German students’ current choice of profession in the field of psychotherapy

Abstract

The psychoanalytic societies in Germany as in many other countries are concerned by a decline in the number of candidates for full psychoanalytic training. While this situation is partly attributable to changes both in society and in educational and healthcare systems, it is questionable whether psychoanalytic training institutions have yet found adequate responses to it. Under the banner of 'evidence-based treatment', behaviour therapy has come to be widely disseminated, with major implications for the teaching of different psychotherapy paradigms at universities. To investigate the determinants of this trend in the specific German situation, a large-scale, multi-method exploratory study supported by IPA's DPPT programme was undertaken, focusing on the reasons given by a population (N = 679) of German psychology, medical, and education students for embarking on training in psychoanalysis or behaviour therapy. The results suggest that behaviour therapy is more compatible with the prevailing scientific understanding and with current societal and cultural trends, owing in part to inadequacies or bias in university teaching of the various paradigms of psychotherapy. While most of the psychology students expressed a preference for behavioural training, the psychotherapy option proved less attractive for their counterparts in the fields of medicine and education. Semi-standardized qualitative interviews were used to gain a deeper understanding of the students' decisions for or against training in a specific paradigm, and led to the identification of seven decision-making prototypes. Possible reasons for the students' decisions are discussed, and concrete proposals and recommendations are presented.

Why do Italian psychology graduates dream of becoming psychotherapists?

“…Then, a third cluster (34.2 %) expresses a strong preference for cognitive-behavioral approaches and scarce propensity to psychodynamic/psychoanalytic, gestalt and transactional orientations. It is characterized by career development as motivation to undertake psychotherapy training, giving more emphasis on economic, logistic and organizational aspects, in line with concerns about cost and length of training found in those interested in behavior therapy training (Lebiger-Vogel, 2016). In this regard, previous studies have confirmed that socioeconomic motives may play a more crucial role among trainees favoring cognitive-behavioral approaches (Lebiger-Vogel, 2016;Safi et al, 2017).…”

“…It is characterized by career development as motivation to undertake psychotherapy training, giving more emphasis on economic, logistic and organizational aspects, in line with concerns about cost and length of training found in those interested in behavior therapy training (Lebiger-Vogel, 2016). In this regard, previous studies have confirmed that socioeconomic motives may play a more crucial role among trainees favoring cognitive-behavioral approaches (Lebiger-Vogel, 2016;Safi et al, 2017). Besides, this last cluster is better represented by those interested in undertaking psychotherapy training and, thus, seems to better grasp an emergent demand for psychotherapy training.…”

“…Many pieces of research have explored the potential motives that influence the decision to take up a psychotherapeutic profession, by focusing on the background of psychotherapists' career choices among students, psychotherapy trainees, and trained psychotherapists (Duggal & Sriram, 2016;Lebiger-Vogel, 2016;McBeath, 2019;Messina et al, 2018;Nikendei et al, 2018;Plchová, Hytych, Řiháček, Roubal, & Vybíral, 2016;Rek et al, 2018;Taubner, Kächele, Visbeck, Rapp, & Sandell, 2010). In detail, literature has suggested different motives mainly focused on unconscious needs to help oneself and others, as well as on altruism, personal growth and intellectual stimulation Rek et al, 2018).…”

“…In detail, literature has suggested different motives mainly focused on unconscious needs to help oneself and others, as well as on altruism, personal growth and intellectual stimulation Rek et al, 2018). Besides, research on how psychotherapists of different theoretical orientations vary, in terms of motivations and skills, has been also developed (Lebiger-Vogel, 2016;Messina et al, 2018;Safi et al, 2017), highlighting the relevance of both previous academic training, personal background, and individual characteristics. As well, some studies have tried to inspect such a career choice in terms of professional success, job-related possibilities and future career perspectives (McBeath, 2019;Safi et al, 2017).…”

Psychoanalytic training experience and postgraduate professional development – Part ii

“…As reflected in the literature, younger candidates may have fundamentally different experiences and goals than older ones. Lebiger‐Vogel () interviewed psychology, medical and education students (average age 25), as to their interest in embarking on training in psychoanalysis or in behavior therapy. The results suggest that behavior therapy is more compatible with the prevailing scientific understanding and current societal and cultural trends.…”