Including the self-of-the-therapist in clinical training.

Abstract

Interpersonal and intrapersonal qualities of the therapist are intimately related to therapeutic alliance and therapeutic outcome. Most training programs pay close attention to how to conduct couple therapy and focus less on the therapist who is doing it. The lack of emphasis on the emotional development of the therapists in graduate programs comes from the traditional resistance to the merging of personal and professional growth strategies. This article presents the results from a qualitative case study exploring pedagogical techniques by which 25 alumni from a Family and Couple Emphasis in an APA clinical psychology doctoral program effectively learn methods of differentiation-based couple therapy, and the positive impacts of differentiation theory and skills on their personal and professional growth. By learning concepts and strategies central to differentiation-based couple therapy, course alumni discovered techniques for tapping into what they considered to be their “best” selves. The alumni reported having learned (a) how to be constructive in getting clients to confront themselves; (b) how to engage effectively in their own self-scrutiny and the courage to resolve their issues; (c) how to become their own sources of “self-soothing”; and (d) how to shift to a strengths-based rather than a deficits-based approach to guide personal and client growth. Alumni further identified specific teaching tactics in the classroom that were particularly effective in fostering these skills, including group activities and individual exercises designed to encourage integration of personal and professional development. The process of informed consent and confidentiality is also discussed.

Movement Based Experiential Learning and Competency Development in Dance/Movement Therapy Graduate Education: Early Practitioner Perspectives

“…MBEL helped the participants gain self-knowledge, recognize their affective responses in movement based experiences, and clarify attitudes and values that are important to them as developing dance/movement therapists. Participants learned that therapists are individuals with experiences, beliefs, and biases that influence the process of therapy, and that removing the self of the therapist from the human interaction in therapy is neither possible nor desirable (Regas, Kostick, Bakaly, & Doonan, 2017).…”

Building a collaborative framework: a qualitative study of therapists collaborating with Curanderxs

“…Given that previous literature mentioned negative backlash toward traditional healers (masked for review, 2018), we offer a second recommendation. The term “self of the therapist” refers to the intentional process of engaging in introspection to become conscious of biases and assumptions that may limit one’s clinical effectiveness (Regas et al , 2017). We recommend thoroughly examining one’s assumptions about spirituality.…”

The Dual Process of Intuitive Responsivity and Reflective Self‐supervision: About the Therapist in Family Therapy Practice

“…Still, encouraged by Timothy Anderson’s research (e.g., Anderson, Ogles, Patterson, Lambert & Vermeersch, 2009) and the literature on deliberate practice (e.g., Rousmaniere, 2017) we can pose the question if it would be possible to train therapists to help them to develop their ability to form alliances in complex multi‐actor settings. While this would probably include teaching certain skills and techniques, it might be necessary to also focus on the personal growth of the therapist (e.g., Aponte & Carlsen, 2009; Regas, Kostick, Bakaly & Doonan, 2017), as well as on the therapist’s process of self‐reflection (e.g., Burnham, 2005). It could even be considered to place the person of the therapist at the center of family therapy training (Simon, 2006).…”