References
- Aafjes-van Doorn, K., Klinar Alfaro, D., Fialová, M., & Kamsteeg, C. (2018). Psychotherapy integration training around the globe: A personal and empirical perspective. Journal of Psychotherapy Integration, 28(4), 505–520. https://doi.org/http://dx.doi.org/10.1037/int0000135
- Ameen, E. J., Bergner, C. G., Grus, C. L., & El-Ghoroury, N. H. (2021). Internship factors associated with the mobility of early career psychologists. Training and Education in Professional Psychology. 15(3), 195–201. https://doi.org/https://doi.org/10.1037/tep0000317
- Anderson, T., McClintock, A. S., Himawan, L., Song, X., & Patterson, C. L. (2016). A prospective study of therapist facilitative interpersonal skills as a predictor of treatment outcome. Journal of Consulting and Clinical Psychology, 84(1), 57–66. https://doi.org/https://doi.org/10.1037/ccp0000060
- Baker, S. B., Daniels, T. G., & Greeley, A. T. (1990). Systematic training of graduate-level counselors: Narrative and meta-analytic reviews of three major programs. The Counseling Psychologist, 18(3), 355–421. https://doi.org/https://doi.org/10.1177/0011000090183001
- Bennett-Levy, J. (2019). Why therapists should walk the talk: The theoretical and empirical case for personal practice in therapist training and professional development. Journal of Behavior Therapy and Experimental Psychiatry, 62, 133–145. https://doi.org/https://doi.org/10.1016/j.jbtep.2018.08.004
- Bernhardt, I. S., Nissen-Lie, H., Moltu, C., McLeod, J., & Råbu, M. (2019). ‘It’s both a strength and a drawback.’ How therapists’ personal qualities are experienced in their professional work. Psychotherapy Research, 29(7), 959–970. https://doi.org/https://doi.org/10.1080/10503307.2018.1490972
- Byrne, A., Salmon, P., & Fisher, P. (2018). A case study of the challenges for an integrative practitioner learning a new psychological therapy. Counselling and Psychotherapy Research, 18(4), 369–376. https://doi.org/https://doi.org/10.1002/capr.12185
- Callahan, J. L., & Watkins, C. E., Jr. (2018a). Evidence-based training: The time has come. Training and Education in Professional Psychology, 12(4), 211–218. https://doi.org/http://dx.doi.org/10.1037/tep0000204
- Callahan, J. L., & Watkins, C. E., Jr. (2018b). The science of training I: Admissions, curriculum, and research training. Training and Education in Professional Psychology, 12(4), 219–230. https://doi.org/http://dx.doi.org/10.1037/tep0000205
- Callahan, J. L., & Watkins, C. E., Jr. (2018c). The science of training II: Prepracticum and practicum training. Training and Education in Professional Psychology, 12(4), 231–244. https://doi.org/http://dx.doi.org/10.1037/tep0000209
- Carlsson, J., Norberg, J., Sandell, R., & Schubert, J. (2011). Searching for recognition: The professional development of psychodynamic psychotherapists during training and the first few years after it. Psychotherapy Research, 21(2), 141–153. https://doi.org/https://doi.org/10.1080/10503307.2010.506894
- Carlsson, J. (2012). Research on psychotherapists’ professional development during and after training. Nordic Psychology, 64(3), 150–167. https://doi.org/https://doi.org/10.1080/19012276.2012.731310
- Carpenter K. M., Cheng W. Y., Smith J. L., Brooks A. C., Amrhein P. C., Wain R. Morgan, and Nunes E. V. (2012). “Old dogs” and new skills: How clinician characteristics relate to motivational interviewing skills before, during, and after training. Journal of Consulting and Clinical Psychology, 80(4), 560–573. https://doi.org/10.1037/a0028362
- Coldridge, L., & Mickelborough, P. (2003). Who’s counting? Access to UK counsellor training: A demographic profile of trainees on four courses. Counselling and Psychotherapy Research, 3(1), 72–75. https://doi.org/https://doi.org/10.1080/14733140312331384668
- Cook, J. M., Biyanova, T., & Coyne, J. C. (2009). Barriers to adoption of new treatments: An internet study of practicing community psychotherapists. Administration and Policy in Mental Health and Mental Health Services Research, 36(2), 83–90. https://doi.org/https://doi.org/10.1007/s10488-008-0198-3
- Cooper, M., & McLeod, J. (2010). Pluralistic counselling and psychotherapy. Sage.
