The hypothesis derived from four case studies proposes that if at a philosophical level the training is choreographed at confusing levels of philosophical punctuations, and the training programme involves an ongoing commentary on the 'self' of the trainee, and this ongoing commentary interrupts or interferes with the process in which the 'self' comes to be defined, then on an experiential level the training context is unstable for experiential exploration, and the trainee experiences psychological discomfort. A further five case studies are investigated using focused interviews and content analysis to verify the hypothesis. The author-text-reader metaphor serves to describe the trainer-training-trainee relationship. This reveals that the trainee experiences psychological discomfort, often perceived as psychological damage, when the training text is incoherent and therefore unreadable. In each instance where the training text was found incoherent the trainer was identified as the author, and therefore responsible and accountable for the trainee's psychological discomfort. / Na aanleiding van vier gevallestudies word 'n hipotese afgelei wat voorstel dat wanneer opleiding op 'n filosofiese vlak gechoreografeer word vanuit onsamehangende vlakke van filosofiese punktuasies, en waar sogenaamde opleidingsprogramme voortgesette kommentaar op die 'self' van die student lewer, en waar hierdie voortgesette kommentaar die proses waardeur die 'self' gedefinieer word onderbreek of beinvloed, word die opleidingskonteks op 'n ervaringsvlak onstabiel vir ervaringsondersoek en die student beleef sielkundige ongemak. 'n Verdere vyf gevallestudies word daarna ondersoek, en deur middel van gefokusde onderhoude en inhoudsanalise word die hipotese bevestig. Die skrywer-teks-leser metafoor word dan aangewend om die dosent-opleiding-student verhouding te beskryf. Dit onthul dat die student sielkundige ongemak ervaar, dikwels beskou as sielkundige skade, wanneer die opleidingsteks onsamehangend en dus onleesbaar is. In elke geval waar die opleidingsteks onsamehangend bevind is, word die dosent as die skrywer geiidentifiseer en kan dus verantwoordelik en aanspreeklik gehou word vir die student se sielkundige ongemak. / Psychology / M. A. (Clinical Psychology)

This research builds upon and explores an enigmatic set of experiences which theorists in the Object Relations tradition have characterised as regression to dependence, a return to a primitive, pre-verbal relational process presenting in some clients in psychotherapy. This research is a study of the concept of regression to dependence, its manifestation within the psychotherapy process, and facilitation within the therapeutic relationship. The Psychoanalytic theoretical positions on regression to dependence are explored, together with the Relational/Developmental perspective which recognises regression and its importance within psychotherapy. This exploration seeks to understand the experience of regression to dependence, how regression to dependence can be effectively worked within Integrative Psychotherapy, and makes recommendations for Integrative practitioners and theorists related to effective facilitation of clients, showing how the Relational/Developmental approach can effect repair. The study employs a qualitative methodology. A heuristic study was undertaken in which eleven practicing psychotherapists were interviewed and data was collected via semi-structured interviews. Most participants were interviewed twice, with a view to collecting data on both their personal experience as a client in psychotherapy and also their experiences as practitioners when working with clients who were experiencing regression to dependence. The transcripts from these interviews were analysed for emergent themes. The themes are discussed in the context of and with reference to the Psychoanalytic theoretical position and the Relational/Developmental perspective. An account is offered of how these experiences have come to be understood as recollecting difficulties in early infantile relationships. Reflections are made on the essence and qualities of a therapy that can facilitate regression to dependence in order to promote healing. Recommendations are made for the practice of Integrative Psychotherapy and the training of Integrative Psychotherapists in order to prepare them for this work. These recommendations for therapists include; having sufficient preparation, knowledge and understanding to be able to recognise and work with a regressive process emerging in the client; having an understanding of the need to facilitate this process for some clients; and to be aware of the need for particular adaptations in the therapeutic stance in some circumstances, and the difficulties which may arise. Recommendations are also offered regarding the support needed for the therapist whilst working with this process, which include the need for ongoing personal therapy, and supervision. The researcher’s personal story is an intrinsic part of the research, and as an integral part of this study is in accordance with the heuristic and autoethnographic styles, and with the practice of Integrative Psychotherapy, where the use of self is seen as a crucial clinical tool in the therapeutic process. Throughout this study reflexivity has been used regarding the personal experiences of the researcher as client, therapist and researcher.

Bakgrund: Trotts att handledningen anses vara en vital del av psykoterapeutisk utbildning, är inte utbildning av handledare en självklarhet, och mera forskning behövs kring vad som utgör en bra handledarutbildning. Syfte: Den här undersökningen hade för huvudsyfte att analysera eventuella förändringar i handledarstil hos en handledarkandidat under S:t Lukas utbildningsinstitutets handledarutbildning 2008-2009. Metod: Materialet bestod av transkriberingar av handledarens tre handledningstimmar med den handledde terapeuten från början av handledarutbildningen, och tre från slutet. Med hjälp av grundad teori togs fram kategorier som beskrev handledarstilen ur fyra aspekter: styrning, allians, inlärningsstil, och fokus. Resultat: Jämförelse mellan handledarstilen i början och vid slutet av utbildningen visade på en ökad aktivitet hos handledaren, fr.a. i undersökning och hållandet av fokus på viktiga teman. Tydliggörande minskade. Mot slutet av utbildningen ökade också handledarens tillit på alliansen, som tålde mer brott. Fokus för handledningen var mer på patienten i början av utbildningen, medan mot slutet av utbildningen ökade fokus på terapeuten så att den var lika stor som fokus på patienten. Resultaten diskuteras i relation till litteratur och forskning.

