Implications of an Individualized Admission Selection Procedure for Psychotherapy Training in Professional Programs in Psychology

Abstract

This study examined the impact of an individualized admission procedure compared to a traditional procedure on students' and supervisors' perceptions of learning during psychotherapy training in professional psychology programs. The study used a naturalistic design where self-rating scale data measuring psychotherapeutic knowledge and skills, relation to the supervisor, and relation to the supervision group were evaluated. Results suggested that students admitted based on the individualized procedure rated significantly higher on all components than those admitted the traditional way. An admission procedure that included a personal interview seemed to improve the selection process, in turn having a favorable influence on perceived professional development during the psychotherapy training.KEYWORDS admission procedure, attained psychotherapeutic knowledge and skills, personal interview, professional psychology program, relation to supervisor and supervisory group

The Contribution of Group Supervision Processes to the Formation of Professional Identity among Novice Psychotherapists

“…Relating to the task, goals, and bond dimensions of the working alliance may assist supervisors in facilitating their supervisees' achievement identity as well as addressing their anxiety while guiding them to apply it positively in their learning process (Fleming et al, 2010). Furthermore, the fact that feelings of engagement and group belonging were found to be significant in the formation of a committed professional status confirms that effective group supervision relies on each group member's capacity to interact with others (Sundin & Ögren, 2011). Supervisors are thus encouraged to assume a role as facilitators of the group as a whole, and not only as experts who guide individual group members successively while other participants take turns as observers.…”