- Cornforth, S., & Sewell, S. (2004). Where have they gone? What are they doing? The profiles and destinations of counselling graduates, 1997–2002. New Zealand Journal of Counselling, 25(1), 31–47.
- Coulson, N. S. (2017). Affordance theory can help understanding of individuals’ use of online support communities. British Journal of Health Psychology, 22(3), 379–382. https://doi.org/https://doi.org/10.1111/bjhp.12247
- De Brún, A., & McAuliffe, E. (2020). Identifying the context, mechanisms and outcomes underlying collective leadership in teams: Building a realist programme theory. BMC Health Services Research, 20(1), 1–13. https://doi.org/https://doi.org/10.1186/s12913-020-05129-1
- Edwards, J. (2018). Counseling and psychology student experiences of personal therapy: A critical interpretive synthesis. Frontiers in Psychology, 9, 1732. https://doi.org/https://doi.org/10.3389/fpsyg.2018.01732
- Emmett, N., Greenhalgh, J., Manzano, M., Monaghan, M., & Dalkin, S. (Eds.). (2018). Doing realist research. Sage.
- Grummon, D. L., & Gordon, T. (1948). The counseling center at the University of Chicago. American Psychologist, 3(5), 166–171. https://doi.org/https://doi.org/10.1037/h0062585
- Gyani, A., Shafran, R., Myles, P., & Rose, S. (2014). The gap between science and practice: How therapists make their clinical decisions. Behavior Therapy, 45(2), 199–211. https://doi.org/https://doi.org/10.1016/j.beth.2013.10.004
- Heatherington, L., Messer, S. B., Angus, L., Strauman, T. J., Friedlander, M. L., & Kolden, G. G. (2012). The narrowing of theoretical orientations in clinical psychology doctoral training. Clinical Psychology: Science and Practice, 19(4), 364–374. https://psycnet.apa.org/doi/https://doi.org/10.1111/cpsp.12012
- Hill, C. E., Kivlighan, D. M., III, Rousmaniere, T., Kivlighan, D. M., Jr., Gerstenblith, J. A., & Hillman, J. W. (2020). Deliberate practice for the skill of immediacy: Multiple case study of Doctoral student therapists and clients. Psychotherapy, 57(4), 587–597. Advance online publication. https://doi.org/http://dx.doi.org/10.1037/pst0000247
- Hill, C. E., & Lent, R. W. (2006). A narrative and meta-analytic review of helping skills training: Time to revive a dormant area of inquiry. Psychotherapy: Theory, Research, Practice, Training, 43(2), 154–172. https://doi.org/https://doi.org/10.1037/0033-3204.43.2.154
- Ivey, G., & Deans, C. (2019). Y model psychotherapy training: A qualitative investigation of students’ experiences. American Journal of Psychotherapy, 72(1), 9–20. https://doi.org/https://doi.org/10.1176/appi.psychotherapy.20180005
- Jaimes, A., Larose‐Hébert, K., & Moreau, N. (2015). Current trends in theoretical orientation of psychologists: The case of Quebec clinicians. Journal of Clinical Psychology, 71(10), 1042–1048. https://doi.org/https://doi.org/10.1002/jclp.22208
- Jefford, T. (2013). Implementation of evidence-based practice: Confessions of an enthusiastic amateur. Journal of Children’s Services, 8(2), 134–140. https://doi.org/https://doi.org/10.1108/JCS-02-2013-0002
- Johnson W. B., Barnett J. E., Elman N. S., Forrest L., Schwartz-Mette R., and Kaslow N. J. (2014). Preparing trainees for lifelong competence: Creating a communitarian training culture. Training and Education in Professional Psychology, 8(4), 211–220. https://doi.org/10.1037/tep0000048
