Rites of Passage: Identity and the Training of Clinical Psychologists in the Current South African Context

Abstract

This article attempts to make sense of the clinical psychology training experience, as a negotiation of personal and professional identity. It suggests that the training, particularly in the first year, is a rite of passage, in many respects similar to an initiation process. Rites of passage can be seen as processes marking shifts in status and social identity. In the case of training to be a psychologist this change involves the movement from lay to professional status. There are three phases involved in the transitional process. The first involves separation from other groups of postgraduate students, and also in different ways from friends and family through involvement in course material that is often both esoteric and confidential. The second phase is marked by a fluid and often confusing marginal state between student and professional identity. The third phase involves a reintegration back into society as a fully-fledged professional, once the training is over. This article focuses on the ambiguities of the marginal state as the primary identity position during training, and explores the implications of this, both for those being trained and for trainers.

Tornar-se Psicólogo para além das aulas: Grupo de desenvolvimento com estudantes de Psicologia

“…Skovholt e Ronnestad (1995), inspirados por Erikson (1968) e Marcia (1966 afirmam que o desenvolvimento se processa através de momentos de exploração, reflexão e abertura, nos quais o Psicoterapeuta poderá usufruir de moratórias; e que a estagnação se relaciona com uma defensividade e um enclausuramento prematuro cujo fito é diminuir a ansiedade, mas que resultará ora num pseudo-desenvolvimento, ora num abandono da profissão. Na verdade, vários autores fazem referência à construção da identidade profissional associada ao DP e a esta fase desenvolvimental que corresponde à adaptação à transição de papéis, dada a incongruência entre o self pessoal e o self exigido no contexto profissional de estágio, nomeadamente (Ducheny et al, 1997;Elman, Illfelder-Kaye, & William, 2005;Fouad, 2003;Ibarra, 1999Ibarra, , 2003Ibarra & Barbulescu, 2010;Kottler & Swartz, 2004).…”

Positive psychology and the training of psychologists: Students’ perspectives

“…Much has been written about the personal effect of training as a psychotherapist and, more specifically, about the negative aspects (Kottler & Swartz, 2004;Truell, 2001). However, almost two decades ago, Blocher (1987) already argued that the extent to which training programmes were growth-promoting was a critical aspect of professional training.…”

“…Therefore, a positive group experience in professional training, as elicited by a positive psychology stance, could be conducive to students' well-being. Kottler and Swartz (2004) have described the class as a community where students are supported in developing their professional identity. In this sense, it seemed that a focus on positive psychological constructs has contributed to the experience of a positive sense of community and has thereby enhanced the development of the professional identity of these students.…”

“…Most training programmes have some focus on facilitating students' understanding of their inner dynamics and unconscious processes (Truell, 2001) that could impact upon their definition of self (Kottler & Swartz, 2004;Mahoney, 2002). While it has been noted that student psychologists could question their own competencies (Truell, 2001), an additional focus on identifying psychological strengths could contribute to affirming positive aspects of this self-definition and thereby enhancing the psychological well-being of trainee psychologists.…”

The Positive Experiences of Becoming a Psychologist: A Master’s Student’s Journey

“…Master's students in psychology are a unique population, in that they have to deal with academic stressors and demands as well as take on the new role of being a psychologist. It has been shown that high stress levels can affect both clinical practice and the overall training experience (Elman & Forrest, 2007;Gaubatz & Vera, 2006;Kottler & Swartz, 2004;Myers et al, 2012;Rønnestad & Skovholt, 2003;Rosenberg, Getzelman, Arcinue, & Oren, 2005). The majority of these negative experiences can be explained by the possibility that a student's psychological issues may be uncovered by studying to practise psychotherapy, by exposure to methods of self-analysis, and by balancing student roles with professional roles (Barnett & Hyde, 2001;Dearing, Maddux, & Tangney, 2005;Holzman, Searight, & Hughes, 1996;Howard, Inman, & Altman, 2006;Pillay & Kritzinger, 2007;Stratton, Kellaway, & Rottini, 2007;Truell, 2001).…”