Therapists are often unprepared to deal with their clients' use of other languages. This study focuses on therapists' experiences of having undertaken awareness-raising training about multilingualism. Did the training impact their practice? If so, in what areas? Adopting a mixed-method approach, quantitative data were initially collected via an online questionnaire with 88 therapy trainees and qualified therapists who underwent training in multilingualism, combined with interview data from 7 volunteers. Having identified the issues on which the training had had most and least impact in survey responses, the interviews were guided by our emergent interest into the impact of the training with potential relational complexities and unique, personal experiences in mind. A narrative-thematic analysis uncovered interrelated themes, relation to changes, or impact of the training, with regard to Identity and Therapeutic Theory Therapists referred to considerable transformative learning on both a personal and professional level, for instance in terms of how multilingual clients might bring different and sometimes conflicting ways of organizing events and experiences into meaningful wholes through their narratives during the session. Language switching seemed less significant in the survey, but emerged as a central theme in the interviews, especially with regard to the possibility of addressing, challenging and sometimes combining different emotional memories, cultural and existential concerns. Working across these areas triggered some therapists to consider the need for expanding their theory. Introduction: Multilingualism in Psychotherapy Awareness of multilingualism in therapy is a relatively new field of inquiry. 2 Many practitioners do not consider their language(s) to play any significant part of their

Background In clinical practice, counsellors and psychotherapists rely heavily on their emotional and embodied responses as part of their data gathering. What happens with this epistemological positioning when we generate knowledge in therapy research? Aim: As therapists– researchers, we are intrigued by what Bondi (2012, Qualitative Inquiry, 19, 9) refers to as a gap between therapeutic practice and research. There are many angles to this ‘gap’, but we have focused on the how to conceptualise and act on our embodied responses during our data analysis phase, with an interest in the emotional entanglement between researchers and the researched. Materials & Methods There is relatively little written about therapists’ relational, emotional or embodied response during the data analysis stage. Using some experiences from a recent mixed‐method study into the impact of training on multilingual therapists, we will revisit our research process within an autoethnographic hybrid (Stanley 2013) approach, influenced by introspective and intersubjective reflexivity (Finlay and Gough, 2003, Reflexivity: A practical guide. London: Blackwell) with personal experience as a route through which to produce academic knowledge. Results The study involved emotional entanglement on different levels; linguistically, personally and as an underpinning grappling with worldviews in light of the researchers’ different epistemic origins. Concluding Discussion Being in a no‐mans‐land between old and new understandings triggered a sense of loss of theory and challenged temporarily our sense of selves. Bion (1961, Learning from experience. London: Karnac) and Gendlin (1997, A process model. New York: Focusing Institute) are examples of ‘frameworks’ which helped to welcome the feeling of lost‐ness, rather than feeling threatened and overwhelmed. The process reminds of the epistemic positioning we learn to adopt in our therapeutic practice. Gendlin (1997) refers to this kind ‘staying with’ the ‘body‐feel’ as means of generating new understandings. The purpose of this article has not been to offer a step by‐step approach to data analysis, but rather to join Stanley's (2013, Journal of Contemporary Ethnography, 44, 143) ‘call for accounts’ about what it feels like to do research. Some stages involved excitement, growth, harmony and enrichment, other felt surprisingly unsettling as our own prior understanding expanded. This article only scrapes the surface but might stimulate further discussions around the researcher's use of self at different stages of the process. Therapists are increasingly encouraged to develop research informed practice; this article suggests that our attention also turns to practice informed research, to create platforms for discussions around emotional entanglement with greater epistemic congruence between relational, emotionally attuned practice for both therapists and researcher.