COMING SOON! PQDT Open is getting a new home!

ProQuest Open Access Dissertations & Theses will remain freely available as part of a new and enhanced search experience at

Questions? Please refer to this FAQ.

Dissertation/Thesis Abstract

Student peer-group focusing in psychology training: A phenomenological study
by Lowe, Amanda Burleigh, Ph.D., Duquesne University, 2012, 286; 3523194
Abstract (Summary)

The present study is an empirical phenomenological investigation of the influence of peer group Focusing practice (Gendlin, 1981) on doctoral psychology students' senses of their developing clinical expertise. Focusing, a therapeutic bodily awareness and symbolization practice, was proposed as a method that would support the development of student self-reflection, self-assessment, and self-care. The present study investigates the experiences of three female doctoral students who participated in a peer-initiated and peer-run Focusing group for five semesters. The methodological procedures for a reflective empirical phenomenological study as articulated by Giorgi and Giorgi (2003), Robbins (2006), and Wertz (1984) were followed. Procedures adapted from Walsh (1995) to ensure phenomenological researcher reflexivity and to explicate the researcher's approach to the phenomenon were also used. All participants provided data via audiotaped individual interviews, read provisional interpretations and provided written and verbal feedback to the researcher. The interpretive analyses of these texts indicated that all participants found their participation in the peer Focusing group to enhance some aspects of their clinical expertise. The findings support the idea that peer group Focusing is a helpful method for directly training psychology graduate students in self-reflection, self-assessment, and self-care. Relationships between these findings and research on the use of mindfulness meditation in graduate psychology training are discussed. Implications for curriculum development, including a discussion of the relationship between the findings and the training concepts of personal professional development and professional development are explored.

Indexing (document details)
Advisor: Adams, Will W.
Commitee: Simms, Eva, Walsh, Russell
School: Duquesne University
Department: Clinical Psychology
School Location: United States -- Pennsylvania
Source: DAI-B 74/01(E), Dissertation Abstracts International
Subjects: Educational psychology, Counseling Psychology, Clinical psychology
Keywords: Evidence-based practice, Focusing, Graduate training, Professional development, Self-care, Self-reflection
Publication Number: 3523194
ISBN: 978-1-267-55918-0
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy