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

Authors

Hannah Lord, Antioch University - New England

Images

Hannah Lord is a 2013 graduate of the Psy.D. Program in Clinical Psychology at Antioch University, New England

Keywords

education, teaching, training, classroom, graduate students, clinical psychology, higher education

Document Type

Dissertation

Publication Date

2013

Abstract

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.

Recommended Citation

Lord, H. (2013). The Relationship of Teacher, Student, and Content in the Clinical Psychology Classroom. https://aura.antioch.edu/etds/33