Therapist identity formation is an important part of the development of the therapist training programme. It results in numerous changes for the therapist and is often an emotive developmental stage. The therapist develops his identity by doing therapy, but before he is able to do that, he needs to understand what he sees the role of therapy to be, as well as developing his own therapeutic skills. Fortunately there are personality traits which enhance this identity formation process. It is by his own actions and involvement that the therapist accomplishes this multifaceted process. The effects of this identity formation are varied and require the therapist to undergo introspection on a number of issues which affect his own life-world. The formation of a successful therapist identity results in a therapist who experiences a sense of unity and congruence in who he is and what he does. / Psychology of Education / M. Ed.

This study examines the mental preparation of elite athletes using naturalistic action research. The focus of investigation was on the personal difficulty of dealing with the "expert issue" that existed in the consultative relationship. The unfolding research experience confronted the researcher with personal dilemmas that needed to be resolved; activating significant shifts in the direction of exploration. These shifts were triggered in conversational contexts, highlighting the impact of co-evolved intimate sharing. Quantum leaps in understanding occurred when the researcher; (a) realised that a research proposal had been formulated that was not congruent with ecosystemic philosophies, (b) discovered action research, thereby shifting from an isolated self-reflective position to embracing the phenomenon of shared inquiry, (c) formed an action research group to investigate consultative issues, (d) became aware that the action research process was a reflection of an individual's unique idiosyncratic interactive and thinking style, (e) had to deal with the impact of a work experience as the action group turned into a therapeutic team, and (f) aligned himself to a narrative writing style to formally report on the "fluid", "free-flow" conversational experiences that had occurred in the research context. "Reflective interactive exploration" written methodology to capture the ideas emerged as a formal that evolve conversation. This methodology became the vehicle to during (a) shift more responsibility onto the athlete to become the "researcher of self", (b) open up further conversation, and (c) to relieve the psychologist of the expert position. The methodology was also utilised in the action research group to explore issues and to exchange ideas with the supervisor. The theory of the "mask of competency" of the athlete existing in a "culture of competition" is forwarded. A therapeutic model that balances intervention techniques with therapeutic conversation is suggested when consulting with athletes. Therapeutic conversation is broadened to incorporate concepts such as "energy flow", "obstacles and resistances" and "connection and intimacy". The personal "expert issue" was found to be a "reflection" of the researcher's own unique perceptions and interactive tendencies. Addressing issues at this level of personal identity required special interpersonal conditions; a context of respectful, intimate conversation. / Psychology / D. Litt. et Phil. (Psychology)

Therapist identity formation is an important part of the development of the therapist training programme. It results in numerous changes for the therapist and is often an emotive developmental stage. The therapist develops his identity by doing therapy, but before he is able to do that, he needs to understand what he sees the role of therapy to be, as well as developing his own therapeutic skills. Fortunately there are personality traits which enhance this identity formation process. It is by his own actions and involvement that the therapist accomplishes this multifaceted process. The effects of this identity formation are varied and require the therapist to undergo introspection on a number of issues which affect his own life-world. The formation of a successful therapist identity results in a therapist who experiences a sense of unity and congruence in who he is and what he does. / Psychology of Education / M. Ed.

This study examines the mental preparation of elite athletes using naturalistic action research. The focus of investigation was on the personal difficulty of dealing with the "expert issue" that existed in the consultative relationship. The unfolding research experience confronted the researcher with personal dilemmas that needed to be resolved; activating significant shifts in the direction of exploration. These shifts were triggered in conversational contexts, highlighting the impact of co-evolved intimate sharing. Quantum leaps in understanding occurred when the researcher; (a) realised that a research proposal had been formulated that was not congruent with ecosystemic philosophies, (b) discovered action research, thereby shifting from an isolated self-reflective position to embracing the phenomenon of shared inquiry, (c) formed an action research group to investigate consultative issues, (d) became aware that the action research process was a reflection of an individual's unique idiosyncratic interactive and thinking style, (e) had to deal with the impact of a work experience as the action group turned into a therapeutic team, and (f) aligned himself to a narrative writing style to formally report on the "fluid", "free-flow" conversational experiences that had occurred in the research context. "Reflective interactive exploration" written methodology to capture the ideas emerged as a formal that evolve conversation. This methodology became the vehicle to during (a) shift more responsibility onto the athlete to become the "researcher of self", (b) open up further conversation, and (c) to relieve the psychologist of the expert position. The methodology was also utilised in the action research group to explore issues and to exchange ideas with the supervisor. The theory of the "mask of competency" of the athlete existing in a "culture of competition" is forwarded. A therapeutic model that balances intervention techniques with therapeutic conversation is suggested when consulting with athletes. Therapeutic conversation is broadened to incorporate concepts such as "energy flow", "obstacles and resistances" and "connection and intimacy". The personal "expert issue" was found to be a "reflection" of the researcher's own unique perceptions and interactive tendencies. Addressing issues at this level of personal identity required special interpersonal conditions; a context of respectful, intimate conversation. / Psychology / D. Litt. et Phil. (Psychology)