Rites of passage: Novice students' experiences of becoming psychotherapist

Jacobsson, Gunnel; Lindgren, Thomas; Hau, Stephan

doi:10.1080/19012276.2012.731313

Cited by 8 publications

(7 citation statements)

References 14 publications

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“…In the early stages of training Rønnestad and Skovholt (2003) suggest that students were only expected to function at a basic professional level of competence, however, many had higher aspirations for themselves, reporting that they felt pressure to perform perfectly. Trying to become the “perfect practitioner” can result in a more anxious psychotherapeutic approach and an excessive and misunderstood sense of responsibility towards clients (Jacobsson et al , 2012). Jacobsson et al (2012) found in a sample of student psychotherapists, that experiencing anxiety was a phenomenon of the education process and part of each student’s journey towards development of their individual psychotherapeutic identity.…”

Section: Psychotherapy Training Demandsmentioning

confidence: 99%

“…Trying to become the “perfect practitioner” can result in a more anxious psychotherapeutic approach and an excessive and misunderstood sense of responsibility towards clients (Jacobsson et al , 2012). Jacobsson et al (2012) found in a sample of student psychotherapists, that experiencing anxiety was a phenomenon of the education process and part of each student’s journey towards development of their individual psychotherapeutic identity.…”

Section: Psychotherapy Training Demandsmentioning

confidence: 99%

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The effects of compassionate mind training on student psychotherapists

Beaumont

Rayner

Durkin

et al. 2017

JMHTEP

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Purpose The purpose of this paper is to examine pre and post outcome measures following a course of Compassionate Mind Training (CMT). Participants were students enrolled on a Post Graduate Diploma in Cognitive Behavioural Psychotherapy (CBP). The aim of the research was to explore whether CMT would increase self-compassion, compassion for others, dispositional empathy and reduce self-critical judgement. Design/methodology/approach In total, 21 participants who had enrolled on the CBP programme took part in the study. Data were collected using the self-compassion scale, interpersonal reactivity index, and the compassion for others scale. Findings Results reveal an overall statistically significant increase in self-compassion scores and statistically significant reduction in self-critical judgement scores post training. There was no statistically significant difference post training on the interpersonal reactivity index or the compassion for others scale. Research limitations/implications CMT training may help students develop healthy coping strategies, which they can use to balance their affect regulation systems when faced with organisational, placement, client, academic, personal and supervision demands. Further research and longitudinal studies, using larger sample sizes are needed to explore if cultivating compassion whilst on psychotherapy training helps students build resilience and provide a barrier against empathic distress fatigue, compassion fatigue, secondary traumatic stress, and burnout. Practical implications Incorporating CMT into a CBP programme may bring changes in student levels of self-compassion and self-critical judgement. Originality/value This inaugural study examines whether incorporating CMT into a CBP programme impacts on students levels of compassion, dispositional empathy and self-critical judgement. The findings from this preliminary study suggest the potential benefits of training students in compassion focused practices.

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Section: Psychotherapy Training Demandsmentioning

confidence: 99%

Section: Psychotherapy Training Demandsmentioning

confidence: 99%

The effects of compassionate mind training on student psychotherapists

Beaumont

Rayner

Durkin

et al. 2017

JMHTEP

View full text Add to dashboard Cite

show abstract

“…Hill et al (2007), in a study on doctoral psychotherapy students, highlighted the importance of clinical supervision to the students' professional development during their training. Meanwhile, Jacobsson et al (2012) found the same link with effective supervision in a study of psychology students undergoing psychotherapy training at the University of Stockholm. Both of these studies, as well as one by Robinson et al (2019), also of psychology students, highlighted the importance of personal growth and transformation for the therapist during the training period as a key factor in their success.…”

Section: Practicum Skills Developmentmentioning

confidence: 75%

The Transition From Postgraduate Counselling Student to Working Counsellor: A Qualitative Investigation

Lamb¹

2022

Psychotherapy and Counselling Journal of Australia

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With the demand for mental health services in Australia continuing to grow, it is imperative that tertiary trained counsellors continue to enter the profession; yet little is known about the factors that contribute to a successful entry. This qualitative, phenomenological study investigated the transition from postgraduate counselling student to working counsellor by exploring the lived experience of those who have made this transition within the last five years. By focusing on the transitional experience itself, the study aimed to provide useful information for stakeholders holding key roles in such transitions—specifically students, academic institutions, professional bodies, and employers of counsellors within Australia. While results suggest that many factors affected the transitional experience, students’ practicum placement played a disproportionately large role in determining their early career path. Other important factors included the background of the individual, their experiences while studying, and the professional support in place once they had started working. This study also identified that students’ expectations of what it might be like to work as a counsellor in private practice were not always aligned with lived experience. It is hoped that knowledge about what has been valuable to recently transitioned early career counsellors will be of ongoing benefit to all stakeholders.

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“…Four features of these studies are noteworthy. First, most recent studies have focused on the early phases of development, perhaps in part because it may be easier for investigators to recruit their students rather than their therapist colleagues as research participants (e.g., Jacobsson, Lindgren, & Hau, 2012;Patterson & Utesch, 1991;Sawatzky, Jevne, & Clark, 1994;. Second, the research methods of the studies vary greatly, with qualitative and quantitative analyses used in retrospective, cross-sectional, and short-term longitudinal study designs.…”

Section: Empirical Studies Of Psychotherapist Developmentmentioning

confidence: 99%