Abstract
Aims
This systematic review aimed to critically synthesize research examining trainee therapists’ experiences of learning and using mindfulness. It explored the personal and professional benefits and challenges of mindfulness training, and whether there is merit including it in core education programmes.
Methods
Key article databases (including PsycINFO, Web of Science, ERIC, Academic Search Premier, Medline, CINAHL Complete, Scopus, Google Scholar) were systematically searched for qualitative studies on post-graduate counselling, psychology and psychotherapy students’ experiences of mindfulness courses. Reference sections of highly relevant studies were also searched. Thirteen identified studies were subjected to data extraction, critical appraisal using the JBI Critical Appraisal Checklist for qualitative research, and synthesis.
Results
Thematic synthesis highlighted positive personal and professional experiences of mindfulness, such as enhanced emotional regulation and wellbeing, better therapist-client boundaries, and stronger therapeutic relationships. These followed some minor initial challenges, such as discomfort and difficulty concentrating.
Conclusion
Although participants of included studies were more likely to have a predisposition for mindfulness, results clearly endorse the potential of mindfulness training to complement existing counsellor training by fostering essential clinical skills, qualities and attitudes, and self-care. As some students initially find mindfulness to be challenging, issues such as individual readiness need consideration.
Acknowledgment
We would like to acknowledge the contribution of Joanna Wenman, information specialist and subject librarian at Massey University, who assisted with developing the search strategy.
Notes
1 The terms “psychotherapy”, “counselling”, and “therapy” have been used interchangeably throughout this systematic review.