The Relationship of Teacher, Student, and Content in the Clinical Psychology Classroom

The field of clinical psychology is in the midst of redefining graduate school education with a push for competency-based approaches and measurable learning outcomes. This dissertation explores the best-practice knowledge regarding the education of professional clinical psychology graduate students and uses cooperative inquiry to richly detail the educational approach of a thus far “silent stakeholder,” Dr. Colborn W. Smith, a long-time teacher and training director. This inquiry is intended to help me [Hannah Lord] understand an important personal educational experience, to explore the tangible art of teaching that made such an experience possible, and to contribute to the evolving discourse on training within the field of professional clinical psychology. In the paper that follows, the project is introduced, the relevant literature is reviewed, the research approach is detailed, and the findings are discussed.

Name thesis:degree_name

Psy. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Antioch New England: Clinical Psychology

Grantor dc:publisher

Antioch University

Year dc:date

2013

Author dc:creator

• Lord, Hannah

Contributors dc:contributor

• Ellenhorn, Theodore J.

• Higher Education
• Clinical Psychology
• education
• teaching
• training
• classroom
• graduate students

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363349368

OAI identifier oai:identifier

oai:etd.ohiolink.edu:antioch1363349368