Abstract
This study examined the learning contents and growth process among students who took the undergraduate Certified Public Psychologist course, “Practical Training in Psychology.” Eight undergraduate students (one male, seven females) from A university participated in a semi-structured interview survey. The analysis of the verbatim interview transcripts using the Modified Grounded Theory Approach (M-GTA) produced 42 concepts, which were grouped into nine small and three large categories. Additionally, we examined and modeled the relationship between categories. Consequently, students acquired 【experience-based learning based on relationships】 such as the basic attitudes of providing interpersonal support and 【learning in which existing knowledge becomes concrete】 about psychologists' knowledge of roles and perspectives clinical settings through the “Practical Training in Psychology” course. Furthermore, students referred to an aspect of 【experience-based learning based on relationships】, which facilitated 【learning in which existing knowledge becomes concrete】. Therefore, such learning promotes the 【deepening of self-understanding and changes in awareness】of students' own issues and careers.
