Achieving self-reflective practice: A comparative psychoanalytic approach to the training of clinical psychology doctoral students

The prevalence and utility of reflection in professional work has gained interest in recent years. Schon, through studying professional education and practice, has brought the concept of reflection into the center of an understanding of what professionals do and how they can better learn their profession (Schon, 1983). Schon and others, who expose the failings of models of education and practice based on principles of technical rationality, have highlighted a significant niche for reflection in training and practice. This dissertation explores reflection in professional psychology with the hope of broadening that niche and serving as a catalyst for its expansion and advancement. This dissertation offers a critical review of literature and a comparison of theory and application to the training of clinical psychology doctoral students. Theoretically, I focused on psychoanalysis and its potential as a body of theory and practice to inform conceptualizations of reflective practice and their implementation. Psychoanalytic theory was explored to determine its potential to contribute to a working model of self-reflective practice (SRP) for clinical psychology doctoral students. Emphasis was placed on the role of the self in reflective practice and how to achieve this type of reflective practice. Clinical supervision and personal psychotherapy have also been explored and evaluated for their role and utility in developing reflective processes in trainees. A brief review of cognitive-behavioral models of reflective practice was also incorporated into this dissertation. As part of the findings and recommendations stemming from the present research, I proposed a new emphasis on and definition of self-reflection and the training of clinical psychology doctoral students. This new emphasis, drawing from psychoanalytic concepts of self-reflection, self-analysis, and work ego, has aimed to take into account the potentials and the obstacles of more fully realizing and utilizing the self of the trainee, and may contribute to definition and clarity of reflective practice, as well as means to achieve it. Recommendations are directed toward professional psychology with hopes that a substantial framework for reflective practice can be established and competencies for reflective practice to be formulated.