No abstract

Aim: This study explores dilemmas facing psychodynamic therapists who provide personal therapy to therapists in training. Method: Eight experienced psychodynamic psychotherapists were interviewed using a semi-structured interview format during which they were asked about the importance of personal therapy, if they encountered any dilemmas and, if so, how they resolved those dilemmas. Their responses were analysed using a qualitative form of content analysis. Findings: Two categories of dilemma emerged: clinical and personal. Clinical dilemmas arose out of the mandatory requirement for therapy, boundaries, fitness to practice and the suitability of trainees. Personal dilemmas included pressure to model, sense of responsibility, therapeutic narcissism, countertransference reactions, over-use of self and stressful involvement. The therapists' strategies for resolving the dilemmas are described. Conclusion: The results show participants considered personal therapy to be essential for trainees and thought it should be mandatory even though it led to difficulties in the therapy. Questions arose about the suitability of some trainees, the person of the therapist and stressful involvement. Further research into these important areas is recommended.

This experiential learning strategy engages students to increase awareness of professional core competencies recommended by various professional organizations. Aimed across the accounting curriculum, this activity allows individuals to explore competencies recommended to bridge the professional skills gap and develop a plan to acquire these necessary skills. The strategy activities include (1) initial class discussion of perceptions; (2) personality test for a personal SWOT analysis, (3) research of a professional competency framework; (4) personal assessment of competencies, including demonstrative examples, analysis of personal skill development experiences and self-rating of skills; (5) reflective group discussion to identify gaps in the individual student's skills assessment; (6) individual competency development plan for underrated skills and (7) summary discussion for strategies for how to acquire/improve skills towards career success. This experiential learning opportunity benefits students by increasing awareness of necessary professional competencies and creating a skills development plan. The result of this strategy is that students are introduced to a process they can use throughout their academic and professional careers to facilitate the acquisition of necessary skills for success as an accounting professional. This project has been piloted for over 12 years at seven universities with students ranging from freshman to graduate levels across five core areas of accounting and can be scaled to any class size.

No abstract

No abstract