On Disruption and Construction, Reflection and Reorganization in Psychotherapist Development: A Taxonomy of Transformative Learning Outcomes

Abstract

The beginning period of psychotherapist development has been conceptually and empirically identified as the most difficult and potentially problematic. The budding therapist is struggling to define a therapist identity, settle into the role of being a “helper,” and come to grips with being a helper who can “heal.” That struggle, I contend, is at its core a transformative learning process that involves developing a guiding vision of oneself as therapist, where the shift from becoming to being is made reality. In what follows, I examine transformative learning theory as a framework for enhancing our understanding about the beginning period of therapist development. The specific question that I consider is: What transformative learning outcomes occur for the beginning psychotherapist in the process of developing a therapist identity? I draw on and analogize from Hoggan’s typology of transformative learning outcomes in providing an answer to that question.

Umgang mit eigenen Krisenerfahrungen in der Selbsterfahrung: Eine standardisierte Befragung in psychiatrischen Einrichtungen in Berlin und Brandenburg

“…So ist es nicht unwahrscheinlich, dass Fachkräfte mit EKB es nicht wagen, eigene psychische Krisen und Störungen, aber auch biografische Belastungen und Herausforderungen im Rahmen der Einzel- oder auch Gruppenselbsterfahrung zu bearbeiten. Das nimmt ihnen die Möglichkeit, eigene „blinde Flecken“ zu bearbeiten und ihr wichtigstes Arbeitsinstrument – ihre Persönlichkeit oder Therapeut*innen-Identität 23 – weiterzuentwickeln. Dass in der vorliegenden Stichprobe nur vier von 93 Teilnehmenden angaben, ihre Krisenerfahrung nicht in ihrer Selbsterfahrung thematisiert zu haben, kann als ein positives Ergebnis gewertet werden.…”

An empirical analysis of corrective experiences in psychotherapy supervision.

“…He broadly defined an ECE as a deliberate learning event that involves a common process of action, and outlined six main steps that occur in these events: “(a) performance target is identified; (b) that target is judged to be in need of change or improvement; (c) that judgment is shared, and collaboration in addressing the performance target is sought and ideally obtained; (d) some sort of intervention is implemented; (e) collaborative discussion ensues about the target behavior, intervention, and performance implications; and (f) follow-up occurs in an effort to further consolidate learning” (Watkins, 2018, p. 244). Watkins (2019) also offers a useful construct—transformative learning—that provides a framework for understanding the trainee’s complex development during clinical training. The student must “define one’s own views about therapeutic approach, style, values, philosophy, and effectiveness of practice and … provide direction for one’s treatment action and understanding” (p. 2).…”

What transforms? – Transformative learning in a sustainability leadership master’s program

“…As a theoretical basis and coding structure, this study uses the TTL developed by Hoggan (2016). The TTL emerged from a thorough systematic examination of significant TL literature and provides a useful framework for thinking about TL outcomes (Watkins, 2022). By synthesizing outcomes of TL processes, the TTL aims to address the challenge that TL cannot be evaluated in a straightforward manner and articulates a distinct set of outcomes that suggest that TL is evidenced in the difference it inspires in the lives of learners (Cranton and Hoggan, 2012).…”