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1
Q

Long and Hollin (1997)

A
3 elements to the S-P model 
Undertaking research 
Using the research findings 
Evaluating practicce 
Repeat
2
Q

Schon (1987)

A

Theories in Use
Theories that are formed out of the subjective and clinical experience of the practitioner that are resorted to for guidance when propositional knowldege fails
It is monitored by feedback and progress monitoring and can be revised, changed and evaluated
Used for reflecting IN practice/action
Also used the analogy of the swapy low lands
When reflecting IN action, we have to act spontaneously and use our knowledge of the present to guide what we do and use the outcomes/consequences of that action to guide how wee spontaneously act in the future

3
Q

Irving and Williams (1995)

A

Reflection increases ones awareness of the beliefes and asuumptions used to form theories in use

4
Q

White and Stancombe (2003)

A

Reflection ON action provides the distance needed to rigourously critique practice and passt interventions

5
Q

Strawbridge and Woolfe (2010)

A

Reflection ON action is usually done via supervision
Reflective Scientist Practitioner Model - using psychological theory and research as a guide for how to handle the messy problems that occur in therapy

6
Q

Kolb (E.G. 2014)

A

Experiential Learning Cycle
Concrete experience
Reflective observation (of experiences/thoughts/actions and beliefes)
Abstract Conceptualisation (of pattersn.relationships and generating hypotheses)
Active Experimentation (this generates new concrete experiences)

7
Q

Donati (2016)

A

The experiential learning cycle has face validity

8
Q

Ralfe (2001)

A

The reflective practitioner model values contextual over theoretical knowledge associated with scientific research

9
Q

Frank (1984)

A

2 criticisms of the S-P model

  1. Clinicians dont often engage in research that requires training
  2. The interests and talants for research and clinical work are incompatible
10
Q

Gambril (1990, p.343)

A

Argues for the S-P model by saying not training students in research promotes ‘mystery over mastery’

11
Q

Long and Hollin (1997)

A

The S-P model does not realistically translate to clinical work

12
Q

Clarke (2014)

A
Successful reflective practice requires person-centred idiology (Model for reflective practice):
Empathy
Communication 
Attitude and personal qualities 
Self-awareness 
Process oriented 
Accademic Knowledge
13
Q

Kison, Moorere and Villarosa (2015)

A

S-P model helps students by giving them:
A deeper understanding of client concerns
An ability to factor in multicultural and sociocultural factors into therapy
Ability to objectively inform and evaluate assessments for treatment and diagnosis
Increased ability to present different treatment options to clients

14
Q

Chang, Lee and Hargreaves (2007)

A

Thematic meta-analysis into the conflicting role of practitioners
Graduate training is based of the S-P model which under-prepares students for the realities of practice Clinical psychologists believe that the S-P model needs adapting in order to fit with modern day practice (E.G. By becoming more versatile)
50/50 between clinical psychologists who find the S-P model beneficial and those who find it detrimental

15
Q

Procter (1987) and Wright and Griffiths (2010)

A

Suppervision has a nermative, formative and restorative function for the supervisee

16
Q

Hawkins and Shohet (2012)

A

Supervision is governed by explicit theoretical models

17
Q

Lane and Carrie (2006, p.192)

A

Suppervision hels protect service users from unethical practices

18
Q

Wheeler and Richards (2007)

A

Supervision has a positive impact on supervisees but no noticable impact on the outcomes of therapy

19
Q

Worthen and Lambert (2007)

A

Clinical psychologists are usually over-optimistic about their practice and clinical judgment
Outcome measures and progress monitoring need to be used and discussed in supervision in order to avoid the over–optimism of clinical judgment
Most clinical psychologists are open to using client feedback which is helpful for a number of reasons E.G. a standardised opinion, an opporunity to focus on aspects of therapy or development which have been overlooked or underemphasised and an oportunity to explore things that are preventing their client from progressing

20
Q

Harries and Spong (2017)

A

Clinical suppervion is helpful for counsellors working in a secondary school - particularly when it comes to the ethical handling of distressed children

21
Q

Gozzola and Theriault (2007)

A

Supervision has the most positive impact on supervisees if the supervisor is positive, validating and negotiates with the supervisee the distribution of power and structure during supervision