How We Really Learn to Do Therapy
In How We Really Learn to Do Therapy, the authors address how despite years of intensive study in graduate programs to practice mental health and thousands of hours of supervised practice, the greatest teachers are of then the clients. There are numerous holes in graduate education and training. Graduate training is highly structured, but a client’s journey in therapy may be far from a structured, organized process. Moreover, standards of training may cause more divisiveness on who is qualified to treat as opposed to applying any benefit to the potential clients. The client’s story and experience are far more beneficial to addressing rather than the clinician’s own training and experience. No amount of training will ever be enough for every potential client or every potential problem. The answers lie not in facts or truths but in the extent to which clients feel understood.