ABSTRACT

The use of reflection to assist students in developing their initial practice is evident in the literature in many fields when it comes to building a practice that is informed by theory. In this article, the authors explore Mental Performance Consultants’ (MPCs) experiences with the practice of reflection during their participation in a higher education programme (with a focus on theory and practice) and while developing their initial consulting practices. Three MPCs (current and former students of the higher education programme) participated in a semi-structured interview which was subsequently followed by a second interview where they simultaneously drew a modified Rappaport timeline to illustrate their identity and professional development journeys. The authors used this data and a content analysis of participants’ relevant coursework to create three portrait vignettes to represent the MPC’s development journeys with specific focus on the impacts of reflective practice. Although reflective practice is well documented as an ongoing professional development tool for MPCs, the results of this article highlight the significance of utilizing reflective practice for self-growth, identity development, and autonomy in those crucial beginning years of becoming a professional.

摘要

在建立以理论为依据的实践时，在许多领域的文献中都清楚地使用了反思来帮助学生发展自己的初始实践。在本文中，作者探讨了心理绩效顾问（MPC）在参与高等教育计划（侧重于理论和实践）过程中以及在制定初始咨询实践的过程中进行反思的经验。三个MPC（高等教育课程的在校生和前生）参加了半结构式访谈，随后进行了第二次访谈，他们同时绘制了修改后的Rappaport时间轴以说明其身份和职业发展历程。作者利用这些数据和对参与者相关课程的内容分析，创建了三个肖像小插曲来代表MPC的发展历程，并特别关注反思性实践的影响。尽管反思性实践已被很好地证明是MPC正在进行的职业发展工具，但本文的结果突出了在那些成为职业人士的关键开始年份中，运用反思性实践对于自我成长，身份发展和自治的重要性。