Personal therapy: An essential aspect of counsellor training, or a distraction from focussing on the client?

1991 ◽  
Vol 14 (3) ◽  
pp. 193-202 ◽  
Author(s):  
Sue Wheeler
Keyword(s):  
Personal Therapy ◽  
Counsellor Training ◽  
Essential Aspect

Personal therapy in counsellor training

2019 ◽  
pp. 129-138
Author(s):  
Heather Dale ◽  
Jayne Godward ◽  
Carole Smith
Keyword(s):  
Personal Therapy ◽  
Counsellor Training

Computer-based counsellor training

1978 ◽  
Vol 6 (1) ◽  
pp. 54-58
Author(s):  
G.P. Kearsley ◽  
E.W. Romaniuk ◽  
J. Rowand
Keyword(s):  
Counsellor Training ◽  
Computer Based

Personal Therapy With Schizophrenic Patients--Pervasively Beneficial

1998 ◽  
Author(s):  
G. E. Hogarty ◽  
S.J. Kornblith ◽  
D. Greenwald ◽  
A. L. DiBarry ◽  
S. Cooley ◽  
...  
Keyword(s):  
Personal Therapy ◽  
Schizophrenic Patients

Exploring Recommendations for Program Policies in Personal Therapy

2007 ◽  
Author(s):  
Selby M. Conrad ◽  
Sarah B. Sharma ◽  
Melinda J. Key-Roberts ◽  
Maggie L. Syme ◽  
Daniel Suitor
Keyword(s):  
Personal Therapy

An inevitable crisis? From first to second year in counsellor training

2020 ◽  
Vol 5 (1) ◽  
pp. 74-89
Author(s):  
Hugh Crago
Keyword(s):  
Right Hemisphere ◽  
Training Programme ◽  
First Year ◽  
Training Experience ◽  
Counsellor Training ◽  
Student Dropout ◽  
Second Year ◽  
Neurological Research ◽  
First Year Of Life ◽  
And Control

In a seminal 1973 paper, Robert Clark described the very different “cultures” of the first and second year students in a four year clinical psychology PhD programme. The author applies Clark’s template to his own experiences as trainee or trainer in five different counsellor education programmes, one in the US and four in Australia. Each of the programmes, to varying degrees, demonstrates key features of the pattern identified by Clark, where the first year is “therapeutic” and other-oriented, the second is “professional” and self-focused. The author concludes that all the surveyed programmes exhibited some level of “second year crisis”, in which a significant number of students felt abandoned, dissatisfied, or rebellious. The author extends and refines Clark’s developmental analogy (first year = childhood; second year = adolescence) to reflect recent neurological research, in particular, the shift from a right hemisphere-dominant first year of life, prioritising affiliative needs, to a left hemisphere-dominant second year, prioritising autonomy and control. This shift is paralleled later by a more gradual move from a protective, supportive childhood to necessary, but sometimes conflictual, individuation in adolescence. The first two years of a counsellor training programme broadly echo this process, a process exacerbated by the second year internship/placement, in which students must “leave home” and adjust to unfamiliar, potentially less nurturing, authority figures. Finally, the author suggests introducing more rigorous “academic holding” into the first year, and greater attention to “therapeutic holding” of dissident students in the second, hopefully decreasing student dropout, and achieving a better balanced training experience.

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