Interrogating the concept of the ‘wounded healer’: A deconstruction

This case study investigates how physical disability might impact on the therapeutic training and development of a counselling psychologist. Discourse analysis of extracts and quotations from the author’s own reflexive journal reveals some potential implications of a subtly discriminatory environment that perpetuates societal negativity towards the physically disabled. A limited level of understanding of the experience of physical disability amongst peers/colleagues is seen as a potential issue for the profession to address as an ethical obligation for ambassadors of social justice, possibly through specific disability training and reflexive practice. The archetype of the ‘wounded healer’ in the helping professions is an affirmative perspective by which to view physical disability in training. The physically disabled trainee is encouraged to commit to personal reflexive work to develop his/her understanding of the various possible implications of their physicality on relationships, be they personal or professional. This can ultimately prove the experience of physical disability to be a useful tool which, when used skillfully, has the capacity to increase relational depth in therapeutic relationships.

‘Pictures are forming inside my brain Soon with the colours they’ll rain together and grow Then don’t you know, don’t you know, there’ll be music.’From ‘Music’ by Carole King.To explore individual narratives of a therapist’s route to entering the profession, I undertook a self-critical analysis of personal experiences, emotional understandings, and meaning making of my life prior to becoming a counselling psychologist. Pathways to entering a psychotherapeutic profession are nuanced, and idiosyncratic, so rather than the ubiquitous ‘wounded healer’ narrative being the sole applicable metaphor for my life journey, I draw out another metaphor more pertinent to my particular experience: the music of therapy.

Several theories explain the motivation and process of becoming a therapist. The concept of ‘wounded healer’ is a common one, but this paper proposes an alternative metaphor which describes a journey wandering through life and discovering a purpose worth fighting for. The author describes this journey as one of being fortunately chosen rather than making deliberate choices. The process of becoming a counselling psychologist brought her into contact with those less fortunate than her and exposed her to diversity of education, class, culture, history and the world at large. The story starts with youth work and moves through studies in sociology to travelling to the West Indies and the newly independent countries of the commonwealth. A shift towards educational psychology was partially diverted into clinical research on benzodiazepines which later became a cause worth fighting for as she united the themes, of the dispossessed, the unheard, and the rejected that society blamed for their dependence. The author reflects on combining creativity with scientific rigour. The result has been a liking for ‘making it up as you go along’ which encourages flexibility rather than adherence to protocols and rules. There is a suggestion of rebellion here which is what the struggle for independence requires. Finally she concludes that counselling psychologists are like their clients; the product of their pasts.

Using the metaphor of viewing a movie premiere, characteristics of doctoral programs in clinical health psychology are outlined. Common elements of training include: uniform training competencies, gradu- ated sequence of training, emphasis upon broad and general training, reliance on the biopsychosocial model, and integration of scientific and practical competencies. Exclusive programs, in which all students are being trained in one area of concentration, are differentiated from programs embedded within general training in clinical or counseling psychology. Elucidation of these program characteristics assists prospective students, faculty members who develop these programs, and those developing educational and training guidelines within clinical health psychology. Top box office movie premieres often play at multiple theaters at the same time, ranging from showings at classic downtown theaters with lighted marquees to multiplex cinemas on the out- skirts of town surrounded by ample parking. For the most part, one's choice regarding where to watch the film has little influence on comprehension of the film, its cost, or the quality of the popcorn purchased at snack bars and consumed during the film. Much like premiere showings of box office hits, there are several venues through which doctoral training in clinical health psychol- ogy occurs. Some doctoral training programs are housed within health sciences center settings, some are located in traditional academic departments of psychology, and yet others are located in professional schools dedicated to graduate training in psychology. Additionally, some doctoral training programs in clinical health psychology are autonomous programs with the sole purpose of training doctoral students as clinical health psychologists, and others are embedded within existing clinical or counseling psy- chology doctoral training programs. Each of these venues repre- sents a viable setting for conducting doctoral training in clinical health psychology. Despite the similarity of courses and related experiences across programs, there are important factors to consider in assuring that the next generation of clinical health psychologists will possess the competencies they need to succeed in their future careers. The purpose of this paper is to describe different venues through which doctoral training in clinical health psychology occurs. Students who are considering doctoral training in clinical health psychology should consider these factors when deciding which type of grad- uate program will best assist them in attaining their career goals. Similarly, faculty and graduate students who advise undergradu- ates regarding their professional development will find this infor- mation helpful in facilitating optimal student-program matches. Finally, faculty members in existing or developing training pro- grams in clinical health psychology will benefit through consid- eration of these factors as part of their ongoing program self study for purposes of modifying and improving quality of education and training. Although the primary focus of this paper is on doctoral education and training in clinical health psychology, a specialty recognized by the American Psychological Association (APA), many of the considerations are applicable for other areas of spe- cialization, such as clinical child psychology, clinical neuropsy- chology, forensic psychology, clinical geropsychology, or commu- nity psychology.

