RTS is a specific training model, in the form of a process of analysis of the ways students interpret their own role and the educational relationship. The forms of the RTS model and its main goals will be presented. A case study will be further proposed, in order to analyze the impact of a workshop based on the RTS model upon the ways the students of a bachelor degree in psychology conceive their own role, giving a meaning to what is happening. The workshop was organized as a course of 5 group sessions, where the students met once a week for 2 hours. A Lexical Correspondence Analysis (LCA), aimed at identifying the (dis)similarities emerging through the subjects’ (trainer and students) discourses, was used to detect the ways they viewed the experience. LCA was applied to the verbatim transcription of the discourses produced in the first, third and final session of the workshop. The results highlight 2 main symbolic transitions occurring in the course of the workshop, and concerning both the way adopted by the students to interpret their role and the way they took part in the process and evaluated the experience. The RTS workshop appears to have strongly favored both the students’ involvement in the activities and the construction of a linkage between the present training and future professional practice.
The impact of a reflexive training setting on the ways psychology students interpret their own role and the educational relationship
GUIDI, MARCO;VENULEO, Claudia
2014-01-01
Abstract
RTS is a specific training model, in the form of a process of analysis of the ways students interpret their own role and the educational relationship. The forms of the RTS model and its main goals will be presented. A case study will be further proposed, in order to analyze the impact of a workshop based on the RTS model upon the ways the students of a bachelor degree in psychology conceive their own role, giving a meaning to what is happening. The workshop was organized as a course of 5 group sessions, where the students met once a week for 2 hours. A Lexical Correspondence Analysis (LCA), aimed at identifying the (dis)similarities emerging through the subjects’ (trainer and students) discourses, was used to detect the ways they viewed the experience. LCA was applied to the verbatim transcription of the discourses produced in the first, third and final session of the workshop. The results highlight 2 main symbolic transitions occurring in the course of the workshop, and concerning both the way adopted by the students to interpret their role and the way they took part in the process and evaluated the experience. The RTS workshop appears to have strongly favored both the students’ involvement in the activities and the construction of a linkage between the present training and future professional practice.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
