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and it will have been done . I must confess that I was one of several who hadn’t appreciated what was required part 1 to part 2. A very useful learning experience about ‘all-sorts’!! I further refl ected on what work


experiences trainers can draw upon to off er examples to trainees. Trainers need to ensure they cover many more possible contexts because, when this is done as it was on this module, the richness and quality of learning is considerably enhanced. Transparency regarding what is required


in the assignment – with the marking grid shared with the group, was appreciated. Clear start and fi nish times for the


training days were important to the trainees experience and the need to play; the group’s/sub-group’s abilities to do as they considered best (compared with what was asked) was an important dimension. Accepting such and being able to accommodate this are obviously important factors in responding to group processes.


Conclusion I’m conscious that the term conclusion,


in and of itself, suggests mat ers concluded while, in seeking to conclude this piece, I’m mindful that these refl ections can only hope to off er sites for further questions. In referring to the reporting of results, Nel (2006) says, “In line with the underlying


References Avis, J.M. & Sprenkle, D.H. (1990) Outcome research on family therapy training: A substantive and methodological review. Journal of Marital & Family Therapy, 16: 241-264. Akister, J. (2005) Using a Patchwork Text to assess family therapy students. Journal of Family Therapy, 27: 276-279. Andersen, T. (1987) The refl ecting team: Dialogue


theoretical orientation of this study, the account should be viewed as socially constructed, partial and incomplete” (see also, Gergen, 1985; Bruner, 1990; Burr, 1995; Frosh, 1997). In referring to this in my so-called ‘conclusions’, I’m also refl ecting on the ‘added-value’ of quoting others (and especially those noted to be excellent in their writings) to seek to support what seems ‘self-evident’ … off ering refl ections can, of course, only ever be ‘partial and incomplete’. It was a privilege to be able to join this


training group and it was and is a privilege to be part of a training project which, by virtue of anticipating the feedback this piece in its original form may off er, is open to such ….so, I thank all who allowed for such a rich learning encounter. T is piece was completed just in time to


keep pace with the requirements of trainees - so I’m once again minded to refl ect further on what we expect of our trainees, when undertaking a rigorous course, whilst also seeking to balance work, training and life demands.


and meta-dialogue in clinical work. Family Process, 26: 415-428. Anderson, H. & Goolishan, H. (1992) The client is the expert: A not knowing approach to therapy. In S. McNamee & K.J. Gergen (eds) Social Construction and the Therapeutic Process. Newbury Park, CA: Sage. Bruner, J. (1990) Acts of Meaning. Cambridge M.A.: Harvard University Press. Burr, V. (1995) An Introduction to Social Constructionism. London: Routledge. Cutcliff e, J.R. (2003). Reconsidering refl exivity: Introducing the case for intellectual entrepreneurship. Qualitative Health Research, 13: 136-148. Dowling, E., Cade, B., Breunlin, D.C., Frude, N. & Seligman, P. (1982) A retrospective study of students’ views on a family therapy training programme. Journal of Family Therapy, 4: 61-72. Frosh, S. (1997) Post modern narratives: Or muddles in the mind. In R.K. Papadopoulos & J. Byng-Hall (eds) Multiple Voices: Narratives in Systemic Family Psychotherapy. London: Duckworth. Green, D. & Kirby-Turner, N. (1990) Five steps in family therapy – a personal construct analysis. Journal of Family Therapy, 12: 139-154. Gergen, K.J. & Gergen, M.M. (1991) Toward refl exive methodologies. In F. Steiner (ed) Research and Refl exivity. London: Sage. Gergen, K.J. (1985) The social constructionist movement in modern psychology. American Psychologist, 40: 266-275. King, E. (1996) The use of self in qualitative research. In J.T.E. Richardson (ed) Handbook of Qualitative Research for Psychology and the Social Sciences. Leicester: The British Psychological Society. Kniskern, D.P. & Gurman, A.S. (1979) Research on training in marriage and family therapy: Status, issues and directions. Journal of Marital & Family Therapy, 5: 83-94. Kniskern, D.P. & Gurman, A.S. (1988) Research in family therapy training. In H.A. Liddle, D.C. Breulin & R.C. Schwartz (eds) Handbook of Family


Sonnet for research


How do I know thee? Let me count the ways. I know thee to the depth and breadth and height –


Ah, I do measure thee and speak with statisticians for How to choose ’tween Wilcoxon and Mann-Whitney. I know thy qualities by the use of grounded theory, In which I code each nuance, and so Create a route unto thy heart.


I know thee like the poetry of narrative analysis (a method I must surely use one day), where secrets lie, cracked open.


I know thee with a love I should not speak, For thence my peers shalt surely call me partial.


I know thee with the breath, tears, smiles of all my life, But best shalt I love thee aſt er publication.


Jane Keeley (inspired by, and with apologies to, Elizabeth Barrat Browning)


© Jess Keeley, 2007 12


Context February 2012


“Walk a mile….. and/or sit awhile”, with both/and in mind


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