The purpose of this qualitative, autoethnographic study was to identify and explore the values that promoted personal growth and that emerged out of the clinical training and supervision experience of novice clinicians within one clinical psychology doctoral program. Participants included three first-year doctoral students in clinical psychology, one of whom was the primary researcher. Participants completed journal entries approximately twice monthly for seven months, resulting in a total of 54 entries that were examined using a content analysis approach. Content analysis, conducted by the primary researcher, involved coding data for themes and patterns that were representative of values, as well as indications that these values oriented the participant toward personal growth. Journal entries were first analyzed and coded based on whether they fit the definitional criteria of a value and then coded secondarily for the value itself. Specifically, cited in descending order, content analysis identified the following values: (a) awareness; (b) knowledge; (c) bravery; (d) competence; (e) learning; (f) humility; (g) community; (h) acceptance; (i) openness; and (j) curiosity. Awareness, as it related to self-regulation and to skill development was the most highly identified value. Future researchers may consider expanding on these results with a larger and more heterogeneous sample of novice clinicians.
Library of Congress Subject Headings
Dissertations (PsyD) -- Psychology; Psychology students -- Study and teaching; Maturation (Psychology)
Date of Award
Graduate School of Education and Psychology
Armstrong, Lauren, "Supervision, clinical training, personal growth and the values of novice clinicians" (2017). Theses and Dissertations. 802.