{"id":{"repo_id":"malta","oai_identifier":"oai:www.um.edu.mt:123456789/147054"},"canonical_url":"https://search.dev.ndltd.org/etd/malta/oai:www.um.edu.mt:123456789/147054","repository":{"repo_id":"malta","name":"University of Malta","base_url":"https://www.um.edu.mt/library/oar/oai/request"},"display":{"title":"The process of self-reflexivity in the context of becoming a family therapist during the COVID-19 pandemic : utilising teletherapy and online supervision from the trainees’ perspective","abstract":"While previous studies have explored the training process of family therapists or the effects of the COVID-19 pandemic on virtual therapy, limited attention has been given to the influence of teletherapy and online supervision on the development of self-reflexivity among trainees. This study seeks to fill this gap by investigating how family therapy trainees developed self-reflexivity in the context of online training during the COVID-19 pandemic. Guided by Charmaz’s grounded theory methodology, in-depth interviews with five family therapy trainees were conducted, and data were analysed through constant comparison and memo writing. The findings highlight the pivotal role of safety and trust in the trainees' journey of self-reflexivity, encapsulated in the core category: The Vital Role of Safety and Trust Behind the Screen. Participants identified key factors such as navigating uncertainty, building trust, receiving feedback, and the importance of the supervisory alliance. These elements, represented metaphorically as a spring, illustrate the dynamic and evolving nature of self-reflexivity in response to the pressures of online training during the pandemic. Practical implications include fostering safety and trust in online learning environments, ensuring continuity in supervision groups, and providing post-training opportunities for reflection and growth. This study offers valuable insights for training programs on how to support self-reflexivity in family therapy trainees amid shifting professional landscapes.","abstract_html":"While previous studies have explored the training process of family therapists or the effects of the COVID-19 pandemic on virtual therapy, limited attention has been given to the influence of teletherapy and online supervision on the development of self-reflexivity among trainees. This study seeks to fill this gap by investigating how family therapy trainees developed self-reflexivity in the context of online training during the COVID-19 pandemic. Guided by Charmaz’s grounded theory methodology, in-depth interviews with five family therapy trainees were conducted, and data were analysed through constant comparison and memo writing. The findings highlight the pivotal role of safety and trust in the trainees' journey of self-reflexivity, encapsulated in the core category: The Vital Role of Safety and Trust Behind the Screen. Participants identified key factors such as navigating uncertainty, building trust, receiving feedback, and the importance of the supervisory alliance. These elements, represented metaphorically as a spring, illustrate the dynamic and evolving nature of self-reflexivity in response to the pressures of online training during the pandemic. Practical implications include fostering safety and trust in online learning environments, ensuring continuity in supervision groups, and providing post-training opportunities for reflection and growth. This study offers valuable insights for training programs on how to support self-reflexivity in family therapy trainees amid shifting professional landscapes.","abstract_has_math":false,"creators":[],"institution":"University of Malta","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T20:12:39Z","subjects":["Family therapists -- Malta","COVID-19 Pandemic, 2020-2023 -- Malta","Online information services -- Malta","Therapeutics -- Malta"],"languages":["en"],"rights":["info:eu-repo/semantics/restrictedAccess"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://www.um.edu.mt/library/oar/handle/123456789/147054","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-06-02T12:09:41Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-06-02T12:09:41Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Faculty for Social Wellbeing. 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FTSP(Melit.)"]},{"key":"dc:description.abstract","label":"Abstract","values":["While previous studies have explored the training process of family therapists or the effects of the COVID-19 pandemic on virtual therapy, limited attention has been given to the influence of teletherapy and online supervision on the development of self-reflexivity among trainees. This study seeks to fill this gap by investigating how family therapy trainees developed self-reflexivity in the context of online training during the COVID-19 pandemic. Guided by Charmaz’s grounded theory methodology, in-depth interviews with five family therapy trainees were conducted, and data were analysed through constant comparison and memo writing. The findings highlight the pivotal role of safety and trust in the trainees' journey of self-reflexivity, encapsulated in the core category: The Vital Role of Safety and Trust Behind the Screen. Participants identified key factors such as navigating uncertainty, building trust, receiving feedback, and the importance of the supervisory alliance. These elements, represented metaphorically as a spring, illustrate the dynamic and evolving nature of self-reflexivity in response to the pressures of online training during the pandemic. Practical implications include fostering safety and trust in online learning environments, ensuring continuity in supervision groups, and providing post-training opportunities for reflection and growth. This study offers valuable insights for training programs on how to support self-reflexivity in family therapy trainees amid shifting professional landscapes."]},{"key":"dc:title","label":"Title","values":["The process of self-reflexivity in the context of becoming a family therapist during the COVID-19 pandemic : utilising teletherapy and online supervision from the trainees’ perspective"]}]}],"canonical_facts":{"dc:date.accessioned":["2026-06-02T12:09:41Z"],"dc:date.available":["2026-06-02T12:09:41Z"],"dc:date.issued":["2025"],"dc:description":["M. FTSP(Melit.)"],"dc:description.abstract":["While previous studies have explored the training process of family therapists or the effects of the COVID-19 pandemic on virtual therapy, limited attention has been given to the influence of teletherapy and online supervision on the development of self-reflexivity among trainees. This study seeks to fill this gap by investigating how family therapy trainees developed self-reflexivity in the context of online training during the COVID-19 pandemic. Guided by Charmaz’s grounded theory methodology, in-depth interviews with five family therapy trainees were conducted, and data were analysed through constant comparison and memo writing. The findings highlight the pivotal role of safety and trust in the trainees' journey of self-reflexivity, encapsulated in the core category: The Vital Role of Safety and Trust Behind the Screen. Participants identified key factors such as navigating uncertainty, building trust, receiving feedback, and the importance of the supervisory alliance. These elements, represented metaphorically as a spring, illustrate the dynamic and evolving nature of self-reflexivity in response to the pressures of online training during the pandemic. Practical implications include fostering safety and trust in online learning environments, ensuring continuity in supervision groups, and providing post-training opportunities for reflection and growth. This study offers valuable insights for training programs on how to support self-reflexivity in family therapy trainees amid shifting professional landscapes."],"dc:identifier.uri":["https://www.um.edu.mt/library/oar/handle/123456789/147054"],"dc:language.iso":["en"],"dc:publisher.department":["Faculty for Social Wellbeing. 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