Introduction In this paper we describe the effectiveness of an experientialtraining group, specifically conceived for psychology students, which try to activate areflection on the internalized social representations of professional identity. Our studyaims to demonstrate that group experiential learning is particularly useful to change thebasis of social representations and may contribute to the construction of a realisticimage of both the profession and the professional identity.Method Research has involved 88 students enrolled in the graduate program inClinical Psychology. Before and after the experiential groups, students were asked towrite a text starting from the hint ‘Becoming a Psychologist’. These 176 texts providedthe data used for this study. We carried out a text analysis using automatized softwarethat provide Hierarchical Classification and Factorial Analysis of Correspondences.Results The changes in the representations of the psychologist underline howparticipation to group experiential learning has allowed students to build a morerealistic, less stereotypical and idealized vision of their future profession and a greaterawareness of the limits of a training program based solely on the acquisition oftheoretical notions.Discussion Data suggest the possibility of usefully practicing such learningactivities, in order to help students to reflect about their professional representations.
|Number of pages||16|
|Journal||Psychology Learning and Teaching|
|Publication status||Published - 2016|
All Science Journal Classification (ASJC) codes
- General Psychology