Off-campus UMass Amherst users: To download dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.

Non-UMass Amherst users, please click the view more button below to purchase a copy of this dissertation from Proquest.

(Some titles may also be available free of charge in our Open Access Dissertation Collection, so please check there first.)

Supervisor and trainee perspectives on clinical report writing as narrative

Gaiana Germani, University of Massachusetts Amherst


This study investigated, as a primary focus, trainees and supervisors' perspectives on writing clinical reports in a training environment for beginning therapists. Secondary foci included an exploration of trainees' experiences of text measures used to score their reports, and an examination of the possible influence of a previous immersion in literary studies on some trainees' report writing. Three supervisors and nine trainees, four of whom had literary backgrounds, participated in 60 to 90 minute, tape recorded, unstructured interviews in which they described in detail, their thoughts on clinical report writing. Additionally, the same nine trainees were asked to review four of their own reports and to explore the scores they received using the following five text measures: (1) Computerized Referential Activity; (2) Type Token Ratio; (3) Emotion Tone; (4) Abstraction; and (5) Word Count. A qualitative analysis of verbatim interview transcripts suggested that there are educative benefits and frustrations inherent in the task of report writing, as well as conflicts and dilemmas resulting from the dynamic nature of the relationships between trainees, supervisors, the immediate environment of the training clinic itself, and the culture of the field of academic psychology as a whole.

Subject Area


Recommended Citation

Germani, Gaiana, "Supervisor and trainee perspectives on clinical report writing as narrative" (2002). Doctoral Dissertations Available from Proquest. AAI3068557.