The reported impact of psychotherapy training: Undergraduate disclosures after a course in experiential psychotherapy

Pascual‐Leone, Antonio; Wolfe, Barat; O'Connor, Daniel

doi:10.1080/14779757.2011.648099

Cited by 20 publications

(38 citation statements)

References 22 publications

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“…While our undergraduate sample has not been previously studied using objective measures, their training has been explored using qualitative analyses (see PascualLeone et al, 2012). Our current measurement-based findings are echoed in detailed narrative reports from students about their personal experiences of increasing their technical and relationship skills over time, as well as their increased confidence and perceptual acuity of moment-by-moment phenomena in-session (Pascual-Leone et al, 2012). Such findings provide further convergent support and help anchor the current findings, despite the absence of a no-training control group.…”

Section: Undergraduate Trainingsupporting

confidence: 70%

“…The results suggest that cost-effective, timelimited pilot programmes that teach basic clinical skills to undergraduate students are feasible, potentially worth the investment, and directly speak to the growing need for such skills at the undergraduate level (Hill & Lent, 2006;Hill et al, 2008;Pascual-Leone et al, 2012).…”

Section: Resultsmentioning

confidence: 91%

“…Even so, more recent reviews of the training outcome literature (Hill & Lent, 2006) found gains to be uniform across these groups. Interestingly, however, more qualitative research comparisons suggest there are indeed unique gains for undergraduate as compared to graduate students (Pascual-Leone, Rubio-Rodriguez, & Metler, 2013;Pascual-Leone, Wolfe, & O'Connor, 2012).…”

Section: Findings On Psychotherapy Trainingmentioning

confidence: 93%

“…The study sample consisted of 24 trainees (19 female, 5 male) with age range from 21 to 41 (M = 21.5), and with an average of 3.7 years of university education. (This sample also participated in a previously published qualitative study based on their narratives about the personal impact of training; Pascual-Leone et al, 2012).…”

Section: Undergraduate Traineesmentioning

confidence: 99%

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Training novice psychotherapists: Comparing undergraduate and graduate students' outcomes

Pascual‐Leone

Yeryomenko

2014

Couns. Psychother. Res.

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Aim: This paper describes and contrasts the impact of two 13-week counsellor training programmes in integrative-experiential psychotherapy; one with 24 undergraduate psychology students presented in this paper, and the other with archival data from Pascual-Leone and Andreescu's study of 22 clinical psychology graduate students. Method: The programmes taught psychotherapy to trainees who conducted single sessions with eight volunteers. Outcomes of these sessions were measured at four time points using both trainee and client reports. Findings: Undergraduate trainees significantly improved in fostering a therapeutic alliance, helping skills, and in their confidence (partial eta Sq. = .628). Most of this effect seemed to occur in the first nine weeks. When baseline scores were compared across the two training groups, undergraduate trainees were not performing as well as graduate trainees at fostering alliance and helping skills and this difference held throughout training (p's < .007). Implications: Despite differences, training was effective for both groups and undergraduates did seem to be closing the gap. Implications for further research and clinical practice are discussed.

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Section: Undergraduate Trainingsupporting

confidence: 70%

Section: Resultsmentioning

confidence: 91%

Section: Findings On Psychotherapy Trainingmentioning

confidence: 93%

Section: Undergraduate Traineesmentioning

confidence: 99%

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Training novice psychotherapists: Comparing undergraduate and graduate students' outcomes

Pascual‐Leone

Yeryomenko

2014

Couns. Psychother. Res.

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“…Furthermore, the current study follows on the heels of a paper by Pascual-Leone, Wolfe, and O'Connor (2012), by replicating their course design and extending their findings. The initial (2012) study analyzed the self-reflections of 24 senior undergraduate trainees in order to explore the effect a psychotherapy skills course had on their personal lives and professional development.…”

Section: Psychotherapy Training As An Exercise In Personal Developmentmentioning

confidence: 94%

Whatelseare psychotherapy trainees learning? A qualitative model of students' personal experiences based on two populations

Pascual‐Leone¹,

Rodriguez-Rubio²,

Metler³

2013

Psychotherapy Research

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After an introductory course in experiential-integrative psychotherapy, 21 graduate students provided personal narratives of their experiences, which were analyzed using the grounded theory method. Results produced 37 hierarchically organized experiences, revealing that students perceived multiple changes in both professional (i.e., skill acquisition and learning related to the therapeutic process) and personal (i.e., self growth in a more private sphere) domains. Analysis also highlighted key areas of difficulties in training. By adding the personal accounts of graduate trainees, this study enriches and extends Pascual-Leone et al.'s (2012) findings on undergraduates' experiences, raising the number of cases represented in the model to 45. Findings confirm the model of novice trainee experiences while highlighting the unique experiences of undergraduate vs. graduate trainees.

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Early reflections on becoming a therapist: Development of reflective practice in clinical training programmes in an Australian context

Robinson

Schweitzer

O’Connor

2019

Couns and Psychother Res

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The development of competent counsellors, psychotherapists and psychologists depends upon not only the clinical competencies, but also the development of the person as the psychotherapist. This qualitative study investigated the experiences of twenty provisional psychologists enrolled in a university-based clinical psychology training programme. Participants were requested to write reflective essays describing their experiences in relation to their first year of training. Utilising an interpretative phenomenological approach methodology, three superordinate themes were identified: beginning awareness and internalisation of the role of the therapist, therapy as an inter-subjective experience, and personal transformation. Themes encompassed a range of key areas identified by trainee therapists as central to their development as reflective practitioners. Findings from this study may contribute to the small but growing literature base explicating the early lived experience of being a therapist working from an integrative framework. The findings contribute to our knowledge of the critical elements involved in fostering the theoretical, practical and reflective processes involved in becoming a competent therapist. K E Y W O R D S psychotherapy, training, reflective practice, psychological practice, IPA | 389 ROBINSON et al.

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The reported impact of psychotherapy training: Undergraduate disclosures after a course in experiential psychotherapy

Cited by 20 publications

References 22 publications

Training novice psychotherapists: Comparing undergraduate and graduate students' outcomes

Training novice psychotherapists: Comparing undergraduate and graduate students' outcomes

Whatelseare psychotherapy trainees learning? A qualitative model of students' personal experiences based on two populations

Early reflections on becoming a therapist: Development of reflective practice in clinical training programmes in an Australian context

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