SUE C. JACOBS, Associate Professor, Training Director, and Ledbetter Lemon Endowed Diversity Professor in Counseling Psychology at Oklahoma State University earned her PhD from the University of Southern Mississippi in 1989. Her interests include issues in ethics, education and training, difficult dialogues, the teaching of psychology, older adults, health, diversity, social justice, disaster response, mindfulness and anger. STEVEN K. HUPRICH earned his PhD in clinical psychology from the University of North Carolina–Greensboro in 1999. He is an Associate Professor of Psychology at Eastern Michigan University, having research interests in personality disorders and personality assessment. He is an Associate Editor of the Journal of Personality Disorders. CATHERINE L. GRUS is the Deputy Executive Director, Education at the American Psychological Association (APA). Dr. Grus received her PhD in clinical psychology from Nova University. At APA, Dr Grus works to advance policies and practices that promote quality education and training in psychology. EVELYN A. CAGE is a Doctoral Candidate in Counseling Psychology at Auburn University. After graduating with a BA in Psychology from Emory University in 2006, Evelyn pursued graduate training and has plans to receive her degree in 2013. Her research interests include training and development, multicultural counseling, and disordered eating in AfricanAmerican women. NANCY S. ELMAN received her PhD from the University of Pittsburgh where she also served for nearly 20 years as training coordinator for the doctoral program in Counseling Psychology. She has served as Chair of the Advisory Committee on Colleague Assistance (Board of Professional Affairs) and the Commission on Accreditation of the American Psychological Association. Her research focuses on psychologists and trainees with professional competence problems. LINDA FORREST, Professor and Associate Director for Faculty Outreach at the University of Oregon Center on Diversity and Community, received her PhD from the University of Washington in Educational Psychology. Her research interests focus on problems of professional competence, and other professional education and training issues (competency, ethics, international). REBECCA SCHWARTZ-METTE (MA Clinical Psychology) is a doctoral candidate in Clinical and Developmental psychology at the University of Missouri. Her research interests focus on the interpersonal context of adolescent internalizing symptoms and on ethical and training issues in psychology. DAVID S. SHEN-MILLER is an assistant professor of counseling psychology at Tennessee State University. He received his PhD in counseling psychology from the University of Oregon in 2008. His research interests include professional competence issues in training, the psychology of men and masculinity, ecological approaches to supervision and training, and qualitative research methods. KRISTI S. VAN SICKLE received her PsyD in Clinical Psychology from Florida Institute of Technology in 2006, and is currently an Assistant Professor in Florida Institute of Technology’s School of Psychology. Her primary research interests include professional competence, community health, and integrated primary care.; NADINE J. KASLOW, Professor, Vice Chair, and Chief Psychologist (Grady) at Emory School of Medicine Department of Psychiatry and Behavioral Sciences, received her PhD in Clinical Psychology from the University of Houston. Her research is on suicide and mood disorders; family violence; couples and family psychology; and competency-based psychology education, training, and credentialing. AS AUTHORS OF THIS ARTICLE, we are all members of the Trainees With Competence Problems Workgroup under the auspices of the American Psychological Association’s Education Directorate. Except for first, second, third, and last author, authorship order is alphabetical. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Sue C. Jacobs, PhD, Oklahoma State University, School of Applied Health and Educational Psychology, 425 Willard, Stillwater, OK 74078-4024. E-mail: sue.c.jacobs@okstate.edu Training and Education in Professional Psychology © 2011 American Psychological Association 2011, Vol. 5, No. 3, 175–184 1931-3918/11/$12.00 DOI: 10.1037/a0024656

