Research on psychotherapists' professional development during and after training

Abstract

Traditionally, the focus of psychotherapy research has been on therapies rather than on therapists. Consequently, the professional development and training of psychotherapists have been neglected. This paper presents two studies with the aim of exploring the professional development during and the first years after psychotherapy training. Students (n = 46) in Sweden at an advanced training institute in psychodynamic psychotherapy received a questionnaire at the beginning of training, after 2 years, at the end of training and at a follow-up. Those students who answered the questionnaire at all four occasions (n = 21) were also asked to participate in an interview study. Results from questionnaires showed that students stayed close to their teachers' psychoanalytical profile during training but developed an eclectic psychodynamic profile after graduation. Results from interviews showed that during training, students were motivated by a desire to achieve acknowledgement of their preformed professional self from their supervisors. This led to conflicts in supervision. Training institutes, teachers and supervisors should learn how to handle students' preformed professional selves to avoid compliance and conflicts during training.

Keywords:

• psychotherapist training
• professional development
• psychotherapeutic attitudes
• supervision

Acknowledgements

This research was supported by the regional agreement on medical training and clinical research (ALF) between Stockholm County Council and the Karolinska Institutet.