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|Title:||A thematic analysis of psychodynamically-oriented supervision of observations in an acute impatient ward|
|Authors:||Blacker, Rebecca Louise|
|Presented at:||University of Leicester|
|Abstract:||The literature review synthesises and critiques the research literature pertaining to the efficacy of clinical supervision within the psychology profession. Five electronic publication databases and two journals were examined in a systematic literature search according to particular inclusion and exclusion criteria. The search revealed studies examining the supervisory relationship, supervisee characteristics and supervisor confidence and competence. A notable omission from the review was empirical research investigating the effectiveness and outcomes of clinical supervision. It is posited that research exploring this area would represent a significant contribution to the literature on clinical supervision. The research study attempted to gain an understanding of the experiences of staff and patients on an acute adult inpatient ward through the use of a psychodynamically-orientated observation methodology. The influence of supervision group meetings on observational learning was also explored. Six planned observation sessions took place and qualitative data was collected through the audio-recording and transcription of supervision group meetings. The data was thematically analysed according to the procedure of Braun and Clarke (2006). The suggested findings of the analysis appeared to illustrate a complex system which impacted upon ward atmosphere, relationships, behaviour and perception of job role and responsibility. The research process also appeared to highlight important considerations relating to the role of affect and the process of learning in qualitative research. The suggested findings are considered in terms of previous research and relevant theory. Clinical implications are discussed. The critical appraisal provides an exploration of the research journey and presents the research process as a challenging yet rewarding learning experience.|
|Appears in Collections:||Theses, School of Psychology|
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