Abstract
Background: Learning to become a psychotherapist is a complicated process. Research on this topic has been limited and there is little consensus on how to assess therapeutic skills. SP/SR (Self-Reflection/Self-Practice) has emerged as a theory and method for learning psychotherapy. In this article students' reflections on how to become a psychotherapist has been studied from a phenomenological perspective. Objective: The aim of the present exploratory study was to generate preliminary hypotheses for future investigations in order to elucidate the complicated processes that occur during the therapist training programs. Methods: Five prospective psychotherapists were recruited to the present investigation, who all studied at the penultimate semester at Evidens University College, Gothenburg, Sweden. Unstructured qualitative in-depth interviews were used followed by phenomenological analysis. Results: Analysis yielded 252 meaning units and 12 categories which in turn led to four overarching themes: Learning as a visit to the dentist (when learning becomes painful because certain issues are not resolved); Learning as theatre (when the students just perform what is expected in order to pass); Learning as post-training soreness (when the learning process is challenging on a relevant level); Learning as reflections (when the students seek the intrinsic meaning). Conclusion: The study provided a basis for preliminary hypotheses for future investigations: reflections are helpful for managing the challenges described in the four themes. This, in turn, led to the formulation of some proposals for research questions for future investigations.
Highlights
After World War II, a researcher-practitioner model, the so-called “Boulder model”, became dominant in university programs within clinical psychology [1, 2]
Analysis yielded 252 meaning units and 12 categories which in turn led to four overarching themes: Learning as a visit to the dentist; Learning as theatre; Learning as post-training soreness; Learning as reflections
The study provided a basis for preliminary hypotheses for future investigations: reflections are helpful for managing the challenges described in the four themes
Summary
After World War II, a researcher-practitioner model, the so-called “Boulder model”, became dominant in university programs within clinical psychology [1, 2]. From the 1990s onwards, great emphasis was placed on a combination of experience-based teaching and reflection [9] with Beck [10] and Padesky [11] among others advocating the importance of having personal experience of psychotherapeutic methods as well as reflecting on these experiences. Despite this BennettLevy [12] notes that earlier experimental research has only to a small extent devoted itself to study reflection processes. In this article students' reflections on how to become a psychotherapist has been studied from a phenomenological perspective
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