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By Vanja Orlans; Susan Van Scoyoc

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It was not until almost 1900 that laboratories were opened at Cambridge and London University. The dominant trend throughout this period was one of an increasing fragmentation of elements of psychological exploration which included topics such as sensation, memory and perception. It was assumed that together these elements could potentially form a whole which as a field would be labeled ‘psychology’. Danziger (1997) presents a perceptive analysis of the political and social developments that underpinned the classification of these different parts of ‘psychology’ and the resulting search for common categories of discourse.

For example, Sartre (1905–1980) took the view that consciousness was always in process in relation to the world and therefore a particular structure could not be pinned down – in Sartre’s terms ‘existence precedes essence’ (Sartre, 1965). qxp 32 11/18/2008 6:42 PM Page 32 A SHORT INTRODUCTION TO COUNSELLING PSYCHOLOGY interest in ethics and morality, stressing relationship and communication as key aims in life, and Merleau-Ponty (1908–1961) highlighted the embodied nature of the person’s exchanges with the world (Merleau-Ponty, 1962).

The overall interest is in challenging courses and individuals to reflect more deeply on the basis to their work and their training designs, a challenge that we completely support in that it takes us into the reflexive realm and a potentially different form of learning, referred to also as the ‘double loop learning’ domain (Argyris, 2004) or ‘reflection-in-action’ (Schön, 1983). In the following chapter, where we address the issue of professional knowledge in counselling psychology, we return to this idea of reflexive practice in more detail.

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