Voices that tell you what to do, or ‘command voices’, are often distressing and disabling. Despite this, our understanding of them is somewhat limited and currently there are few effective treatment options available. Research into this phenomenon has been largely quantitative and researcher-led, investigating the link between command voices and violence/risk, what motivates compliance with the commands and more recently, how to improve treatment options. Qualitative exploration of what it is like for the individual to have this experience has been neglected. The present study explored the experiences of 7 participants who heard command voices. Semi-structured interviews were conducted and the data analysed using Interpretative Phenomenological Analysis (IPA). Four super-ordinate themes emerged: ‘Unwanted experience’, ‘Engagement’, ‘Relationship with others’ and ‘Sense-making’. Nestled within these themes were sub-themes that explored a variety of different facets. The data revealed that hearing command voices was a distressing and unwanted experience that negatively impacted upon the participant’s quality of life, emotional wellbeing and social relating. It also appeared that participants had formed relationships with their voices. Despite finding hearing command voices confusing, all strove to try to make-sense of their experiences. The observations made are discussed in terms of implications to clinical practice, theoretical understanding and policy. It is proposed that the insights gained into the lived experience of this phenomenon may be helpful for Counselling Psychologists working with this client group.

This piece of research aimed to explore counselling psychologists' experiences of identifying with their clients' concerns. The participants' experiences were examined within the context of the co-constructiveness of the therapeutic encounter. Seven counselling psychologists, with a training background in the existential tradition, were asked to elaborate on their experiences of identifying with their clients difficulties. The method chosen for this study was Interpretative Phenomenological Analysis (IPA) and the participants' experiences were were collected through the use of semi-structured interviews. Two sub-topics were explored in the context of the therapists' experience of 'identification'. These were the concept of 'bracketing' and the issue of 'self-disclosure'. Five superordinate themes emerged: a) the layers of identification, b) working with the therapeutic encounter, c) bracketing: like riding a bicycle, d) perspectives in self-disclosure, and e) health warning. These themes reflected experiences of different levels of identification; the impact of identification on the therapeutic encounter and the use of bracketing; the (mis)use of self-disclosure; and the effects of identification on personal wellbeing. The findings are critically discussed in the light of existing literature and implications for counselling psychology and psychotherapy practice are considered. The limitations of the study are also highlighted as well as suggestions for future research being presented.

Aims There is a lack of sufficient knowledge about the stress experience in counselling psychology training. Previous research suffered methodological issues and there was a specific lack of qualitative studies. This research aims to contribute towards the topic as it explores the experience of stress in counselling psychology training from the perspective of young final year female trainees. Design Semi-structured interviews were conducted with eight final year female trainees (aged between 25 and 30) in order to explore their experiences of stress and major stressors in counselling psychology doctoral training. Method Interpretative phenomenological analysis was used to analyse the verbatim transcripts of interviews. Findings The process of analysis identified three superordinate themes: ‘identifying ambivalence in training’ (refers to the trainees’ mixed views about stress in training); ‘the impact of training on self and self-and-other’ (refers to the perceived lack of life outside of the training and high risk of failure); and ‘managing the lack of boundaries in training’ (refers to the process of merging with training and being forced to age). The themes are considered in relation to relevant existing literature. Conclusions Findings imply that young female trainees perceive stress as an integral element of training, which is both destructive and promoting their growth. It is suggested that training programmes should consider developing targeted interventions to support these trainees. Evaluation of the current study is followed by recommendations for future research.

The main focus of this research was to explore how counselling psychologists experience what that they cannot understand in the therapeutic process. The study focuses on how counselling psychologists make sense of and manage these experiences, as well as the role such experiences play in therapy. Although the existence of such occurrences are acknowledged in the foundations of many therapeutic approaches (Bion, 1970; Bugental, 1990; Freud 1915; Jung, 1923; Maslow, 1971; Ogden, 1999; Perls, 1973; Rogers, 1961; Stern, 2004) , there seems to be a lack of research in relation to how these phenomena are experienced and what role they play in the therapeutic process. Eight counselling psychologists with ten years of experience in clinical practice were recruited and interviewed using semi-structured interviews. Different aspects of these experiences were explored through applying the qualitative method known as Interpretative Phenomenological Analysis (Smith, 2004). The findings suggest that the way counselling psychologists experience phenomena that cannot be understood strongly relates to anxiety, fear and uncertainty, drawing attention to deep feelings of vulnerability and insecurity. The results demonstrate the ambivalent meanings of such experiences in the therapeutic process, and their significance in the process of therapy. The thesis also comprises the way in which counselling psychologists spoke about these phenomena and how these occurrences were managed by counselling psychologists. Some conclusions were made about what kind of knowledge counselling psychologists relied on while making sense of such phenomena. The recommendations made as a result of the research show validity as they closely relate to the way counselling psychologists explore their own identity as professionals. Also, the research highlighted the essentiality of exploring the role of theoretical knowledge and reflexivity for counselling psychologists. The research also explores unanticipated findings such as the existence of those experiences that need to remain undefinable and the ability of counselling psychologists to let go of the need to make sense of phenomena. The study also addresses the limitations and implications of the research, and suggestions for further research are indicated.