본 연구는 국내 최초로 배우를 대상으로 무대불안을 극복하기 위한 체계적인 심리기술훈련 프로그램을 구성하고, 이를 바탕으로 심리상담을 실시하여 그 현장 적용의 가능성과 효과성을 분석하고자 하였다. 이를 위해 직업극단 연기자로 활동하고 있는 배우 2명을 목적적 표본추출법으로 선정하였다. 심리기술훈련 프로그램을 크게 5단계 12회기로 구성하였으며, 기초 교육, 호흡 조절법, 점진적 이완법, 집단상담, 심박수 바이오피드백훈련, 자기집중훈련, 루틴훈련, 행동수정 및 자기강화훈련, 심상훈련 등으로 내용화되었다. 무대불안 극복을 위한 심리기술훈련과 상담을 적용한 결과, 신체적 인지적 상태불안요인 모두 훈련 적용 전보다는 긍정적인 변화를 보였으며, 내적 변화 역시 긍정적으로 유발되어 무대불안을 극복하는데 도움을 준 것으로 나타났다. 또한 배우의 자기발견, 배우와 배우간의 앙상블, 배우와 관객 사이의 교감 증진에 긍정적인 변화가 있었다. 결론적으로 배우의 무대불안 극복을 위한 심리기술훈련 및 상담은 현장 적용성과 효과성이 있는 것으로 나타났다. The purpose of this study was to develop psychological skill training program for actor with considering the ecological validity of social, cultural environment in Korean but also examine the effect of psychological skill training through psychological counseling and field study to decrease stage-anxiety. The experimental group were 2 actors, who were selected by purposive sampling. The psychological skill training program to decrease stage-anxiety for actor was composed of five stages, 12times and categorized as orientation, breathing regulation, progressive relaxation training, group counseling, heart rate bio-feedback training, self concentration, routine training, behavior therapy & self reinforcement, image training. The effects was examined on stage performance anxiety scale, psychological counseling and observation of experts. As the result of applying the psychological skill training to decrease stage-anxiety, cognitive state anxiety, somatic state anxiety were decreased. According to the result of counseling and observation, they were changed affirmative on self confrontation, harmony and rapport between actor and object. This result demonstrated the psychological skill training & counseling to decrease stage-anxiety for actor were effective.

The purpose of this study was to develop psychological skill training program for actor with considering the ecological validity of social, cultural environment in Korean but also examine the effect of psychological skill training through psychological counseling and field study to decrease stage-anxiety. The experimental group were 2 actors, who were selected by purposive sampling. The psychological skill training program to decrease stage-anxiety for actor was composed of five stages, 12times and categorized as orientation, breathing regulation, progressive relaxation training, group counseling, heart rate bio-feedback training, self concentration, routine training, behavior therapy & self reinforcement, image training. The effects was examined on stage performance anxiety scale, psychological counseling and observation of experts. As the result of applying the psychological skill training to decrease stage-anxiety, cognitive state anxiety, somatic state anxiety were decreased. According to the result of counseling and observation, they were changed affirmative on self confrontation, harmony and rapport between actor and object. This result demonstrated the psychological skill training & counseling to decrease stage-anxiety for actor were effective.

