Learning agreements: Road maps to integrative learning

This chapter outlines the use of learning agreements (LAs) as one strategy for facilitating integrated and collaborative learning on a postgraduate academic and professional training course, namely a Master in Science (MSc) degree in Clinical Supervision, at Trinity College Dublin. This 2-year part-time specialized small group Masters program comprises taught courses in supervision theory, practice, and research. In Year 1, students undertake six compulsory modules (e.g. Clinical Supervision Theory, Skills, and Process; The Reflective Practitioner; Perspectives in Adult Learning; Research in Clinical Supervision) together with a professional practice module wherein they provide clinical supervision to supervisees and contract with an external supervisor for that practice. On successful completion of Year 1, students may exit with a Postgraduate Diploma. Those who proceed to Year 2 undertake an empirical inquiry under research supervision. Competence is developed through a variety of methods, including experiential learning workshops, discussions, peer supervision, written assignments, tutorials, and reflective practice. The course aims to facilitate an integration of theory, practice, and research for supervisor professional knowledge development. This chapter provides an overview of the theoretical constructs that underpin the LA strategy as a means of facilitating integrative learning on the MSc and presents this as a case study to demonstrate theory in use. Consideration is also given to the benefits and challenges of this approach, and recommendations for further development are presented. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)