This qualitative study concerns the notion of being 'heard’, with a focus on the counselling relationship. The term ‘hearing’ is used as a metaphorical concept and its definition forms part of the investigation. The study initially focuses on the hard of hearing client and their position between the Deaf and hearing worlds. Hard of hearing people are viewed as an important client group whose needs are frequently overlooked. There is a review of the literature relevant to the hard of hearing individual and disability in the counselling relationship. This is followed by a broader consideration of the meaning of ‘hearing’. Included in this literature is ‘hearing’ from the perspective of developmental psychology relating to non-verbal communication, ‘hearing’ through language and ‘hearing’ the other. Following a methodological discussion, an adapted Foucauldian discourse analysis is applied to interview data from nine hard of hearing participants. The findings illustrate dominant discourses in action and also discourses of resistance. The dominant discourses suggest the power and politics involved in the counselling venture and the resistance shows the alternative subject positions the participants created and their agency in the process of being ‘heard’. Following this analysis, a discussion develops, which involves ideas around embodied and ethical 'hearing' in both the research process and within counselling. The study does not aim to provide any stability to the notion of ‘hearing’ in the counselling relationship, but contributes to the field of counselling psychology in creatively exploring the ambiguous term.

Background and aims: The past two decades have seen a surge of interest in the impact of working with trauma on psychological therapists’ well-being. However, the implications of therapists’ responses to trauma for the process of therapy are unknown. The existing literature carries the assumption that therapists’ strong subjective responses to traumatic material have a negative impact on the therapeutic process, but this has not been directly researched. Therefore, this thesis investigates the experiences of therapists working with clients who describe traumatic events, and how therapists consider their responses to the disclosure of traumatic material to have impacted upon the therapeutic process. Method: Semi-structured interviews were carried out with nine qualified chartered counselling psychologists with experience of working with trauma. Interview transcripts were analysed using Interpretative Phenomenological Analysis (IPA). Results: The analysis produced four superordinate themes. These were: (1) Demands and challenges in the use of self in response to trauma; (2) Dimensions of complexity in working with trauma: Conceptual, contextual, ethical, political; (3) Developing the therapeutic self in response to trauma; and (4) Valuing the therapeutic self in work with trauma. Conclusion: The research indicated that significant challenges were experienced in terms of the complex interpersonal dynamics, troubling somatic processes and ethical dilemmas in therapy with trauma. Furthermore, existing theoretical models were not sufficient to illuminate practice in these areas. Thus, this research indicates that specific 8 training and development in these areas is warranted, and a possible theoretical framework to help facilitate this is proposed. In addition, the current research supports the development of more explicitly socially contextualised approaches to trauma. Future research could usefully build on the current study by further investigating embodied processes and interpersonal dynamics, as well as the impact of therapists’ disclosure of their subjective responses in therapy with trauma.

Background and objectives: Despite a large amount of theoretical literature, empirical research into the area of social justice in counselling psychology has been limited to date. Furthermore, no research has explored this topic from the perspective of UK based counselling psychologists. The overarching purpose of this study was therefore to explore the social justice interest and commitment of members of the UK counselling psychology profession. Method and analyses: A mixed methods design was employed. A preliminary quantitative survey phase was followed by the priority stage of the research, in which qualitative interviews were conducted with six members of the counselling psychology profession with at least a moderate interest in, and commitment to, social justice. Qualitative data were analysed using tools from the grounded theory approach. Connection of the two phases of research occurred at participant selection for the qualitative phase and in the interpretation phase. Findings: Quantitative findings were limited; however, comparative to previous studies using the same measure, members of the counselling psychology profession have lower levels of social justice interest and commitment. Qualitative findings highlighted two core categories within the data: ‘Counselling psychologists’ understanding of social justice in counselling psychology and their connection to it’ and ‘Counselling psychologists’ reflections on social justice action’. Conclusions: The qualitative findings extend our understanding of counselling psychologists’ social justice interest and commitment and aid interpretation of the initial quantitative findings. Participants defined social justice in a way which is largely consistent with the theoretical literature but reported some difficulties with this which may be due to training in the area. Results relating to social justice action indicate that whilst some UK-based counselling psychologists are acting on their social justice values, there are numerous issues which potentially limit this. Recommendations for theory, further research and practice are discussed.

