Clinical Psychology Supervision Observation Report Dianne Allen p.1 Role Play in Training for Clinical Psychology Practice: Investing to Increase Educative Outcomes ROLE PLAY IN TRAINING FOR CLINICAL PSYCHOLOGY PRACTICE: INVESTING TO INCREASE EDUCATIVE OUTCOMES Dianne Allen, 2006 Contents ROLE PLAY IN TRAINING FOR CLINICAL PSYCHOLOGY PRACTICE: INVESTING TO INCREASE EDUCATIVE OUTCOMES ................................................................................................................................... 1 Abstract: ................................................................................................................................................................. 2 INTRODUCTION .................................................................................................................................................. 2 CONTEXT OF DISCUSSION TO FOLLOW (Methodology) ................................................................................. 2 OBSERVATION AND EVALUATION OF ROLE PLAY USE IN A CLINICAL SUPERVISION PRACTICE .... 5 General Overview: .............................................................................................................................................. 5 Example 1 – first exposure to role play ................................................................................................................ 5 Example 2 – first opportunity to play therapist role ............................................................................................. 6 Examples 3-5 – demonstration, practice and gradual handover to trainees ........................................................... 7 Example 6 – role play work developed from observation of a trainee‟s video of a case session ............................ 7 Example 7 and 8 – what is involved in cognitive restructuring to bring change .................................................... 8 Evaluation ........................................................................................................................................................... 9 CONSIDERING THE NATURE OF THE ROLE PLAY AS AN EDUCATIVE OPPORTUNITY ....................... 10 Table 1: Roles and Responses and Potentials for Learning available in the Role Play as a part of a Group Supervision Session ....................................................................................................................................... 11 Stopping and immediate debriefing ................................................................................................................... 13 Fluidity in practice ............................................................................................................................................ 13 WHERE IS CURRENT RESEARCH ON USE OF ROLE PLAY IN PROFESSIONAL TRAINING UP TO? ..... 13 Other Professional Training Literature............................................................................................................... 14 Clinical Training Literature ............................................................................................................................... 14 Clinical Psychology Training Literature ............................................................................................................ 14 RECOMMENDATIONS ...................................................................................................................................... 15 Acknowledgements: .......................................................................................................................................... 17 BIBLIOGRAPHY ................................................................................................................................................. 18
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Clinical Psychology Supervision Observation Report Dianne Allen p.1
Role Play in Training for Clinical Psychology Practice: Investing to Increase Educative Outcomes
ROLE PLAY IN TRAINING FOR CLINICAL PSYCHOLOGY
PRACTICE: INVESTING TO INCREASE EDUCATIVE
OUTCOMES
Dianne Allen, 2006
Contents ROLE PLAY IN TRAINING FOR CLINICAL PSYCHOLOGY PRACTICE: INVESTING TO INCREASE
EDUCATIVE OUTCOMES ................................................................................................................................... 1 Abstract: ................................................................................................................................................................. 2 INTRODUCTION .................................................................................................................................................. 2 CONTEXT OF DISCUSSION TO FOLLOW (Methodology) ................................................................................. 2 OBSERVATION AND EVALUATION OF ROLE PLAY USE IN A CLINICAL SUPERVISION PRACTICE .... 5
General Overview: .............................................................................................................................................. 5 Example 1 – first exposure to role play ................................................................................................................ 5 Example 2 – first opportunity to play therapist role ............................................................................................. 6 Examples 3-5 – demonstration, practice and gradual handover to trainees ........................................................... 7 Example 6 – role play work developed from observation of a trainee‟s video of a case session ............................ 7 Example 7 and 8 – what is involved in cognitive restructuring to bring change .................................................... 8 Evaluation ........................................................................................................................................................... 9
CONSIDERING THE NATURE OF THE ROLE PLAY AS AN EDUCATIVE OPPORTUNITY ....................... 10 Table 1: Roles and Responses and Potentials for Learning available in the Role Play as a part of a Group
Supervision Session ....................................................................................................................................... 11 Stopping and immediate debriefing ................................................................................................................... 13 Fluidity in practice ............................................................................................................................................ 13
WHERE IS CURRENT RESEARCH ON USE OF ROLE PLAY IN PROFESSIONAL TRAINING UP TO? ..... 13 Other Professional Training Literature............................................................................................................... 14 Clinical Training Literature ............................................................................................................................... 14 Clinical Psychology Training Literature ............................................................................................................ 14
discussion, and trials, about other ways of reflecting and processing information, and
self-awareness on preferred processing approach and implications for differences in style
of practice
5. Use additional resources for developing the group reflective work:
deBono‟s six hats (deBono, 1985)
handing over „time-out decision making‟ (when to stop and explain or discuss action;
when to take the action steps more slowly, with explanatory asides) to the students
capturing the student-expressed insights into practice in the minuting process
6. Use the individuals in the group to share the observational load: each observer focus on a
different aspect; all look for „getting warm‟; each observer then formally contributes to the
debrief about their particular focus; use this a couple of times, changing the particular focus
amongst the group so that observers gradually learn to „see‟ more of the whole complex
An instance – In Cognitive Behaviour Therapy there is a mnemonic for practice: “ABC”. It
refers to Affect, Behaviour, Cognitions. In working with a role play situation, a debrief could
Clinical Psychology Supervision Observation Report Dianne Allen p.17
Role Play in Training for Clinical Psychology Practice: Investing to Increase Educative Outcomes
be developed around the use of Affect, Behaviour and Cognitions to explore the application and
relevance of these to the therapeutic stance displayed in the as-if therapist‟s practice (analysis at
the practical/technical level). A separate and relevant approach could be taken to address the
self in the practice: what is the practitioner‟s Affect, Behaviour, Cognitions, and how are these
impacting in the practice situation? (There are now at least three „cuts‟ of reporting: (1) the as-if
therapist can report their contemporary self-awareness; (2) observers can report their
observations of practitioner Affect, Behaviour, Cognitions [observation of another practitioner
for signs and testing inferences with contemporary self-awareness reported]; (3) observers can
report on their own experience of similar therapeutic instances to reflectively abduce and
develop personal self-awareness in these three categories, and work some more on the personal
efficacy implications for their professional practice effectiveness).
Acknowledgements: I wish to acknowledge and thank Dr Craig Gonsalvez, and the students of his Group Supervision for Clinical
Psychology practice classes in 2006, at University of Wollongong masters classes, for access to the sessions
observed, for sharing in thinking about reflective practice, in practice, and for post-session professional discussions
and analysis review.
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Role Play in Training for Clinical Psychology Practice: Investing to Increase Educative Outcomes
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