Den här studien undersöker egna resurser och ideal som fyra studerande på den grundläggande utbildningen i psykoterapi vid Sankt Lukas utbildningsinstitut ger uttryck för. Vidare intresserar sig studien för hur de fyra studerandes uttryckta resurser och ideal överensstämmer med CER-modellen av Skovholt och Rønnestad. CER-modellen beskriver vad som gör en psykoterapeut framgångsrik, en så kallad master therapist. Undersökningsmaterialet består av åtta intervjuer som ingår i ett forskningsprojekt som är ett samarbete mellan Sankt Lukas utbildningsinstitut och Psykologiska institutionen vid Stockholms universitet och som fokuserar på frågan: Vad händer med studenter under en psykoterapi- och psykoterapeututbildning? Materialet har bearbetats enligt en deskriptiv metod och har sedan prövats mot CER-modellens kriterier. Resultatet visar på flera uttryckta ideal och resurser som på ett påtagligt vis överensstämmer med kriterierna i CER-modellen. De ideal som tydligast framträder handlar om viljan att lära, att växa som människa, att bli medveten om den egna personen samt att kunna förhålla sig på ett realistiskt sätt till gränssättningar. Resultatet i denna studie visar på en samstämmighet både med tidigare forskning kring vad som anses vara verksamt i psykoterapi och visar på överensstämmelser med CER-modellen och kan med fördel användas av utbildningsinstitut för att aktivt arbeta med att definiera ideal och sammanhang för sina studerande också i syfte att bjuda in till en kritisk diskussion inom professionsgemenskapen om vad dess ideal rymmer och vad de förbiser. / This paper examines the personal resources and ideals expressed by four students at the basic psychotherapy training at the Sankt Lukas institute. Furthermore, the study deals with the correspondence between the expressed resources and ideals of the four students and the CER model by Skovholt and Rønnestad. The CER model describes what it is that makes a psychotherapist successful, a so-called master therapist. The research material consists of eight interviews that are part of a research project, a collaboration between the Sankt Lukas institute and the Department of psychology at Stockholm University, and focuses on the question: What happens to students during psychotherapy and psychotherapist training? The material has been processed in accordance with a descriptive method and then tested against the criteria of the CER model. The result shows several expressed ideals and resources that correspond substantially with the CER model criteria. The ideals that show up most prominently deal with the desire to learn, to grow as a human being, to become aware of oneself, and to be able to realistically relate to the definition of boundaries. The result in this study indicates a concurrence both with previous research on what is considered to be efficient in psychotherapy and with the CER model, and it may very well be used by educational/training institutes in order to actively promote the defining of ideals and contexts to their students, thus also inviting a critical discussion within the professional community on the content of these ideals and what they may overlook.

Inledning: Syftet med föreliggande studie var att undersöka psykoterapeuters personliga upplevelse av egenterapins påverkan på professionell utveckling under psykodynamiskt inriktad psykoterapeututbildning. Frågeställningar: Vilken roll spelar egenterapin för kunskapsinhämtandet under psykoterapeututbildningen? På vilket sätt påverkar egenterapin under utbildningen utvecklandet av psykoterapeutisk kompetens?  Metod: En kvalitativ, explorativ ansats med vetenskapsteoretisk grund i hermeneutiken användes. Data samlades in via semistrukturerade intervjuer och analyserades med induktiv, tematisk analys. Resultat: Egenterapi visade sig ha en positiv effekt på lärande och professionell utveckling genom att främja framväxten av en teori- och kunskapsbaserad professionell subjektivitet, en personligt grundad, professionell hållning. Det handlade om ett sätt att förhålla sig till och integrera teori i det kliniska arbetet och att på ett djupare plan kunna relatera till sina patienter. Viktiga delar i denna utveckling var delad erfarenhet, personlig påverkan och kunskapsintegration. Diskussion: Framväxt av professionell subjektivitet var en avgörande faktor när det gällde yrkesmässig utveckling för blivande psykoterapeuter. Att hitta och förhålla sig till sin egen subjektivitet var avgörande i processen att utveckla en personligt grundad, professionell hållning i det kliniska arbetet. / The aim of this study was to investigate psychodynamic psychotherapists' experiences of the influence of personal therapy on professional development during training with a focus on acquisition of knowledge and development of psychotherapeutic skills. Semi structured interviews were conducted with eight former students at two training institutes for psychodynamic psychotherapy. Thematic analysis was conducted on the material. Personal therapy was found to have a positive effect on learning and professional development by promoting the emergence of a theory and knowledge based professional subjectivity, a personally founded, professional attitude. Important elements of this development were shared experience, personal influence and knowledge integration. The emergence of professional subjectivity proved to be a vital factor in terms of professional advancement for future psychotherapists. Finding and relating to their own subjectivity was crucial in the process of developing a personally founded, professional attitude in clinical work.

