ReachingOut

An Apprenticeship Framework - Collaborative Research Process which Ofer and Anat undertook over nine years. The purpose of our practitioner doctoral research process was to produce a knowledge framework by creating a transformational virtual space, an application which can utilise by other professionals in the relevant field of practice. This transformational virtual space- application, was also built to communicate and disseminate the products of our research. This goal was achieved by extraction and reflective analysis of tacit knowledge embedded in what was previously, the intuitive professional work of an experienced practitioner. In our research, this goal was achieved, in a process of professional colleague reflection in an apprenticeship framework. When we began our research, Ofer had over 15 years of practical experience working with children and adolescents, first as therapeutic mentor and later as a psychotherapist. Anat had just begun her professional practice and asked to learn from Ofer’s approach and techniques in psychotherapy. In this process of professional peer reflection, at first, Ofer explained his therapeutic decision making processes to Anat and in doing so communicated his professional knowledge to her. As a less experienced young practitioner, the main part of her learning process was to explore and analyses the procedures which he described, and reflect upon them. Anat provided vital academic and professional feedback, derived from her more theoretical background. Anat’s evolving psychoanalytical capabilities contributed to this process of self-analysis and bilateral reflection. In this way the knowledge extracted from Ofer’s professional practice was developed and enhanced by him, producing improved professional knowledge to be utilised in his practice. This knowledge was transformed by Anat’s interpretation into improved professional knowledge tailored to her personal style of therapy. Together they built an ever-expanding arena for the production and transformation of professional practitioner knowledge.师徒研究框架（Apprenticeship Framework）——奥弗与阿纳特耗时九载推进的协作式研究进程。 本次从业者导向的博士研究，核心目标为搭建一款转型虚拟空间应用，借此构建专属知识框架；该应用可供相关实践领域的专业人士取用。该转型虚拟空间应用同时承担研究成果的传播与推广职能。本研究目标的达成，依托于对资深从业者过往直觉性专业工作中所蕴含的隐性知识（tacit knowledge）开展提取与反思性分析。 在本研究中，该目标通过师徒框架下的专业同行反思进程得以实现。研究启动之初，奥弗已拥有超15年的儿童与青少年实务经验：早年担任治疗导师，后续转型为心理治疗师；而阿纳特刚刚开启职业执业生涯，期望学习奥弗在心理治疗领域的方法与技术。 在这场专业同行反思的进程中，奥弗首先向阿纳特阐释自身的治疗决策逻辑，借此将自身的专业知识传递予她。作为经验尚浅的年轻从业者，阿纳特的学习核心在于探索、分析奥弗所阐述的操作流程，并进行反思复盘。阿纳特依托自身更为扎实的理论背景，为研究提供了极具价值的学术与专业反馈。其不断精进的精神分析能力，也为这场自我剖析与双向反思的进程提供了关键助力。 通过这一协作模式，奥弗从自身执业实践中提取的知识得到了进一步发展与优化，产出了可应用于自身执业的更完善的专业知识；而阿纳特则通过自身的解读，将该知识转化为适配自身治疗风格的升级版专业知识。二人携手搭建起了一个持续扩容的专业场域，用于生产与转化从业者的专业知识。