Reflective Practitioner Model – Overview
We have chosen the metaphor of “the reflective practitioner” to describe our training model. This phrase highlights our emphasis on clinical practice and professional identity. It also represents our primary method or praxis, which is creating dialogue and interaction between practice – with all the complexity and particularity that exists in specific clinical situations – and larger perspectives and resources which might inform that practice. These larger perspectives include
• professional literature and the contributions of research
• social and cultural identity, diversity, and power
• spiritual, religious, theological, and existential issues and resources
• professional identity, professional development, and use of the self
–Values and Emphases-
Focus on high quality outpatient clinical practice
We seek to provide top quality training in the following aspects of outpatient clinical practice:
• diagnostic assessment
• risk assessment
• individual psychotherapy
• group psychotherapy
• couples/family therapy
• psychological assessment
• awareness of psychopharmacological/medical issues and resources;
• clinical administration
• clinical consultation
Primary service area and/or constituency
The unique convergence of the Danielsen Institute’s mission and its location and identity in Boston and within Boston University contributes to a multi-layered understanding of a primary service area and/or constituency. Consistent with the Institute’s mission to contribute to the well-being and effectiveness of those in ministry, the Institute serves a large percentage of persons (28%) actively engaged in ministry, studying for the ministry, and family members of those engaged in or studying for the ministry. Consistent with the Institute’s place within Boston University, the Institute serves a large percentage of persons (30%) who are students, faculty, or staff of the university. And consistent with the Institute’s location in the City of Boston, the Institute serves a large percentage of lower income clients (52%), utilizing resources from the Institute’s endowment specifically for this purpose.
A formative approach
We utilize a formative approach which seeks to increase knowledge, develop skills, and cultivate qualities, characteristics, and values as relevant to professional identity and professional practice. Within this approach, we actively attend to the clinician’s use of self and self-development as a professional.
Emphasis on relationship and mentoring
We seek to foster meaningful relationships within the training cohort and between fellows and staff.
Our training emphasizes on-going reflection, consultation, collaboration, and feedback.
In our clinical training, we encourage attention to the “whole person” in context, which includes the complex interplay of bio-psycho-socio-spiritual dimensions.
Specialization in spiritual-existential-religious-theological issues
We provide specialized training in addressing spiritual, existential religious, and theological issues and resources in clinical work and professional development. We approach these dimensions from an open, non-sectarian, multi-faith framework.
Attention to culture and diversity
We value individual and cultural diversity, and attend to identity, culture, context, difference, and power in clinical and professional interactions.
Within a larger commitment to evidence-based practice and tailoring treatment according to the particular needs of each client, we emphasize relational/psychodynamic approaches in our clinical training.
On-going professional development
We utilize expert presenters, continuing education programs, and current professional literature to keep informed about developments, resources, and standards in our respective professions.
We are fully committed to upholding the legal and ethical standards of our respective disciplines, and to embodying our deepest values as they bear upon our professional identity and practice.