The experience of opposition between what could be contained in my internal world, and what I wanted freedom from containing while a client in counselling led to the conception of this research. Containment and freedom seemed to form a polarity (Jung 1961; 1969) in that each notion became as necessary as the other. Clients who became participants were in counselling with other counsellors and were asked to keep journals on their thoughts and feelings after counselling sessions and these formed the data for the study. My interest in poetry guided this process as the journals were created by short phrases forming each line and this seemed to influence the writing and analytic process. The journals produced by the participants encouraged the original heuristic (Moustakas 1990) design to surrender the richness that was hidden within it as it became a narrative inquiry. Containment, freedom and the possible polarity between them are investigated as constructs of emotional opposition experienced by the client. The construct and categories which emerge from the data suggest aspects of containment and freedom that demonstrate how emotional movement may occur within the participants through the opposition between containment and freedom. The data also seems to image established theory within the journal stories. A relationship between poetry and the counselling experience is drawn together within the research process as the unconscious and the use of metaphor seem to elicit the discovery of the self. My experiences of personal life events that impact upon the study are held alongside the project as such experiences and the research develop my voice which is relevant to the process and outcome of the work.

Research suggests that adoptees are seen in therapeutic settings in a greater proportion than their prevalence in the general population (Kennedy Porch, 2007). Few studies concentrate on adult adoptees, and those that do mainly focus on adjustment and the search for/reunion with the birth family rather than on therapy research. In particular, there seems to be a lack of empirical and theoretical understanding of the complexities of the therapeutic relationship when working with adults who were adopted. Early experiences can affect an adult's ability to form trusting relationships with others, including with a therapist. Counselling psychology, as a discipline, has a particular interest and skill base in understanding the therapeutic relationship and is therefore in the position to offer a valuable contribution to research on the therapeutic relationship with an individual who has been adopted as an infant. Through six semi-structured interviews, adoption counsellors currently working with adult adoptees were asked to share their experiences and understanding of the nature and the role of the therapeutic relationship. A qualitative methodology guided by Interpretative Phenomenological Analysis (IPA) enabled detailed exploration of the adoption counsellors' perspective. Three master themes were identified in the analysis: An awareness of the early rejection in all stages of the therapeutic process; a personal commitment to provide a corrective emotional experience; and the psychological consequences of working with adult adopted clients for therapists. The analysis highlighted the challenges that participants perceived in terms of establishing, maintaining and ending the therapeutic relationship with adoptees. The findings of this study extend the pre-existing research base by emphasising the interconnectedness of the personal and professional experiences of adoption counsellors and the need for flexibility in their practice in each phase of the therapeutic process, predominantly with regard to therapeutic boundaries and engaging in a different ending experience. The themes are discussed in relation to existing literature with an emphasis on attachment theory. The discussion also highlights practical implications, particularly the importance of familiarisation with aspects of adoption due to their likely influence on the therapeutic relationship and the need for reflective practice.

Mentoring receives a consistently favourable press and its merits and benefits are widely researched and acclaimed (for example Clutterbuck, 1995 and Harrington, 2011). Some advocates appear almost evangelical in their perspective and responses to the mentoring process. From offender schemes (Tarling, Davison and Clarke, 2004), to initiatives for small businesses (NWDA, 2010), the UK government continues to invest heavily in the concept of mentoring. Despite these plaudits mentoring relationships can occasionally founder and, due to the intensity of the relationship harm can be inflicted on both mentor and mentee alike. Such failing relationships are usually ascribed the provocatively charged label of 'toxic' mentoring (Feldman, 1999; Gray and Smith, 2000). Both the human and financial implications of failed mentoring relationships are a serious problem for government investment. Although a relatively under-researched phenomenon the incidents of negative mentoring experiences are not uncommon (Simon and Eby, 2003). Investment in mentoring has grown, with a proliferation of progressive schemes addressing an array of specific issues, from adult substance misuse (Welsh Assembly, 2009) to workplace gender inequalities (EC, 2007). With investment ranging from thousands of pounds in small scale schemes to hundreds of thousands of pounds, the economic implications of failure are potentially significant. Hamlin and Sage (2011) argue that while research has studied the benefits of mentoring, there is little focus on what constitutes effective mentoring in formal settings, or the interpersonal processes involved. Allen and Poteet (1999:70) noted that research was "desperately needed to assess the specific design features" of successful mentoring programmes. The focus has been on the programmes themselves rather than the individuals within them, and findings have centred on programme improvements and objectives or better matching processes in order to understand successful mentoring (Eby and Lockwood, 2005). The measurement of mentoring success however, is problematic and a uniform model for evaluation remains elusive. In one study (Gaskell, 2007) just 34% of organisations were able to successfully measure the impact of coaching, despite the availability of adequate resources and substantial investment in the programmes. Demonstrating return on investment for enterprises involving soft skills can be challenging, particularly when endeavouring to separate the mentoring aspect from other influencing factors. Establishing return on expectation is however, a more manageable proposition and can prove valuable. Attempts to identify the impact of professional development interventions have generated some innovative approaches such as the 'isolation factor' identified in research by McGovern, Lindemann, Vergara, Murphy, Barker and, Warrenfeltz (2001). The study separates out the effects of coaching but is generated purely from the perspective of the participants, which arguably lacks objectivity. However its success is measured, the popularity of mentoring continues to grow and its benefits remain appreciated (CIMA, 2002). Ineffective mentoring may be avoided through understanding its characteristics and the rationale of failed relationships may prevent repetition, providing a valid objective worthy of further research.