Student‐generated metaphor in research supervision: An arts‐based method.
Previous research has highlighted the impact and importance of the use of client‐generated metaphor in psychotherapy (Cott, 2020). While researching this topic, we began to incorporate student‐generated metaphor into the research supervision process. This was found to enhance the supervision relatio...
| Publicado en: | Counselling & Psychotherapy Research Vol. 25; no. 1; pp. 1 - 9 |
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| Autores principales: | , |
| Formato: | questions and answers Journal Article |
| Publicado: |
Wiley-Blackwell
Mar2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183991325&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183991325 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14733145 TFX jtl: Counselling & Psychotherapy Research issn: 14733145 maglogo: Y pubinfo: dt: Mar2025 vid: 25 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183991325 183991325 183991325 10.1002/capr.12790 183991325 ppf: 1 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Student‐generated metaphor in research supervision: An arts‐based method. aug: au: Ramsey‐Wade, Christine E. Cott, Matthew J. affil: Psychological Sciences Research Group, University of the West of England, Bristol, UK sug: subj: Metaphor Student Attitudes Research, Medical Supervisors and Supervision Art Psychotherapy Methods Life Experiences Support, Psychosocial Psychological Well-Being Communication Learning Spirituality Counseling Methods Reflection ab: Previous research has highlighted the impact and importance of the use of client‐generated metaphor in psychotherapy (Cott, 2020). While researching this topic, we began to incorporate student‐generated metaphor into the research supervision process. This was found to enhance the supervision relationship, providing a quick and immediate insight into the supervisee's lived experience and pastoral needs at each stage of the research journey. This work developed into an arts‐based research supervision method, which reduced the power differential in the supervisory relationship, and made space for the supervisee to communicate their learning experience on their own terms. In this paper, we will set out the rationale for using student‐generated metaphor in research supervision and share further student feedback on this process, including future ideas for research and practice. We argue that theory and research on research supervision often neglect its pastoral component, and that providing excellent pastoral support to postgraduate researchers is key. The paper will conclude by making the case that the use of student‐generated metaphor in research supervision can be a simple and effective way to bring the supervisory relationship into focus. pubtype: Academic Journal doctype: questions and answers Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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