This study examined the professional development of psychotherapy trainees over three years of training. The first objective was to investigate the long-term change of work involvement (Healing and Stressful Involvement) during psychotherapy training. The second objective was to investigate possible predictors of professional development from the areas of training context as well as professional and personal attributes of trainees. A total of 184 psychotherapy trainees with psychodynamic, psychoanalytic and cognitive behavioral orientation participated in the study. The development of work involvement was assessed over three years of training using the Work Involvement Scales. The set of possible predictors for work involvement included training context variables (training orientation, supervision), professional attributes of trainees (theoretical breadth, work satisfaction), and personal attributes of trainees (introject affiliation, attachment strategies, personality traits). Hierarchical Linear Modeling was conducted to investigate the change over time and the individual predictors of work involvement. Over three years of training Healing Involvement improved whereas Stressful Involvement did not change over time. Healing Involvement was mostly predicted by training context variables and professional attributes (therapeutic orientation, job satisfaction) as well as extraversion. Stressful Involvement was only predicted by personal attributes of trainees (age, neuroticism, conscientiousness, introject affiliation). The results imply two distinct sets of predictors for Healing and Stressful Involvement that will be discussed with regard to their implications for psychotherapy training and trainee selection.

We present here our investigation into how corporate employers deliberately seek to foster and build employees’ trust in the organisation through socialisation tactics. Interestingly enough, such deliberate development of employees’ trust in the organisation has hitherto rarely been addressed in academic research. Using qualitative case study research methods, we have closely observed the trust socialisation process experienced by entrant employees, namely apprentices in two separate and highly trusted German companies. Our findings are consistent with former trust socialisation research in that they indicate the importance of high levels of perceived organisational support and of a convincing communication of organisational values and principles. However, our research emphasises further aspects of trust socialisation, such as psychological empowerment, the efficacy of formal organisational rules and especially sensegiving activities.

This study explored how introject affiliation and trainee self-efficacy (TSE) are related and change during training in cognitive-behavioral, psychodynamic, and psychoanalytic therapy. The study was conducted in Germany, where psychotherapy training contains extensive personal therapy. Therefore, we could examine the impact of both personal therapy and introjects on changes in the trainees' self-perceived efficacy. In all, 171 participants filled out questionnaires concerning introjects (Structural Analysis of Social Behavior-Intrex) and TSE (Healing Involvement subscale of the Work Involvement Scales) as well as additional questions concerning length of and satisfaction with personal therapy. Seventy-one participants filled out the same questionnaires 3 years later. The degree of affiliation in the trainees' introjects was positively correlated with their self-efficacy. Furthermore, after 3 years of training, introjects demonstrated more affiliation and TSE increased. In addition, the trainees' satisfaction with, but not length of, their personal therapy had a moderating effect on the relation between the change in their affiliative introjects and self-efficacy. Introject affiliation of psychotherapy trainees is not invariant but changes during the course of training, at least in trainings that include personal therapy. Changes in affiliation were significantly related to positive changes in TSE-but only if the trainee's personal therapy was considered to be highly satisfactory.

Coaching is increasingly used to support entrepreneurs across different stages of the entrepreneurial process. Due to its custom-tailored, active, and reflectionoriented approach, it has been suggested that it is particularly well suited to entrepreneurs' complex job demands. However, in the entrepreneurial context, the term coaching lacks a clear definition and is frequently used interchangeably with other types of support. We therefore sought to characterize entrepreneurial coaching (EC) and to position it relative to related interventions. We conducted 67 interviews with coaches (n = 44) and early-stage entrepreneurs (n = 23) experienced in EC. Using qualitative content analysis, we specify outcomes, input, process, and contextual factors for EC. Among process factors, we identify seven coach functions that reflect specific coach behaviors. Contextual factors include entrepreneurial job demands and institutional boundary conditions of "embedded" EC. Based on our findings, we position EC within a two-dimensional framework, consisting of the expert-versus process-consultation approach and the individual-work-venture focus. We locate the seven coach functions within this framework. Relative to other interventions, EC stands between classical workplace coaching and start-up consultancy, closer to, yet distinct from, entrepreneurial mentoring and executive coaching. We derive practical implications for coaches, entrepreneurs, and organizational stakeholders and propose directions for future research. Silja Kotte and Isabell Diermann share the first authorship. This work was supported by a research fund of the University of Kassel (P/76). Grateful acknowledgements are owed to our research assistants, Isabel Meyer zu Riemsloh and Sina Rogge, for their help with conducting and coding interviews. We thank Michael Mandahl and Frédéric Martin as well as the special issue editor, Rebecca Jones, and the anonymous reviewers for their valuable comments on earlier drafts of this paper.

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Therapeutic attitudes, the extent of mentalization interest, and openness may play a role in self-selection processes in the choice of the approach.