Learning and difficult experiences in graduate training in clinical psychology: A qualitative study of Japanese trainees’ retrospective accounts

Abstract

This study examined the experiences of Japanese clinical psychology trainees in their graduate school with the aim of identifying factors that might enhance or hinder their learning and professional development. We analyzed the interview data obtained from 17 clinical psychologists using grounded theory approach. Two major category groups were generated: Developing as a Clinician and Difficulties. The primary positive learning experiences in Developing as a Clinician were labeled “Hot Learning,” in which trainees acquired professional knowledge and skills through close interpersonal engagement with clients, peers, faculty, and supervisors. In contrast, Difficulties involved trainees’ negative experiences resulting in feelings of self-doubt and incompetence. These experiences occurred in close but sometimes conflicted interpersonal contexts, where trainees felt evaluated in a manner incommensurate with the support they received. We found that the quality of interpersonal relationships, which provided the context for optimal learning for trainees, was paramount to the definition of positive versus difficult learning experiences. Implications for therapist training, professional development and future research are discussed.

Keywords:

• training
• professional development
• psychotherapy
• Japanese clinical psychologists
• qualitative research

Acknowledgements

The authors express their gratitude to the research participants for their provision of information, and to our graduate students (Makiko Hattori, Kaori Nakamura, Kasane Sago, Madoka Ueno, and Keiko Yamaguchi) for their interviews.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

Portions of this paper were presented at the annual conferences of the Association of Japanese Clinical Psychology, 2009 in Tokyo, Japan, and the Society for Psychotherapy Research, 2012, in Virginia Beach, Virginia, USA

Additional information

Funding

This work was supported by 2008–2011 Grants-in-Aid for Scientific Research, Japan Society for the Promotion of Science [grant number 20530643].