- Kalogeropoulos, C., Roquet, C., Sztopa, V., Bradley, S., & Drapeau, M. (2018). Psychologists and psychotherapists’ practices of psychotherapy in Quebec: What differences exist? Canadian Psychology, 59(4), 332–346. https://doi.org/https://doi.org/10.1037/cap0000161
- Kanazawa, Y., & Iwakabe, S. (2016). Learning and difficult experiences in graduate training in clinical psychology: A qualitative study of Japanese trainees’ retrospective accounts. Counselling Psychology Quarterly, 29(3), 274–295. https://doi.org/https://doi.org/10.1080/09515070.2015.1033383
- King, G. (2007). Career development of counsellors. British Journal of Guidance & Counselling, 35(4), 391–407. https://doi.org/https://doi.org/10.1080/03069880701593532
- Kostínková, J., & Roubal, J. (2018). Forming an integrative training concept. European Journal for Qualitative Research in Psychotherapy, 8(1), 13–22. http://ejqrp.org/index.php/ejqrp/article/view/49
- Levitan, J., Carr-Chellman, D., & Carr-Chellman, A. (2029). Accidental ethnography: A method for practitioner-based education research. Action Research, 18(3), 336–352. https://doi.org/https://doi.org/10.1177/1476750317709078
- Levitt, H. M., McLeod, J., & Stiles, W. B. (2021). The conceptualization, design, and evaluation of qualitative methods in research on psychotherapy. In M. Barkham, L. Castonguay, and W. Lutz (Eds.), Bergin and Garfield’s handbook of psychotherapy and behavior change (7th ed., pp. 51–86). Wiley.
- Levitt, H. M., Morrill, Z., & Collins, K. M. (2020). Considering methodological integrity in counselling and psychotherapy research. Counselling and Psychotherapy Research, 20(3), 422–428. https://doi.org/https://doi.org/10.1002/capr.12284
- Levy, K. N., & Anderson, T. (2013). Is clinical psychology doctoral training becoming less intellectually diverse? And if so, what can be done? Clinical Psychology: Science and Practice, 20(2), 211–220. https://psycnet.apa.org/doi/https://doi.org/10.1111/cpsp.12035
- Lowndes, L., & Hanley, T. (2010). The challenge of becoming an integrative counsellor: The trainee’s perspective. Counselling & Psychotherapy Research, 10(3), 163–172. https://doi.org/http://dx.doi.org/10.1080/14733141003751614
- Mackay, H. C., West, W., Moorey, J., Guthrie, E., & Margison, F. (2001). Counsellors’ experiences of changing their practice: Learning the psychodynamic-interpersonal model of therapy. Counselling and Psychotherapy Research, 1(1), 29–39. https://doi.org/https://doi.org/10.1080/14733140112331385228
- Martino S., Canning-Ball M., Carroll K. M., and Rounsaville B. J. (2011). A criterion-based stepwise approach for training counselors in motivational interviewing. Journal of Substance Abuse Treatment, 40(4), 357–365. https://doi.org/10.1016/j.jsat.2010.12.004
- Maxwell, J. A. (2012). A realist approach for qualitative research. Sage.
- McAuliffe, G., & Eriksen, K. (Eds.). (2011). Handbook of counselor preparation: Constructivist, developmental, and experiential approaches. Sage.
- McLeod, J. (2017). Pluralistic therapy: Distinctive features. Routledge.
