Recent developments in case study methodology reflect a rising interest that clinicians and researchers share in building a clinically useful and empirically sound knowledge base from single-case studies. The present article describes three types of single-case studies (clinical, experimental, systematic) and examines their potential contributions to psychotherapy research. It then lays out three ways in which single-case studies can be aggregated and synthesized to enhance clinical understanding: (a) a case database that allows clinicians to efficiently search for relevant cases, (b) a metasynthesis of single-case studies that integrates common themes across similar cases, and (c) an individual case comparison method in which closely matched cases are compared to identify both therapeutic and hindering processes.

This study examined the challenges and difficulties of supervisorsin-training during the course of providing individual and group supervision to master's-level counseling trainees using both group and individual formats. We interviewed 10 supervisors-in-training regarding their supervisory experiences with master's-level counselor trainees. Data analysis used a variation of the consensual qualitative research method (Hill, Thompson, & Nutt-Williams, 1997). The results included five categories of difficulties: (1) managing the "gatekeeping" role, (2) simultaneously managing multiple processes, (3) experiencing an ongoing attempt at establishing a supervisory stance, (4) self-doubt about their abilities as supervisors, and (5) managing dynamics with their co-supervisors. We discuss some reasons for the training difficulties that the doctoral supervisors-in-training experienced in assuming a new role and offer implications for supervision curricula and training in doctoral programs.

Feelings of incompetence are an ongoing part of the private experience of being a therapist. They are often linked to therapist stress, distress, and to negative therapeutic processes and outcomes, yet systematic inquiries into the subjective judgment of experienced therapists as inadequate and incompetent in their professional roles are rare. A qualitative approach was used in this study to obtain rich descriptions of encounters with feelings of incompetence among experienced therapists. Eight therapists with a minimum of ten years experience were recruited for the study and were interviewed using a semi‐structured interview protocol. The resulting transcripts were analysed with procedures based on grounded theory methodology. Findings indicated that feelings of incompetence existed on a continuum of intensity and that the experience was multiply determined. Implications for therapist training and practice are presented.

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Aims: This paper reports on a qualitative analysis of written accounts by clients who participated in a counselling relationship with beginning‐level trainees. The purpose of the study was to explore how clients experience the process of counselling with novice practitioners. Method: Consensual qualitative research was used for data analysis. Findings: Three general thematic categories were identified – client perceptions of self in counselling; client perceptions of the counsellor; and client perception of the counselling process. Conclusions: Overall, the findings suggest that these clients saw the interpersonal qualities and skills of the counsellor as major contributors to their experience. Implications: Clinical training of novices should start by developing the interpersonal and collaborative skills of trainees.