In developing this special issue on training in clinical and counselling psychology, we have aimed to achieve several things. First, we wanted this special issue to reflect the fact that there is substantial disagreement about what it is that clinical and counselling psychologists most need to know. Taking only the example of psychotherapy, there is no consensus as to whether relationship variables, client variables, or technical variables are most important to determining the outcome of psychotherapy. Depending on how we judge the relative importance of these variables, the kind of training that we provide our students can be expected to vary substantially. In this issue, the debate about ‘what really matters’ is carried forward in the papers by Andrews, by Groth-Marnat, Roberts, and Beutler, by Horvath, and by Richards. We also wanted this special issue to reflect the fact that the model that ostensibly underpins our training courses the scientist-practitioner model - is of uncertain value. Some of the problems are identified by O’Gorman, and the way our discipline’s approach to science has constrained clinical psychology is highlighted by Blampied. So what is it, if not our training model, that facilitates effectiveness as a professional? The paper by Orlinsky, Botermans, and R0nnestad identifies what practicing psychotherapists perceive to have been the major influences in their development, and the paper by O’Donovan, Dyck, and Bain reveals what our students believe contributes to effective training. Atkins and Christensen review research that brings into question the effectiveness or necessity for advanced training in psychology. Whatever we may perceive to have been responsible for our effectiveness may, in fact, be a misperception. Finally, we wanted to know how we could improve what we do. Although most authors make recommendations for training courses, Lambert and Hawkins in particular describe a client-monitoring process that can improve the effectiveness of supervision. We believe that we have achieved our aims in this issue, but we have done so only with the assistance of many other

The purpose of this study was to investigate the effects of a psychological skills training (goal setting, self-confidence, cognitive restructuring, self-talk, and image training) and counseling program on injured high school athletes’ rehabilitation process, specifically stress management, self-confidence, and performance. Basic psychological tests were conducted three times (second, ninth, and nineteen sessions), including desperation, stress, resilience, sports performance strategies. The results were summarized as follows. First, the psychological skills training and counseling program had a positive impact on injured high school athletes’ desperation to overcome the injury. Second, the psychological skills training and counseling program was effective for injured high school athletes in coping with stress by converting negative emotions into positive ones during the rehabilitation process. Third, the psychological skills training and counseling program had a positive effect on injured high school athletes’ resilience despite the difficulties encountered in the rehabilitation process. Fourth, the psychological skills training and counseling program had a positive influence on overall sports performance strategies, and it also changed gradually as the sessions progressed. In conclusion, it is expected that psychological skills training and counseling programs will be helpful for injured high school athletes to guide the right direction and method during their rehabilitation process.

Since the mid-1980s, colleges and universities in China began to establish psychological counseling centers. Based on the experience of the United States and other developed countries, psychological counseling centers have developed rapidly, attracting a large number of college students to take the initiative to examine and strengthen their mental health literacy. The specialization and standardization of psychological counseling in colleges and universities have been significantly improved, and the demand of students continues to grow. The current professional human resources in colleges and universities are difficult to meet students' expectations for services, leading to students' doubts about the ability of psychological intervention. The situation of domestic localization lies in the close connection between psychological counseling and student-industry system. This feature can be fully used to create an atmosphere of psychological education, strengthen the psychological education function of colleges and universities, and provide students with reliable services. The psychology major and mental health education level of University B are both in the forefront of Chinese universities. Besides, psychological counseling and related organizations in University B are abundant and have their own particularities. Therefore, taking University B as an example, based on the interview of teachers in three psychological counseling organizations of different levels and nature. This study explored a more suitable path for the cooperation between psychological counseling and student affairs management with construction of psychological education system, student affairs teachers' psychological training, development of students' psychological organization power.

In this broad analysis of the history, current state and future prospects of Counselling Psychology as a distinct branch of the Psychology discipline, we first describe how Counselling Psychology emerged historically, and we then review the ways in which Counselling Psychology offers something quite distinct from the mainstream discipline, and which could even begin to resemble a kind of genuinely ‘critical psychology’. We offer a nine-point ‘prospectus’ setting out the value of Counselling Psychology, focusing in particular on its specifically humanistic contributions within Psychology; we also consider its limitations. We urge that non-defensive and engaged attention be given to serious critiques of the psychological therapies, and we advocate ongoing, genuinely critical engagement with such challenges, such that an authentically critical-radical Counselling Psychology might become a genuine possibility.

