Recognition of prior learning (RPL) raises policy and procedural questions and also ideological, ethical and political questions. Focusing on psychotherapeutic training this paper presents critical reflections on RPL and argues that this accounting highlights questions and tensions that a focus on policy and procedure alone can obscure
"Recognising Prior Learning in Psychotherapy Training: a Critical Appraisal,"
1, Article 5.
Available at: https://arrow.tudublin.ie/level3/vol8/iss1/5