Positive Psychotherapy as a Means of Research and Development of Emotional Intelligence in the Course of Individual’s Life Fulfillment

The purpose of this article is to present a psychological hermeneutic triangulation model of emotional intelligence in the course of individual’s life fulfillment. In this context, the methodological framework and psychotechnical tools of positive psychotherapy contribute to the explication of the axiological potential of the emotional intelligence in three modes of realization: internal, external and integrative through the bodily sensation and emotional competence and understanding, interpretation and hermeneutic circle mechanisms. Application of positive psychotherapy at the empirical stage of the study has resulted in a training program for the development of emotional intelligence in the areas of individual’s life fulfillment relevant for the participants, as well as through individual consultations. The article presents evidence of the effectiveness of a prolonged formative experiment on the development of emotional intelligence by means of positive psychotherapy, which helped verify the author’s theoretical model. Keywords: emotional intelligence, positive psychotherapy, training, bodily sensation, emotional competence, mode of individual’s life fulfillment

Design and implementation of the child and adolescent psychoanalytic psychotherapy training programme by the International Psychotherapy Institute for Jiandanxinli

The author describes how her interest in China and Chinese families led her to direct an online two-year programme for training Chinese therapists in child and adolescent psychoanalytic psychotherapy. She sets her work in its social and professional context. She outlines the design and discusses modification in teaching technique to suit this educational setting, in which time must be allowed for translation from English to Chinese, and from conscious to unconscious. She illustrates a clinical case consultation group to show the group mind at work, and concludes with oral and written evaluation from participants.

Aikuisten turvapaikanhakija- ja pakolaisasiakkaiden terapeuttisissa keskusteluissa tekemät ongelmanmäärittelyt

Tässä tutkimuksessa tarkasteltiin sitä, kuinka kuusi aikuista turvapaikanhakija- ja pakolaisasiakasta kuvasivat ongelmiaan terapeuttisissa keskusteluissa. Tutkimuksen kohteena ja tiedon lähteenä olivat asiakkaiden tekemät ja tulkkien suomeksi välittämät ongelmia kuvaavat ilmaukset. Terapeuttisia keskusteluita analysoimalla pyrittiin tavoittamaan ensisijaisesti se, mitä ongelmia asiakkailla on ja lisäksi se, miten nämä ongelmat heihin vaikuttavat ja mikä ongelmat aiheuttaa. Tutkimusmenetelmänä käytettiin aineistolähtöistä laadullista sisällönanalyysia. Ongelmat koskivat kotimaassa koettua epäoikeudenmukaisuutta ja kotimaassa koettujen traumaattisen kokemusten aiheuttamaa ahdistusta, tulevaisuuteen liittyviä huolia ja pelkoja, huolta läheisten tilanteesta ja siihen liittyvää syyllisyyttä sekä toimijuutta, pystyvyyttä ja elämänhallintaa. Ongelmat aiheutuivat niin kotimaassa koetusta kuin maahantulon jälkeisistä asioista. Ongelma oli yleensä monen tekijän summa. Tämän tutkimuksen löydökset eivät puolla terapeuttiseen keskusteluun mallia, jossa keskityttäisiin kategorisesti vain joko aiemmin kotimaassa tai maahantulon jälkeen koettuihin asioihin. Ongelmien koostumus vaihteli eri asiakkailla. Huoli kotimaahan palautetuksi joutumisesta tuotti yleisesti pelkoa. Kotimaassa koettu epäoikeudenmukaisuus ja petetyksi tuleminen oli kaikille asiakkaille erityisen raskas asia. Sitä oli vaikeaa tai mahdotonta unohtaa ja antaa anteeksi. AbstractAdult asylum seeker and refugee clients’ problem definitions in therapeutic conversations This study examined how six adult asylum seeker and refugee clients express their problems in therapeutic conversations. This study aimed to find out primarily what kind of problems the clients present, and also how these problems affect them and what caused the problems. The research method was inductive qualitative content analysis. Therapeutic sessions of the six clients were videotaped and the problem formulations given by the clients and as expressed by an interpreter were extracted as units of analysis. Five problem categories emerged from the analysis: experiences of injustice in home country; anxious ideations originating from past traumatic experiences; fear for the future; worries and feelings of guilt concerning relatives; and problems of self-agency, self-efficacy and life management. Both pre-migration and post-migration factors caused problems. Most often problems were caused by several interacting factors. This study do not support therapeutic conversation formats that focus solely to the issues either related to pre-migration or to post-migration stage. Different clients had different sets and compositions of problems. Fear of deportation was a common cause for fear to clients. Experiences of injustice and betrayal in the home country caused extreme distress to all clients. Such experiences were hard to forget and hard to forgive. Key words: asylum seeker, refugee, therapeutic conversation, problems, explanatory models Authors:Olli Snellman, MA, Psychotherapist, Head of Section, Finnish Immigration Service,Reception UnitJaakko Seikkula, PhD, Professor, University of Jyväskylä, Department of Psychology, Psychotherapy Training and Research CentreJarl Wahlström, PhD, Professor, emeritus, University of Jyväskylä, Department of Psychology, Psychotherapy Training and Research CentreKatja Kurri, PhD, Researcher, Psychotherapist, University of Jyväskylä, Department of Psychology, Psychotherapy Training and Research Centre

