The Attitudes of Trainee Play and Dramatherapists Towards their Course of Supervisory Process at the Hellenic Institute for Play and Dramatherapy Athens-Greece (original) (raw)
AIM: In this study: a) we attempt a well-established review of clinical and empirical work examining the origins, correlates and consequences of clinical supervision, which has a number of implications for psychotherapeutic work and; b) we aim to get a reflective output of the training at the Institute around a specific set of principles and objectives. MATERIAL-METHOD: Invited participants of this study were 22-trainee play and drama therapists enrolled in the training program during the period 1997-2001. The original version format for such an assessment was used as a blueprint of Peter Hawkins and Shohet Robin’s (1989). We chose an innovative reflective action research (Meyer J., & Bridges J. 1998), “discovery oriented” or “heuristic” in nature (Moustakas, 1994). RESULTS: Since our findings were based in a “social constructionist” perspective on knowledge (Gergen, 1985); they are reflecting the current state of affairs at the particular population. Possible factor analytic elaboration could be made. If the findings are to be compared though they need to be matched as to their demographic characteristics as well as to their curriculum module with other Psychotherapy Training Institutes using the same modalities. CONCLUSIONS: All trainee participants seem to have attained an adequate acquisition of knowledge, managerial and responsibility skills. The system currently seems to function to a great degree as a “supportive container” (Bion, 1961, 1962) to all sorts of growth and dependency needs to use Buber’s (1970) term.
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