Disequilibrium and Development

Abstract

This study explored the mechanisms at play as new family counselors are learning to apply a systems approach. A qualitative case study was used to investigate the experiences of nine family counseling interns over two semesters of internship through the lens of constructive developmental theory. The findings extend our understanding by providing students' accounts of the ways by which disequilibrium preceded development when accommodation was stimulated, and the outcomes when assimilation occurred. It also generated data about positive emotional response to clients that is new and intriguing and which may impact developmental growth. Implications for counselor education that incorporate developmental considerations are presented.

Developing Reflexivity through Group Processes in Psychotherapy Training: An Interpretative Phenomenological Analysis of Systemic Family Therapy Trainees’ Experience

“…Participants depicted reflexivity training as a process of development and change. This finding complies with previous research of systemic family therapy training (Fragkiadaki et al, 2013;Kaiser et al, 2012). Our participants seem to experience change as a relational process of acquiring new meanings about themselves.…”

“…Our participants denote reflexivity not merely as an unanticipated aspect of their training, but also as a totally unfamiliar condition causing them surprise, puzzlement and discomfort. This seems to resonate with reported experiences of de-skilling (Nel, 2006;Sheehan et al, 2004) or loss of balance (Kaiser et al, 2012), when systemic family therapy trainees attempt to integrate new understandings in their first encounter with systemic and constructionist ideas. However, according to our participants, several rewarding experiences counterbalanced this initial challenging, once immersed into the process of practicing therapy and reflexivity.…”

“…Despite their preference for team or group approaches to training, systemic constructionist approaches, however, have largely ignored reflexivity development through group processes (Burck, 2010). Research-wise, few studies have investigated trainees' experiences either undertaking a more generic approach (Nel, 2006;Sheehan, Delahunty, McMahon, & Hodgins, 2004) or focusing on more specific aspects (Fragkiadaki, Triliva, Balamoutsou, & Prokopiou, 2013;Kaiser, McAdams, & Foster, 2012;Rhodes et al, 2011). Concerning systemic constructionist training, to the best of our knowledge, there is no study exploring how reflexivity develops within group training processes from psychotherapy trainees' perspective.…”

Moving Between Dialogic Reflexive Processes In Systemic Family Therapy Training: An Interpretative Phenomenological Study of Trainees’ Experience

“…Finally, our findings suggest that according to participants concurrent reflexivity brings to the surface trainees' anxieties and vulnerabilities. This is also a constant finding in research regarding family therapy trainees' experiences (Kaiser, McAdams, & Foster, 2012;Lee, Eppler, Kendal, & Latty, 2001;Nel, 2006).…”