Group cohesion in group-based personal practice

Background Personal practice (PP) is an integral component of many psychotherapy training programmes. It aims to promote personal and professional growth and is often conducted in a group format (g-PP). Group cohesion is one of the most researched mechanisms in group psychotherapy, but has rarely been studied in the context of g-PP. Aims and method This exploratory study examines the associations between cohesion, satisfaction with g-PP, its impact on personal and professional development, and theoretical orientation in a sample of n = 329 German psychotherapy trainees. Cohesion was assessed with the group questionnaire (GQ-D; Positive Bonding, Positive Working, Negative Relationship). Results Overall, participants reported high levels of all outcome variables. Positive Bonding was the strongest predictor of satisfaction with g-PP (β = 0.46, p<.001). While trainees in cognitive behaviour therapy reported significantly better cohesion scores (d≥0.31), trainees in psychodynamic therapy reported significantly higher satisfaction with g-PP and its impact on their developments (d≥0.30). Conclusions Group cohesion appears to be an important factor in g-PP that should be actively promoted by group leaders. However, longitudinal study designs are needed to better understand the emergence of cohesion in g-PP as well as potential moderating factors.

A UK-wide survey of speciality doctors and associate specialist (SAS) psychiatrists' psychotherapy case experience, barriers and benefits to professional development and clinical capabilities

AimsResearch suggests that seeing psychotherapy cases benefits psychiatric trainees’ professional development and clinical capabilities, however there is lack of such evidence for SAS psychiatrists, who require this experience for Certificate of Eligibility for Specialist Registration (CESR) applications.Having provided frequently requested psychotherapy training support to our Trust's CESR training programme in Birmingham we aimed to study nationwide SAS psychiatrists’ psychotherapy case experience, professional benefits and barriers to access.MethodAn online questionnaire was sent to UK-wide SAS Psychiatry doctors, with the support of the RCPsych Speciality Doctors and Associate Specialist Psychiatrists Committee (SASC), whilst being promoted on social media. It asked about psychotherapy-related experience, barriers and plans.Result122 doctors completed the questionnaire, estimated to constitute approximately 8% (or more if considering all vacancies) of SAS psychiatry posts based on the RCPsych Census (2015), from across all UK nations and regions.23% had gained experience in delivering psychotherapy (57% of whom confirmed CESR or training application plans), seeing cases mainly in CBT (52%) and psychodynamic psychotherapy (41%). Those who had delivered psychotherapy agreed or strongly agreed that it helped them become a better listener (82%), become more empathetic (75%), enjoy work more (71%), understand the unconscious communication better (82%), be more confident about referring for psychotherapy (82%) and overall be a better psychiatrist (86%).44% planned to start a psychotherapy case but had not started, of whom only 22% had identified a supervisor and 15% identified a case. Only 11% felt confident they could get the psychotherapy training experiences they needed. Barriers reported included it not being part of their job plan (70%), time constraints (57%), difficulties in accessing psychotherapy supervision (61%), difficulties in identifying suitable cases (32%) and limited knowledge about psychotherapy (30%).ConclusionDoctors who delivered psychotherapy reported benefits on many levels, making a strong case it develops their clinical capabilities, which may facilitate psychologically-informed care.The results indicate interest in psychotherapy training outstripped available opportunity and support. Whilst some barriers mirrored those previously reported for trainees (difficulties accessing supervision and cases) others identified particularly related to SAS workload (not being part of their job plan and time constraints) and lack of support (with trainees prioritised). This may highlight a potential concern given the SAS Charter covers CESR-related support and advocates appropriate Supporting Professional Activities (SPA) time.Trusts need to consider more actively supporting SAS psychotherapy training and including in job planning for those receiving, delivering and supporting these valued experiences.

