This component of the portfolio serves as a summary the personal transformative journey of the last two years including the program of studies and the required 15 month clinical internship. Included in this section are four domains of personal and professional change: 1.) “Transcription of Session Segments” which gives a brief and actual description of the student’s clinical approach; 2.) “Working Model Response to Difference in Clinical Practice” which gives a overview of the student’s priority given to client differences; 3.) “Summary of Clinical Learning” which identifies the student’s perceived clinical strengths and weaknesses; and, 4.) ‘Summary of “Transformative Learning”’ which is a personal overview of how these last two years has resulted in personally important changes.
Transcription of Session Segments
With this section of the portfolio, the student provides a word-for-word transcription of videotaped therapeutic interactions. This includes notations of any relevant nonverbal/analogic communication on the part of the client or therapist (such as head nodding, tears, changing seats, leaving the room, etc.). All transcripts are fully de-identified. The student may use false names or descriptors such as “mom” or “son”. Any mentioned information that could identify a client(s) such as place of employment, street address, or name of church (as examples), are altered or shown as an “XXX” in the transcript.
Working Model Response to Difference in Clinical Practice
The purpose of this domain is to provide a demonstration of the student’s values and clinical approach to the important issue of client difference. This important outcome paper identifies three core contextual factors impacting the therapeutic process, how the student addresses these factors in the dynamic flow of treatment, and, lastly, how ongoing growth and learning will be a part of the student’s future practice.
Summary of clinical learning
As the clinical internship component of the MSFT program concludes, the student provides a brief reflection of learning specific to clinical skill development. This typically includes a description of the student’s present sense of strengths and weaknesses as a student therapist.
Summary of “transformative learning” through the MSFT program
Upon entering the MSFT program, the upcoming two years of continuous study and training is described as a “transformative journey.” This brief statement is written by the student to provide a brief yet personal description of the transformative learning and change now recognized by the student as the program concludes (self of the therapist).
