Pilot evaluation of the impacts of a personal practice informed undergraduate psychotherapy curriculum on student learning and wellbeing

Abstract

Objectives

Addressing the challenges of teaching psychotherapy experientially in large undergraduate classes, this study evaluated a personal practice psychotherapy curriculum. A novel element of the third‐year university psychotherapy course was the reflective self‐practice psychotherapy techniques.

Method

Primary outcomes were reflective learning, self‐awareness, mental help‐seeking, self‐care, and wellbeing. Secondary outcomes were self‐practice and psychological flexibility. One hundred and nineteen undergraduate psychology students completed an online survey at the start and end of a semester. Fifty‐four students were enrolled in the psychotherapy course, and 65 students not enrolled in the course constituted the comparison group. Psychotherapy students also completed an end‐of‐course feedback survey.

Results

Relative to the comparison group, psychotherapy students improved on all primary and secondary outcomes. Self‐practice and psychological flexibility mediated improvements on primary outcomes. Students reported integrating psychotherapy strategies acquired through self‐practice exercises into daily‐living. Feedback indicated personal practice fostered: personal development, self‐care, learning psychotherapies, managing stress, and career enhancement.

Conclusion

These preliminary findings support a personal practice‐informed undergraduate psychotherapy curriculum.

Key words:

• personal practice
• psychotherapy curriculum
• reflective learning
• self‐care
• self‐practice
• wellbeing

ACKNOWLEDGEMENTS

Thanks to Helen Elliott for contributions to instrumentation.