that have been on it [supervised experience], for a couple of years to somebody …for us that into it. probably pretty much at the same level in terms now’s coming We’re of…real structure and knowledge of observation. I can pretty much safely say that not had I’ve any, even with my supervisor; we really discussed observations in any way at all. hadn’t (Janine, FG4) It is considered perturbing that early career professional development is severely hindered without the opportunity to access training or guidelines. Janine may not have made this association without the sense-making and interactive interplay of participants sharing lived experiences. Trainee preconceptions and perceptions of others. Trainees noted caution regarding potential preconceptions when interpreting client behaviors: Ashleigh: Do you think that interferes with your observations from an applied sport point of view because sometimes I feel that I have that in my advantage psychologist’s with the sports working in because I in them. But then I think if I I’m haven’t coached was doing an observation of a track or field athlete which is my sport, which a I’m qualified coach in, then I probably would have a bit more of a coaching head on... Alex: I think I would be able to draw the line and say right, no I be thinking shouldn’t about that, tactics, technical stuff, focus on something else. However, I think that’s that’s that there will be a fuzzy line in between the two at some point that would say right, which skill set am I tapping into. (FG1) This excerpt highlights trainees challenging and critically questioning each other’s potential preconceptions. It is essential to engage in such practice to ensure preconceptions do not influence the interpretation of client behavior. Analysis of data reveals a pre-occupation of trainees to project a positive impression of themselves to the client:
…for us that have been on it [supervised experience], for a couple of years to somebody that now’s coming into it. We’re probably pretty much at the same level in terms of…real structure and knowledge of observation. I can pretty much safely say that I’ve not had any, even with my supervisor; we hadn’t really discussed observations in any way at all. (Janine, FG4) It is considered perturbing that early career professional development is severely hindered without the opportunity to access training or guidelines. Janine may not have made this association without the sense-making and interactive interplay of participants sharing lived experiences. Trainee preconceptions and perceptions of others. Trainees noted caution regarding potential preconceptions when interpreting client behaviors: Ashleigh: Do you think that interferes with your observations from an applied sport psychologist’s point of view because sometimes I feel that I have that in my advantage with the sports I’m working in because I haven’t coached in them. But then I think if I was doing an observation of a track or field athlete which is my sport, which I’m a qualified coach in, then I probably would have a bit more of a coaching head on... Alex: I think I would be able to draw the line and say right, no I shouldn’t be thinking about that, that’s tactics, that’s technical stuff, focus on something else. However, I think that there will be a fuzzy line in between the two at some point that would say right, which skill set am I tapping into. (FG1) This excerpt highlights trainees challenging and critically questioning each other’s potential preconceptions. It is essential to engage in such practice to ensure preconceptions do not influence the interpretation of client behavior. Analysis of data reveals a pre-occupation of trainees to project a positive impression of themselves to the client: