Counseling and Psychology Student Experiences of Personal Therapy: A Critical Interpretive Synthesis

Edwards, Jane

doi:10.3389/fpsyg.2018.01732

Cited by 21 publications

(22 citation statements)

References 48 publications

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“…The “synthesising argument” of CIS, while derived from a wider body of research, could be at risk of being limited to the kind of conclusions that can be arrived at from standard literature reviews. There are valuable examples of CIS, however, which have assimilated and extended bodies of research using similar methods such as qualitative interviewing (Edwards, 2018), or provided syntheses of less interpretive data such as explicit policy decision-making frameworks (Morgan et al, 2018). Resolving the debate of what research methods can or should be incorporated into meta-ethnography is beyond the scope of this article.…”

Section: Combining Research Methodologiesmentioning

confidence: 99%

The Blind Men and the Elephant: Meta-Ethnography 30 Years On

Fitzgerald

Maher

2019

Qual Health Res

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In the 30 years since its introduction, meta-ethnography has become a critical tool for synthesizing qualitative health research and providing a holistic understanding of complex health and social phenomena. Meta-ethnography has also been adapted to integrate a wider range of research methodologies, expanded to include a detailed taxonomy of research methods, and has led to the development of multiple other methods of synthesis. In this article, we describe the development of meta-ethnography, its unique research approaches, the innovations that have occurred since its inception, and potential future directions for the method. These include the need for consensus around the role of systematic database searches and critical appraisal, and a clearer path to action for clinicians interpreting qualitative research. Understanding and updating methods such as meta-ethnography will ensure that the exponentially developing field of qualitative research continues to have a meaningful and cumulative impact on complex issues of health and well-being.

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Section: Combining Research Methodologiesmentioning

confidence: 99%

The Blind Men and the Elephant: Meta-Ethnography 30 Years On

Fitzgerald

Maher

2019

Qual Health Res

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“…This can be seen as a form of ‘transformative learning' (Mezirow, 1991). Consequently, the PD group has emerged as the default model for facilitating the development of self‐awareness in counselling trainees, although the question of whether personal therapy should be mandatory for counselling trainees has been debated for a number of years (Edwards, 2018; Kumari, 2011; McMahon, 2018). von Haenisch (2011) notes that the BACP dispensed with the requirement in 2005, although Chaturvedi (2013) reported that 50% of courses still required it.…”

Section: Pd Groups and Their Purposementioning

confidence: 99%

“…von Haenisch (2011) notes that the BACP dispensed with the requirement in 2005, although Chaturvedi (2013) reported that 50% of courses still required it. There is still a strong feeling from theoretical and research papers that personal therapy will support trainees in their PD, enhance learning and develop insights about working with the therapeutic process (Edwards, 2018).…”

Section: Pd Groups and Their Purposementioning

confidence: 99%

Retrospective accounts of emotional experiences during personal development groups in qualified counsellors and psychotherapists

Smith

Burr

2021

Couns and Psychother Res

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Personal development (PD) groups are routinely used in the training of counsellors and psychotherapists. Experiences during such group processes are thought to contribute to the development of self‐awareness, a quality seen as crucial for good practice in many therapeutic approaches. However, evidence from trainees suggests that the PD group experience may not be a positive or facilitative one for many. We also do not know how trainees, once qualified, process their PD group experiences over time. This paper reports findings from a qualitative study in which 12 experienced therapists were invited to reflect back upon their PD group experiences during their training. Their experiences of PD groups were invited through semi‐structured interviews and the data analysed using interpretative phenomenological analysis (IPA). The findings show that most participants found their PD group experiences to be challenging, and that for some participants this was a welcome and facilitative experience. However, a significant number of participants had negative experiences in their PD groups, which at the time they felt to be damaging and which remained so in their view at the time of interview. Such experiences included feeling re‐traumatised by recalling and sharing old traumas, feeling afraid of the volatility and punitiveness in their group and feeling overlooked or abandoned by the group facilitator. Nevertheless, all participants had made persistent efforts to process these experiences and had drawn from them what they regarded as valuable learning. Recommendations for counselling and psychotherapy training are put forward in the light of these findings.

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“…Some have suggested that such experiences can facilitate a therapist’s ability to develop rapport, show empathy, and serve as a model of recovery for clients (e.g., Boyd et al, 2016; Gilroy et al, 2002). In fact, some programs and professional organizations require students to seek personal psychotherapy while in training (Edwards, 2018; Kumari, 2011). On the other hand, others have suggested that personal experiences with mental health concerns, such as depression, may have a negative impact on therapists’ work, such as negatively affecting their ability to concentrate in therapeutic relationships (e.g., Gilroy, Carroll, & Murra, 2001; Gilroy et al, 2002).…”

mentioning

confidence: 99%

Faculty evaluations of student applicants who disclose mental health information: An empirical examination.

Zold¹,

Swift²,

Penix³

et al. 2021

Training and Education in Professional Psychology

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Many resources recommend that applicants do not disclose mental health information in their application materials; however, empirical research has yet to examine whether such disclosures lead to more negative evaluations. The purpose of the current study was to experimentally test whether applicant disclosure of a history of depression and/or psychotherapy use would result in more negative faculty evaluations. Further, we aimed to test several predictors of faculty evaluations and recommendations regarding mental health disclosures. Faculty participants (N ϭ 184) were asked to evaluate a randomly assigned, fictional applicant who varied in their disclosure of a mental health history in a 2 (depression history: no disclosure, disclosure) ϫ 2 (psychotherapy history: no disclosure, disclosure) factorial design. Although faculty did rate the applicant as equally suitable and likely to succeed in graduate school, faculty were less likely to recommend accepting the applicant when a history of depression was disclosed. Faculty evaluations did not differ based on a disclosure of psychotherapy use. The majority of faculty recommended against disclosing mental health information in application materials; however, faculty from counseling programs and scholar-practitioner programs were more open to disclosures. Implications and future directions are discussed. Public Significance StatementThis study investigated faculty evaluations of disclosures of a mental health history in application materials. The findings suggest that applicants may be rated more negatively if they disclose a history of depression, but a disclosure of psychotherapy use may not impact faculty evaluations. By and large though, the faculty participants recommended against either type of disclosure.

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Counseling and Psychology Student Experiences of Personal Therapy: A Critical Interpretive Synthesis

Cited by 21 publications

References 48 publications

The Blind Men and the Elephant: Meta-Ethnography 30 Years On

The Blind Men and the Elephant: Meta-Ethnography 30 Years On

Retrospective accounts of emotional experiences during personal development groups in qualified counsellors and psychotherapists

Faculty evaluations of student applicants who disclose mental health information: An empirical examination.

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