A UK-wide survey of Balint, support groups and psychotherapy training opportunities for SAS (Specialty Doctors and Associate Specialists) Psychiatrists

AimsTo investigate SAS Psychiatrists’ opportunities for Balint-type, support groups and psychotherapy training opportunities nationwide, for which there is a lack of existing literature or established framework.MethodAn online questionnaire was sent to UK-wide SAS psychiatry doctors with the support of the RCPsych Speciality Doctors and Associate Specialist Psychiatrists Committee (SASC). The survey enquired about location, work experience, future plans, Balint-type groups, psychotherapy opportunities and support.Result122 doctors completed the questionnaire, estimated to constitute approximately 8% of SAS psychiatry posts (or more if considering all vacancies), based on the RCPsych Census (2015), from across all UK nations.Time spent in an SAS role varied widely between months (10%) to over 20 years (5%), with the median and mode being 8–12 years (25%). Regarding future career plans 61% responded that they would be considering either the Certificate of Eligibility for Specialist Registration (CESR) route, or applying for future training or both.24% reported being part of a Balint-type group whilst almost double this number (47%) said they would be interested to join but none were available. 31% were part of a reflective practice or support group whilst 44% reported that they were interested in joining but none were available. Only 7% said that they were not participating or not interested in either a Balint group or a reflective group. Free-response comments suggested these opportunities were usually reserved for trainees and service commitments prevented attendance.76% of respondents reported access to an SAS Tutor, but only 21% confirmed access to a psychotherapy tutor.Half of respondents indicated they did not have access to information and guidance they needed regarding accessing psychotherapy opportunities, with only 27% thinking they did.24% reported managing to gain experience in at least one psychotherapeutic modality, 44% of whom received medical psychotherapist supervision; whilst 13% said they did not intend to pursue this.ConclusionThe results highlight that interest in joining Balint and reflective support groups significantly exceeds local provision. As these groups are not mandatory requirements for CESR application, the interest expressed (including amongst those reporting to be SAS by choice) suggests that SAS Psychiatrists value these opportunities for their recognised professional developmental and clinical benefits; these include peer support, understanding doctor-patient interactions and having a space to reflect on the emotional impact of clinical work. Trusts should consider supporting SAS doctors wishing to join new or existing Balint-type or other supportive reflective clinician groups.

Regional survey into trainee experience of core psychotherapy training

AimsThis project aims to assess the experience of psychiatry core trainees who have undertaken core psychotherapy training (CPT), to identify what is experienced positively and potential areas of improvement.BackgroundPsychotherapy is an necessary part of core psychiatry training, requiring one short and one long case to complete core training.MethodAn anonymous online survey was drafted, containing both qualitative and quantitative questions, to assess trainees experiences of CPT. It was circulated via Trust email (locally) and Twitter (nationally).ResultA total of 35 responses were received: 21 core trainees, 12 higher trainees, 1 consultant, and 1 staff grade doctor. 6 respondents had completed a short case only; 2 a long case only; 25 both; and 2 neither.Confidence in psychotherapy knowledge was rated on a 1–5 scale (1: significantly below average to 5: significantly above average). Theoretical knowledge improved from a 2.57 average before CPT to 3.63 following, and clinical application improved from 2.43 before to 3.66 following.Knowledge prior to delivering CPT was most commonly obtained from Balint group (71.4% of respondents) and MRCPsych courses (65.7%).The main barriers to obtaining psychotherapy experience were: accessing supervision (60.0% of respondents); not enough patients (53.3%); and a lack of guidelines on accessing supervision and patients (43.3%). Additionally, getting time away from day jobs was identified as a concern, particularly among LTFT trainees.Important learning points from CPT identified by trainees were: knowledge of psychoanalytic concepts, such as transference and counter-transference; differences between the theoretical models; an alternative approach to formulation; and how these skills can be useful in all clinical encounters, such as maintaining rapport, boundaries, and time-keeping. The useful role of supervision was also highlighted.ConclusionThis project serves as an introductory look into how trainees view their experience of CPT, and potential areas for improvement.Themes for improvement, arising from qualitative responses, are: clear reading list, including introductory materials; clear guidelines at induction, including supervisor contact details; improved access to supervision; patients to be allocated; protected time for psychotherapy, with extra support for LTFTs; shadowing; increased choice of modality; and more formal teaching on psychotherapy. These are key areas to be targeted to improve the trainee experience, particularly for those who risk delays in their training.

 Unique Histories and Unified Futures: Future Trends for Human Service Graduates Entering Psychotherapy Fields

Undergraduate Human Services (HMSV) students are often interested in graduate education and might consider a career as a psychotherapist. The psychotherapy disciplines are primarily composed of psychology, social work, counseling, and addiction counseling, each of which have a unique history regarding their development and approach to clinical work. HMSV graduates aspiring to psychotherapy training need an understanding of the trends influencing the fields of psychotherapy across disciplines. This article presents an overview of trends and factors to prepare the next generation of psychotherapists to work as a unified collective to address societal and individual challenges.