Using the repertory grid technique to examine trainee clinical psychologists' construal of their personal and professional development

Hill, Katy, Wittkowski, Anja, Hodgkinson, Emma, Bell, Richard and Hare, Dougal Julian 2016. Using the repertory grid technique to examine trainee clinical psychologists' construal of their personal and professional development. Clinical Psychology & Psychotherapy 23 (5) , pp. 425-437. 10.1002/cpp.1961

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Abstract

The repertory grid technique was used to explore how 26 third-year trainee clinical psychologists construed their personal and professional selves over the course of training and into the future. Each trainee completed a demographic questionnaire and a repertory grid with 10 elements: four ‘personal self’ elements, four ‘professional self’ elements and two ‘qualified clinical psychologist’ elements. They then rated the 10 elements on 10 bipolar constructs of their choosing. Trainees' personal and professional selves were construed to be similar to each other. Trainees had low self-esteem and reported currently feeling anxious, stressed, unsettled and lacking an appropriate work–life balance. These difficulties were attributed to the demands of training and were expected to resolve once training was completed with future selves being construed as similar to ideal selves. Suggestions for future research with improved methodology are made, and the implications of the findings for trainees, training providers and employers of newly qualified clinical psychologists are given. The overall implication being that stress in training is normative and the profession has a duty to normalize this and ensure that self-care and personal development are recognized as core competencies of the clinical psychologist for the benefit of its members and their clients.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Publisher:	Wiley-Blackwell
ISSN:	1063-3995
Date of Acceptance:	17 April 2015
Last Modified:	31 Oct 2022 10:54
URI:	https://orca.cardiff.ac.uk/id/eprint/86606

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