  
Mixed Method Design ◽  
Completion Process

This paper reports a study of adult clients' experience of My Career Chapter, which is a theoretically-informed, qualitative career assessment and counselling procedure. My Career Chapter engenders personal exploration through a client's writing and reading aloud a career-related autobiography, which is formulated on the basis of structured steps and a sentence-completion process. In a predominantly qualitative, mixed method design (i.e., QUAL+quan), interpretative phenomenological analysis of six interview transcripts constructed three major clusters representative of clients' experiences: implications for instructions and guidelines; induction of personal contemplation and self-reflection; and positive emotional experience. Secondary quantitative data aligned with the primary qualitative results. The results of this study were consistent with and extend upon previous research; and were indicative of the safety and potential of My Career Chapter as a narrative career assessment and counselling procedure for adults.

scholarly journals Personal therapy for therapists: Reflections on past and current research from an autoethnographic perspective

2017 ◽  
Vol 6 (1) ◽  
pp. 83-95 ◽  
Author(s):  
Nina Kumari
Keyword(s):  
Professional Development ◽  
Research Study ◽  
Subject Area ◽  
Personal Therapy ◽  
Self Reflection ◽  
Area Of Interest ◽  
Mandatory Requirement ◽  
Personal Experiences ◽  
The Impact ◽  
Insight Into

The following article will describe and reflect on a research study that was published in Counselling Psychology Quarterly in 2011, entitled ‘Personal Therapy as a Mandatory Requirement for Counselling Psychologists in Training: A Qualitative Study of the Impact of Therapy on Trainees’ Personal and Professional Development.’ The aim of the study was to explore trainee counselling psychologists’ experiences of mandatory personal therapy, and the impact it had on their personal and professional development. This article is written from an autoethnographic perspective. Autoethnography is a research method which allows authors to define, explain and methodically evaluate their personal experiences of being part of a particular culture, over a prolonged period of time. The use of the dialogue approach has allowed the study to be presented as an interview or a conversation that has taken place between two people. The article concentrates on three areas of autoethnography: firstly, sincerity which is interested in the author’s objectives and the ways in which a study is designed, carried out, and presented. Secondly, contribution is about the significance of participants’ stories and the ways in which they are interpreted. The standard of any research study is judged on the extent to which the work has furthered knowledge and understanding of a particular subject area. Thirdly, rich insight, involves an idiosyncratic process of self-reflection for the researcher to gain insight into their area of interest.

scholarly journals Exploring CBT therapists’ experience of feeling of safety within self-practice/self-reflection: an interpretative phenomenological analysis

2021 ◽  
Vol 14 ◽  
Author(s):  
Murray Mackenzie ◽  
James O’Mahony
Keyword(s):  
Lived Experience ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Future Research ◽  
List Type ◽  
Structured Interviews ◽  
Experiential Training ◽  
Self Reflection ◽  
Training Strategy ◽  
Group Members

Abstract Self-practice/self-reflection (SP/SR) is an experiential training strategy implemented to develop the skills of CBT therapists through the self-application of CBT techniques and subsequent reflection on the experience in relation to clinical practice. Outcome studies report significant personal and professional benefits from SP/SR but engagement studies suggest that CBT therapists’ experience is mixed. In order to inform the design and implementation of SP/SR within CBT, this study aims to explore CBT therapists’ experience of feeling of safety (FOS) within SP/SR. FOS has been identified as an important engagement factor. Three CBT therapists were interviewed using semi-structured interviews. The data, which took the form of verbatim transcripts, were subjected to interpretative phenomenological analysis. Four superordinate themes relating to participants’ experience of FOS within SP/SR emerged: FOS and its absence as embodied and non-verbal, role of the instructor, awareness of others and venturing beyond safety. Ensuing recommendations for instructors include proactive use of interventions within SP/SR which directly impact embodied FOS, monitoring the wellbeing and engagement of participants through awareness of physical cues and employment of measures designed to promote a sense of equality among group members. Areas of future research include exploration of factors which influence FOS, investigation of the effect on FOS of pre-existing relationships within the SP/SR group and review of interventions which are currently used by SP/SR instructors to promote FOS. Key learning aims (1) To explore the lived experience of FOS within SP/SR as experienced by CBT therapists. (2) To identify factors which influence CBT therapists’ experience of FOS within SP/SR. (3) To identify practical recommendations for use in SP/SR instruction which will promote participants’ FOS.

Sign in / Sign up

Export Citation Format

Share Document