Counseling psychologists are a cogent fit to lead the movement toward a sex-positive professional psychology (Burnes et al., 2017a). Though centralizing training in human sexuality (HS; Mollen & Abbott, 2021) and sexual and reproductive health (Grzanka & Frantell, 2017) is congruent with counseling psychologists' values, training programs rarely require or integrate comprehensive sexuality training for their students (Mollen et al., 2020). We employed a critical mixed-methods design in the interest of centering the missing voices of doctoral-level graduate students in counseling psychology in the discussion of the importance of human sexuality competence for counseling psychologists. Using focus groups to ascertain students' perspectives on their human sexuality training (HST) in counseling psychology, responses yielded five themes: (a) HST is integral to counseling psychology training, (b) few opportunities to gain human sexuality competence, (c) inconsistent training and self-directed learning, (d) varying levels of human sexuality comfort and competence, and (e) desire for integration of HST. Survey responses suggested students were trained on the vast majority of human sexuality topics at low levels, consistent with prior studies surveying training directors in counseling psychology and at internship training sites (Abbott et al., 2021; Mollen et al., 2020). Taken together, results suggested students see HST as aligned with the social justice emphasis in counseling psychology but found their current training was inconsistent, incidental rather than intentional, and lacked depth. Recommendations, contextualized within counseling psychology values, are offered to increase opportunities for and strengthen HST in counseling psychology training programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The purpose of this article is to propose competencies that are necessary to conduct research in counseling psychology and to propose curricular modifications that will aid the acquisition of those competencies. To understand better the present status of research training in counseling psychology, programs approved by the American Psychological Association were surveyed to assess the research design and analysis curriculum of those programs, research articles in the Journal of Counseling Psychology were examined to determine the types of analyses commonly used, and the literature discussing research training in counseling psychology was reviewed. Generally, it was found that many students are not well trained in procedures that are commonly used in counseling psychology research and that the present level of training attenuates the quality of research in counseling psychology. To obtain the research competencies necessary to conduct quality research, a curriculum containing didactic and experiential components is recommended.

The British Psychological Society's Division of Counselling Psychology currently requires trainees who undertake professional training in counselling psychology to complete 40 hours of personal therapy, in order to achieve chartered status (British Psychological Society Board of Examiners in Counselling Psychology (2006). Regulations and syllabus for the qualification in counselling psychology. The BPS Division of Counselling Psychology. Retrieved from http://www.bps.org.uk/careers/society_qual/counselling.cfm). Although there are several reasons commonly cited in the literature regarding the possible benefits of personal treatment for therapists, the research to date has been inconclusive. The aim of the present study was to explore trainee counselling psychologists’ experiences of personal therapy, and the impact it has on their personal and professional development. Eight trainees from the University of Teesside participated in a series of semi-structured interviews. The data was analyzed using Interpretative Phenomenological Analysis (IPA) which produced four themes. Although the findings suggest that personal therapy can be a valuable experience for the personal and professional development of counselling psychologists in training, it also contributes to an increase in their levels of stress, something which the British Psychological Society and individual training courses need to consider. Although the participants believed that personal therapy should be a mandatory part of counselling psychologists’ training, they also thought that certain changes to the current requirements would ease the intense pressure there is on trainees at present.

This paper is based on a research study of therapists' unconscious motivations for their choice of profession. The rationale arose from the author's observation of a substantial increase in recent years both in the number of counselling courses on offer and in the number of people wishing to become counsellors and psychotherapists. While many of the newer courses are university based with an emphasis on academic achievement, the practice of therapy continues to take place within a boundaried setting and is based on a relationship between therapist and client. Applicants for training commonly express a desire to ‘help’ and ‘understand’ others, often with minimal awareness of the origins of that desire. What are the unconscious motivations and gratifications for the would-be therapist? What is the shadow side of altruism and how might that affect what happens in the consulting room? The paper looks at initial attitudes and reasons for choosing to work in the field of psychotherapy/counselling, examines whether these may change over time and with experience, and considers the importance of personal therapy for both the trainee and the qualified therapist. The author interviewed nine experienced psychoanalytic and psychodynamic psychotherapists about their professional and personal histories. Two major themes of early loss and narcissistic needs emerged and these are discussed in conjunction with relevant literature and the concept of the ‘wounded healer’. The importance of the relationship between therapist and client is highlighted and the desirability of personal therapy for safe and effective practice is emphasized.