Abstract
Kenneth Gergen’s seminal contributions to social constructionist thinking have substantial implications for the practice of
counselling and psychotherapy, and thus for the training of practitioners as well. This article takes up the latter point,
exploring the many deviations from traditional approaches to foundational counselling skills training that arise when educators
are informed by constructionist philosophy. The article is written in the form of a dialogic exchange in recognition of Gergen’s
emphasis on the relational aspect of knowing, with contributions from two educators accustomed to training graduate level
practitioners in basic counselling and psychotherapy practice.
counselling and psychotherapy, and thus for the training of practitioners as well. This article takes up the latter point,
exploring the many deviations from traditional approaches to foundational counselling skills training that arise when educators
are informed by constructionist philosophy. The article is written in the form of a dialogic exchange in recognition of Gergen’s
emphasis on the relational aspect of knowing, with contributions from two educators accustomed to training graduate level
practitioners in basic counselling and psychotherapy practice.
- Content Type Journal Article
- Category Original Article
- Pages 1-10
- DOI 10.1007/s12646-012-0152-z
- Authors
- David Paré, Educational Counselling, Faculty of Education, Lamoureux Hall, University of Ottawa, Room 231, Ottawa, ON K1N 6N5, Canada
- Olga Sutherland, Couple & Family Therapy, Department of Family Relations & Applied Nutrition, University of Guelph, CFT Centre, Rm. 251, Guelph, ON N1G 2W1, Canada
- Journal Psychological Studies
- Online ISSN 0974-9861
- Print ISSN 0033-2968