Inledning: Prästens yrke är grundat i kristen tro medan psykodynamisk terapi har sin utgångspunkt i psykoanalytisk teori som inledningsvis betraktade religiösa föreställningar som kompromissbildningar. Syftet med denna studie är att fördjupa kunskapen om hur präster upplever att centrala aspekter i yrket som präst förändras av en psykodynamisk terapiutbildning. Frågeställningar: Upplever deltagarna en förändring i sin tro gällande deras gudsbild? På vilket sätt upplever deltagarna att psykodynamisk terapiutbildning påverkat deras yrkesutövande som präster? Metod: Fem semistrukturerade intervjuer med präster i Svenska kyrkan som är legitmerade psykoterapeuter, psykodynamisk inriktning, analyserades i en induktiv tematisk analys. Resultat: Studien visar att prästerna upplever att en psykodynamisk psykoterapiutbildning förändrar centrala aspekter i yrket som präst. Genom en psykodynamisk psykoterapiutbildning sker en intrapsykisk förändring och de två yrkena präst och psykoterapeut integreras.  Diskussion: Diskussionen tar fram en modell som visar att psykoterapiutbildningen ger en intrapsykisk förändring och att de två yrkena integreras med varandra. Resultatet förankas och diskuteras utifrån objektrelationsterori, anknytningsteori och empiri. / Introduction: The work of ministers in the Church of Sweden is based on Christian faith. Psychodynamic therapy is grounded in psychoanalysis which from the beginning viewed religious belief as psychic compromises. This study investigates how ministers are affected in their primary vocation by a psychotherapy training founded on psychoanalysis. Research questions: Do the ministers experience a change in their religious belief as regards the image of god? How do they describe that change? How has psychotherapy education influenced the clergy in their ministry in church? Method: Five semi-structured interviews with clergy in the Church of Sweden who are qualified psychodynamic psychotherapists were analyzed using thematic analysis. Result: The study shows that the ministers experience a change in central aspects of their ministry as well as intrapsychic changes as regards their image of god, their horizon for understanding and general approach in meeting others. The ministers describe an integration of the two professions as regards pastoral care, interpretation of texts and leadership. Discussion: A model is proposed showing that psychotherapy education brings forth an intrapsychic change and how the two professions become integrated. The results are discussed using object relation theory, attachment theory and other empirical studies.

This study explores trainee psychotherapists' experiences of double bind situations and inconsistency between explicit and implicit contexts of training. The epistemological foundations of this text are postmodern, social constructionist and ecosystemic. A review of the relevant literature is presented, which includes aspects such as explicit and implicit contexts, double bind and experiences of trainees in training. This is followed by an account of the qualitative research approach adopted, namely, discourse analysis. Themes that are extracted from the text of the transcribed interviews are assumed to reflect discourses in training and the broader societal contexts in which trainees find themselves. These discourses are seen to inform trainees' constructions of their experiences in training. The findings of the analysis are found to concur with the initial hypotheses of this dissertation, as well as with findings in the literature. Recommendations for future research are offered. / Psychology / M.A. (Clinical Psychology)

Psychology / M.A.(Psychology)

This study is qualitative in nature. It reflects on the rich and varied experiences I encountered during training to be a psychotherapist. The content and process information around training is explored. My personal biases and prejudices towards training are made explicit. The experiences reflected upon are contextualized within the Unisa academic and the hospital clinical internship training contexts. The two contexts of training are contrasted accordingly showing their epistemological stance in their contribution to training of trainee therapists. The primary data in this research is the trainee researcher who is also the only participant subject in the study. The rest of the data is drawn from the experiences of the subject in interaction with others in different systems and subsystems. Through the creative synthesis step in the heuristic research approach the inferred theme is integrated in the analysis. Finally the research shows the limitations and implications involved. / Psychology / M.A. Psychology

This autoethnographic study qualitatively explores a trainee's journey towards becoming a clinical psychologist in South Africa. Both the formal and informal processes for becoming a psychotherapist are explored. The formal processes governing the training and registration of a clinical psychologist in South Africa are outlined. A critical appraisal of the training program is covered. The informal processes of the journey of this trainee psychologist is contextualised within the life story of that same person. In so doing a seventeen-year long struggle and academic relationship with UNISA is highlighted, including the insatiable desire and life long dream of the writer in wanting to become a psychologist. An autoethnographic study was done by using the researcher as the only research subject. The personal writings of the researcher and her family serve as the primary data for the study. An autoethnographic approach was employed in creating and collecting the data. The stories are presented in narrative form, and the data are analysed by employing narrative analysis for extracting and highlighting initial and inferred themes. / Psychology / M. A. (Clinical Psychology)