The use of reflection team from Systemic Family Therapy field in Adult Education: mental health specialists – adult educators’ views


Published: Dec 30, 2022
Keywords:
reflective team adult education systemic family therapy transformative learning
Niki Dedousi
Abstract

The goal of the present paper is the pursuit of connecting Psychology and Adult Education, through the insight of the views expressed by mental health experts - adult educators on the use of the reflective team of the Systemic Family Therapy in Adult Education as a mean for promoting transformative learning. The questions focus on examining the capability of the reflective team to work in a transformative way, in the conditions required for the critical reflection to be developed using reflective team in, as well as towards the obstacles that can emerge during this process. For this purpose, qualitative methodology was used, and specifically, semi – structured interviews were conducted in nine mental health experts that were trained also in the Adult Education field and the outcome was processed with the use of thematic analysis.  The most essential findings were related to the parameters of the reflective team that can enhance its transformative function, such as polyphony, distance, and the atmosphere of the team. Moreover, the necessity of educating the targeted population and the use of reflective teams in issues relevant to humanitarian sciences or to self-development were also derived. Some possible impediments that the participants referred that might arise, were the difficulty of the inevitable exposure that is required during the participation of people in the reflective teams, the defense mechanisms of the participants and the unwillingness of an organization. Finally, the importance of the role of the educator for the use of the reflective team in Adult Education was highlighted by the majority of the participants.


 

Article Details
  • Section
  • Articles
Downloads
Download data is not yet available.
References
Atkinson, R. L., Atkinson, R. C., Smith, E. (2003). Εισαγωγή στην Ψυχολογία του Hilgard. Π. Βορριά (επιμ.). Αθήνα: Παπαζήσης.
Αυγητίδου, Σ. (2007). Ο στοχαστικο-κριτικός εκπαιδευτικός ως ζητούμενο στην αρχική εκπαίδευση των εκπαιδευτικών: Η συμβολή του προγράμματος της πρακτικής άσκησης. Επιστήμες της Αγωγής, 1, 45-57. Ανακτήθηκε από: https://www.researchgate.net/publication/260989753_E_praktike_askese_sten_archike_ekpaideuse_ton_ekpaideutikon_Ereunetikes_prosengiseis
Braun, V. & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds), APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57-71). Washington, DC: American Psychological Association.
Chang, J. (2010). The Reflecting Team: A Training Method for Family Counselors. The Family Journal, 18(1), 36–44. https://doi.org/10.1177/1066480709357731.
Cohen, L., Manion, L. & Keith, M. (2008). Μεθοδολογία Εκπαιδευτικής Έρευνας. Αθήνα: Μεταίχµιο.
Cook, S. (2006). An epistemological Journey in search of reflexivity and the authentic self: Family therapy theory and Intervention. (Phd Thesis). Available from: https://pdfs.semanticscholar.org/490a/96f35e8c7c82e25a26c4cf00f27746984375.pdf.
Everard, K. B., & Morris, G. (1999). Αποτελεσματική Εκπαιδευτική. Διοίκηση. (Δ. Κίκιζας, Μετάφ.). Πάτρα: Ελληνικό Ανοιχτό Πανεπιστήμιο.
Frake, C. & Dogra, N. (2006). The use of reflecting teams in educational contexts. Reflective Practice, 7(2), 143–149. https://doi.org/10.1080/14623940600688340.
Heiden, L.A. & Hersen, M. (2009). Εισαγωγή στην Κλινική Ψυχολογία. Αθήνα: Πεδίο.
Jude, J. (2016). Seselelame: Reflective team approach to practice. The Journal of Practice Teaching and Learning, 14(1), 73-87. https://doi.org/10.1921/jpts.v14i1.885.
Κόκκος, Α. (2011). Οδηγός Μελέτης για τη Θ.Ε. ΕΚΕ52. Πάτρα: Ελληνικό Ανοιχτό Πανεπιστήμιο.
Κόκκος, Α. (2005α). Θεωρητικό Πλαίσιο και Προϋποθέσεις Μάθησης. Τόμος Α’. Πάτρα: Ελληνικό Ανοιχτό Πανεπιστήμιο.
Κοκκος, Α. (2005β). Εκπαιδευτικές Μέθοδοι. Τόμος Β’. Πάτρα: Ελληνικό Ανοιχτό Πανεπιστήμιο
Κόκκος, Α. (Επιμ.) (2002). Διεθνής Συνδιάσκεψη για την Εκπαίδευση Ενηλίκων. Αθήνα: Μεταίχμιο.
Κωτσάκης Δ., Μουρελή Ε,, Μπίμπου Ι., Μπουτουλούση Ε. (2010) Αναστοχαστική πράξη. Ο αποκλεισμός στο σχολείο. Αθήνα: Νήσος
Mason, J. (2009). Η διεξαγωγή της ποιοτικής έρευνας. Αθήνα: Ελληνικά γράμματα.
Mezirow και συνεργάτες (2006). Η Μετασχηματίζουσα Μάθηση. Αθήνα: Μεταίχμιο.
Mitchell, T., F., Richard, D., Battistoni, R. M., Rost-Banik, C., Netz, R. & Zakoske, C. (2015). Reflective Practice that Persists: Connections Between Reflection in Service-Learning Programs and in Current Life. Michigan Journal of Community Service Learning, 21(2), 49-63.
Παπαγεωργίου, Η. (2010). Διερεύνηση των Επιστημολογικών Πεποιθήσεων Εκπαιδευτών Ενηλίκων: μια μελέτη περίπτωσης σε Σχολεία Δεύτερης Ευκαιρίας. Στο Δ. Βεργίδης και Α. Κόκκος (επιμ.) Εκπαίδευση Ενηλίκων:Διεθνείς Τάσεις και Ελληνικές Διαδρομές. Αθήνα: Μεταίχμιο
Pender, R. & Stinchfield, T. (2012). A Reflective Look at Reflecting Teams. The Family Journal: Counseling and Therapy for Couples and Families, 20(2), 117-122.
Rogers, A. (1999). Η Εκπαίδευση Ενηλίκων. Αθήνα: Μεταίχμιο.
Τριανταφύλλου, Φ. (2012). Maturana ξανά! Μετάλογος, 21, 33-49.