- Messina, I., Gelo, O. C., Gullo, S., Sambin, M., Mosconi, A., Fenelli, A., Curto, M., & Orlinsky, D. (2018). Personal background, motivation and interpersonal style of psychotherapy trainees having different theoretical orientations: An Italian contribution to an international collaborative study on psychotherapy training. Counselling and Psychotherapy Research, 18(3), 299–307. https://doi.org/https://doi.org/10.1002/capr.12176
- Nicolaides, A., and Marsick, V. J. (2016). Understanding Adult Learning in the Midst of Complex Social “Liquid Modernity”. New Directions for Adult and Continuing Education, 2016(149), 9–20. doi:https://doi.org/10.1002/ace.20172
- Norcross, J. C., & Finnerty, M. (2019). Training and supervision in psychotherapy integration. In J. Norcross & M. Goldfried (Eds.), Handbook of psychotherapy integration (3rd ed., pp. 377–404). Oxford University Press.
- Pawson, R., & Tilley, N. (1997). Realistic evaluation. Sage.
- Prosek, E. A., & Michel, R. E. (2016). Transformative learning for counselor trainees: Implementation of the multicultural immersion experience model. International Journal for the Advancement of Counselling, 38(1), 61–76. https://doi.org/https://doi.org/10.1007/s10447-015-9256-1
- Robinson, E. L. (2018). Immersion learning in social work education: A pedagogical tool for enriching knowledge and practice skills among BSW students. Journal of Teaching in Social Work, 38(5), 536–550. https://doi.org/https://doi.org/10.1080/08841233.2018.1516712
- Rogers, C.R. (1951). Client–centered Therapy. Houghton Mifflin.
- Rønnestad, M. H., & Skovholt, T. M. (2013). The developing practitioner: Growth and stagnation of therapists and counselors. Routledge.
- Sayer, A. (2000). Realism and social science. Sage.
- Schielke, H. J., Fishman J. L., Osatuke, K., and Stiles W. B. (2009). Creative consensus on interpretations of qualitative data: The Ward method. Psychotherapy Research, 19(4–5), 558–565. https://doi.org/10.1080/10503300802621180
- Schöttke, H., Flückiger, C., Goldberg, S. B., Eversmann, J., & Lange, J. (2017). Predicting psychotherapy outcome based on therapist interpersonal skills: A five-year longitudinal study of a therapist assessment protocol. Psychotherapy Research, 27(6), 642–652. https://doi.org/10.1080/10503307.2015.1125546
- Scott, A. J., & Hanley, T. (2012). On becoming a pluralistic therapist: A case study of a student’s reflexive journal. Counselling Psychology Review, 27(4), 28–40.
- Strong, T., Chondros, K., & Vegter, V. (2018). Medicalizing tensions in counselor education. European Journal of Psychotherapy & Counselling, 20(2), 220–243. https://doi.org/https://doi.org/10.1080/13642537.2018.1459765
- Strong, T. (2017). Medicalizing counselling: Issues and tensions. Palgrave Macmillan.
- Trub, L., & Levy, D. (2017). Sowing the seeds for an assimilative integrationist stance toward psychotherapy. Journal of Psychotherapy Integration, 27(2), 172–185. https://doi.org/http://dx.doi.org/10.1037/int0000056
- Wagner, H., & Hill, N. (2015). Becoming counselors through growth and learning: The entry transition process. Counselor Education and Supervision, 54(3), 189–202. https://doi.org/https://doi.org/10.1002/ceas.12013
- Warren, J. S., & Park, S. Y. (2018). Leverage points in evidence-based professional psychology training. Training and Education in Professional Psychology, 12(4), 269–272. https://doi.org/https://doi.org/10.1037/tep0000216
- Westhorp, G. (2018). Understanding mechanisms in realist evaluation and research. In N. Emmett, J. Greenhalgh, A. Manzano, M. Monaghan, & S. Dalkin (Eds.), Doing realist research (pp. 41–58). Sage.
- Wigg, R., Cushway, D., & Neal, A. (2011). Personal therapy for therapists and trainees: A theory of reflective practice from a review of the literature. Reflective Practice, 12(3), 347–359. https://doi.org/https://doi.org/10.1080/14623943.2011.571866
- Ziv-Beiman, S. (2014). Teaching psychotherapy integration from the start: A proposal to teach integration as a fundamental aspect. Journal of Psychotherapy Integration, 24(3), 251–257. https://doi.org/https://doi.org/10.1037/a0037800