Relational Research
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Recent papers in Relational Research
Relational Research Supervision for Doctoral Psychotherapy Research - A Guide for Supervisors and Supervisees By Dr Sofie Bager-Charleson, Dr Alistair G McBeath and Dr Biljana van Rijn Research supervision is a professional area that... more
Relational Research Supervision for Doctoral Psychotherapy Research
- A Guide for Supervisors and Supervisees
By Dr Sofie Bager-Charleson, Dr Alistair G McBeath and Dr Biljana van Rijn
Research supervision is a professional area that despite being described as ‘the most important determinant’ of postgraduate degree completion (Roach, Christensen & Rieger, 2018), lacks guidelines or benchmarks (Erikson, 2019; Taylor, 2019; Lee, 2018)
This Research Supervision Guide is aimed at research supervisors and supervisees on therapy related doctoral research programmes. It asks what makes constructive versus non-constructive research supervision on doctoral programmes for therapists? And what might supervisors learn from supervisees’ experiences of supervision, and vice versa?
The Guide builds on research from our UKCP funded study into the experience of research supervision on PhD and professional programmes for
psychotherapists and counselling psychologists. It also refers to regulations for doctoral degrees, includes references to ongoing research and policy documents in order to stimulate discussions and supports the collaborative development of good practice for therapy related research supervision. For an interactive version of the guide, please go to this link:
https://metanoia.ac.uk/research/relational-research-supervision-for-doctoral-psychotherapy-research/
This Supervision Guide has grown out of a UKCP funded research project under the umbrella of our Metanoia-based research group titled 'Therapists as Research-informed Practitioners'. The TRP aims to enhance research training for counsellors, psychotherapists, and counselling psychologists by providing learning and professional development events, supporting research and best-practice developments in the field. These goals are valued as means to enhance the capability of therapists to engage with research-led knowledge with benefits both for themselves and, ultimately, for their clients. You can read more about the research groups here
https://metanoia.ac.uk/research/research-groups-events/
We welcome staff, students and external collaborators to the TRP group.
- A Guide for Supervisors and Supervisees
By Dr Sofie Bager-Charleson, Dr Alistair G McBeath and Dr Biljana van Rijn
Research supervision is a professional area that despite being described as ‘the most important determinant’ of postgraduate degree completion (Roach, Christensen & Rieger, 2018), lacks guidelines or benchmarks (Erikson, 2019; Taylor, 2019; Lee, 2018)
This Research Supervision Guide is aimed at research supervisors and supervisees on therapy related doctoral research programmes. It asks what makes constructive versus non-constructive research supervision on doctoral programmes for therapists? And what might supervisors learn from supervisees’ experiences of supervision, and vice versa?
The Guide builds on research from our UKCP funded study into the experience of research supervision on PhD and professional programmes for
psychotherapists and counselling psychologists. It also refers to regulations for doctoral degrees, includes references to ongoing research and policy documents in order to stimulate discussions and supports the collaborative development of good practice for therapy related research supervision. For an interactive version of the guide, please go to this link:
https://metanoia.ac.uk/research/relational-research-supervision-for-doctoral-psychotherapy-research/
This Supervision Guide has grown out of a UKCP funded research project under the umbrella of our Metanoia-based research group titled 'Therapists as Research-informed Practitioners'. The TRP aims to enhance research training for counsellors, psychotherapists, and counselling psychologists by providing learning and professional development events, supporting research and best-practice developments in the field. These goals are valued as means to enhance the capability of therapists to engage with research-led knowledge with benefits both for themselves and, ultimately, for their clients. You can read more about the research groups here
https://metanoia.ac.uk/research/research-groups-events/
We welcome staff, students and external collaborators to the TRP group.
This dissertation looks at how autoethnography can be used as a method for spiritual care pedagogy, research, and practice, by showing the inductive, reflective, and hermeneutical process involved in a narrative and deeply relational... more
This dissertation looks at how autoethnography can be used as a method for spiritual care pedagogy, research, and practice, by showing the inductive, reflective, and hermeneutical process involved in a narrative and deeply relational approach to research and writing. Understanding spirituality as, in essence, meaning-making, I consider the ways that storytelling and listening act toward the same goal. In exploring my own experience of adolescent abortion, in collaboration with my parents and other women who had abortions as teenagers, I demonstrate how autoethnography can serve to illuminate larger structural issues (the personal truly is political) and be a critical resource for professional formation and self-supervision. For various reasons, including our marginalization in the larger discipline of theology, evidence-based norms within the clinical context, and the subordination of subjects that have been deemed more “feminine,” pastoral theologians have not always brought our greatest strengths as caregivers of the soul (psyche)—commitments to bearing witness, offering compassion, reflecting deeply and ethically—to our research endeavors. Scholar-practitioners who are committed to transformation and social justice and, especially within pastoral theology, to intercultural care, can use personal narrative to explore stigmatized topics in a mutual, relational, integrative, and therapeutic manner. In the dissertation, I provide an example of autoethnographic research and writing as practical theological reflective practice, and as a way of embodying the metaphor of the “living human document within the web” (Miller-McLemore, 2008).