Teaching Psychobiography: Formation, Reflexivity, and Respect for Human Lives

article

Abigail Jareño Gómez

Abstract

This reflective essay explores the teaching of psychobiography as a formative practice in postgraduate psychology training. Drawing on sustained teaching experience, it examines students’ initial resistance, the challenges of engaging with life stories, and the ethical and reflexive demands of psychobiographical work. Psychobiography is presented not as a closed method, but as a way of cultivating a humanistic, non-reductive understanding of human lives, particularly relevant for clinical and psychotherapeutic practice.

Keywords:

clinical education, ethics in psychological research, humanistic approach, life narratives, meaning-making, psychobiography, psychohistory, psychology training, reflexivity, resistance

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About the author

Abigail Jareño Gómez

Abigail Jareño Gómez, PhD, is a lecturer at CEU San Pablo University, Madrid, Spain. She trained and worked as a psychotherapist for more than five years treating anxiety, depression, and personality disorders mainly. Her most recent publications are the book Ludwig van Beethoven: Humor, genio y corazón (Ludwig van Beethoven: Sense of humor, genius/temperament and heart) (2022) as well as papers like “Ludwig van Beethoven in a Snapshot: Exploring His Own Words” (2021) and “Applying A Step-Wise Approach In Writing A Psychobiography” (2021). Dr. Gómez can be reached at .

How to cite this article

Jareño, A. (2026). Teaching psychobiography: Formation, reflexivity, and respect for human lives. Clio’s Psyche, 33(2), 249-256.

https://doi.org/10.70763/bc6fe82635b1429d3e886eec0fc34f49