Jeannie Wright

Choosing whether to resist or reinforce the new managerialism: the impact of performance‐based research funding on academic identity

This article uses four academics’ gendered and cultural responses to life in a university in Aotearoa New Zealand under the new managerialist regime. Performance Based Research Funding (PBRF) requires academics to submit evidence‐based portfolios every six years to categorise and rank them, with government funding assigned accordingly. When the authors met as members of a writing group, the talk often turned to negative aspects of PBRF. Using co‐operative enquiry, the four co‐researchers began writing observations of their individual experiences, differences and identities to help them reflect and understand the impact of the changed environment. The four phases of writing as enquiry were: deciding on a focus, writing observations, engaging with the written accounts and interpreting the outcome through metaphor. The article process facilitated a positive outcome by helping the authors regain a sense of collegiality and mutual support, along with a sense of preserving their academic identity by writing and publishing as a group.

The experiences of reflective learning journals by cognitive behavioural psychotherapy students

Learning to reflect on practice is an important therapeutic skill for psychotherapists and counselors. This study examines the utility of a reflective learning journal within the context of postgraduate education to improve reflection amongst cognitive behavioural psychotherapy trainees. The methodology used was qualitative in order to understand the experiences and insights of the trainees. Focus groups were used to gather and begin the process of understanding experiences. The findings indicate that learning journals do seem to improve reflective learning but have also raised important ethical issues. There appears to be a place for learning journals in contemporary cognitive behavioural psychotherapy training. A number of tentative best practice recommendations are therefore made.

‘Does class count?’ Social class and counselling

Abstract This article explores the importance attached to social class by experienced practitioners taking part in a co-operative inquiry group. A review of the literature from the last thirty years indicates that there is very little research on class in relation to counselling and psychotherapy reported in the UK. Both authors position themselves as coming from working class origins. Nine co-researchers from both middle and working class origins joined the group. Eight meetings took place over a period of nine months. Extracts from the groups discussions are represented and integrated with ‘presentational knowing’ drawn from contemporary culture, including poetry and popular music. This study suggests that social class is a neglected aspect of diversity in the counselling field. Implications of the study have relevance for the language of counselling and psychotherapy and class based values; social class and its impact on initial education; and ongoing counselling practice and access to therapy for wor...

Reflective practice at a distance: using technology in counselling supervision

The purpose of this paper is to explore the experience of using technology (telephone, asynchronous email, Skype) for counselling supervision at a distance. Different styles of communication are required and some surprising changes in practice emerge in this dialogical study which takes place in Aotearoa New Zealand. Reference is made to the international literature on online therapy, reflective practice and supervision. One of the findings is that clear contractual expectations are essential, a working agreement which can be flexible enough to accommodate distance practices. Finally, we evaluate the benefits and challenges of using technology for the purposes of professional supervision.

Dialogical journal writing as ‘self-therapy’: ‘I matter’

Aim: This case study of one womans (Janes) experience of dialogical journal writing presents a way of finding a ‘compassionate image’ for self-therapy. Various theoretical analyses are indicated with Mindfulness-based conceptualisations at the forefront. Methodology: Based on three recorded interviews, the narrative inquiry took place over a year. Methodologically, this paper is also one contribution to an ongoing debate about different research approaches in therapeutic writing research. Participants: This study took place in Aotearoa New Zealand, where both Jane and I are migrants. Discussion: This account draws on a report of self-directed writing for well-being, seen as an alternative to counselling or medication for depression and anxiety. It focuses on how a particular style of writing evolved and how the motivation to write continues.

Unfinished Business with Feminist Thinking and Counselling and Guidance Practice.

ABSTRACT This article provides a personal view of the influence of feminist theories on counselling and guidance practice over a 30-year period. It is not intended to be a scoping review of the vast literature on feminist theory and practice in relation to the talking therapies. Based on the subjective experience of one researcher/practitioner, its intention is to highlight how political and theoretical shifts have been reflected in practice and in some key feminist texts. These shifts are illustrated by vignettes (composites of work with clients), drawn from reflective journals and ‘field notes’ made at the time and based on professional practice in a variety of settings. Tensions between feminism(s) and therapy for women are noted and implications for practice outlined.

Fractured connections: migration and holistic models of counselling

In this article we aim to explore those points at which migrant identity and landscape intersect. We also consider implications for holistic models of counselling with migrant groups. The New Zealand migration literature was the starting point to consider how and why the experience of migration has been studied. We asked how collective biography might work as a way to research questions about our relationship with this new land and its indigenous people. Following feminist and post-structural influences, we shared a sequence of memories of geographical transitions in a structured sequence. We used poetic representation and photographs, in addition to prose, to express what was often experience beyond words. Subsequently we have reflected on how memory work in collective biography and indigenous, holistic models of wellness might add to ways of working therapeutically with migrants.