The person of the counsellor, or what is sometimes referred to as the counsellor�s self, is the focus of this thesis. How the counsellor�s self is described and manifested during therapy constitute the two main research questions. Various perspectives are presented from psychoanalysis, behaviour therapy, cognitive behaviour therapy, person centered therapy and systems therapy. While issues pertaining to the counsellor�s self have been explored predominately by systems therapists, this study extends previous research by involving interviews with counsellors from a range of orientations. The study is conducted within an interpretative research paradigm, and data are collected and interpreted according to a qualitative approach. Semi-structured interviews with 16 counsellors, from a range of theoretical orientations, constitute the primary method of data collection. Other data sources include a short questionnaire sent to the same counsellors, the researcher�s reflective journal as well as recorded meetings between a peer debriefer and the researcher. Study participants describe the counsellor�s self as a multifaceted, positive and integrated entity. The counsellor�s self includes participant�s professional knowledge and skills as well as their beliefs, values, thoughts, feelings, personal style and an unknown aspect of self that some participants referred to as their unconscious. While somewhat influenced by past relationships and the client, the counsellor�s self is primarily autonomous and defined by the individual counsellor. Although the counsellor�s self has the capacity to change over time, in different environments and with different clients, the self also includes notions of stability and consistency. The counsellor�s self is involved in therapy as an inevitable presence, a deliberate tool and a stance. Participants highlighted the importance of self-awareness and various professional and personal constraints on the involvement of self. A central function of the self in therapy is in the therapeutic alliance. The study has implications for the training and supervision of counsellors and future psychotherapeutic research.

The person of the counsellor, or what is sometimes referred to as the counsellor�s self, is the focus of this thesis. How the counsellor�s self is described and manifested during therapy constitute the two main research questions. Various perspectives are presented from psychoanalysis, behaviour therapy, cognitive behaviour therapy, person centered therapy and systems therapy. While issues pertaining to the counsellor�s self have been explored predominately by systems therapists, this study extends previous research by involving interviews with counsellors from a range of orientations. The study is conducted within an interpretative research paradigm, and data are collected and interpreted according to a qualitative approach. Semi-structured interviews with 16 counsellors, from a range of theoretical orientations, constitute the primary method of data collection. Other data sources include a short questionnaire sent to the same counsellors, the researcher�s reflective journal as well as recorded meetings between a peer debriefer and the researcher. Study participants describe the counsellor�s self as a multifaceted, positive and integrated entity. The counsellor�s self includes participant�s professional knowledge and skills as well as their beliefs, values, thoughts, feelings, personal style and an unknown aspect of self that some participants referred to as their unconscious. While somewhat influenced by past relationships and the client, the counsellor�s self is primarily autonomous and defined by the individual counsellor. Although the counsellor�s self has the capacity to change over time, in different environments and with different clients, the self also includes notions of stability and consistency. The counsellor�s self is involved in therapy as an inevitable presence, a deliberate tool and a stance. Participants highlighted the importance of self-awareness and various professional and personal constraints on the involvement of self. A central function of the self in therapy is in the therapeutic alliance. The study has implications for the training and supervision of counsellors and future psychotherapeutic research.

The treatment of eating disorders (EDs) presents many challenges. Therapists' reactions towards clients (countertransference) may further complicate treatment. Countertransference may be partially due to the therapist's own vulnerabilities. Due to the personal connection to the work, countertransference towards ED clients may be pronounced among therapists with eating disorder lived experience (EDLE). Previous research indicates that 25-50% of ED therapists have EDLE; yet, minimal research examines how therapists negotiate their experiences while treating ED clients. The existing literature largely operates from the assumption that EDLE is a liability. While therapists with EDLE have some distinct challenges, therapists with EDLE may also have a unique perspective to offer the ED profession. The present study sought to understand how therapists with EDLE use their EDLE as a resource in their clinical work with ED clients. The study was guided by the theoretical frameworks of social constructivism and symbolic interactionism, as well as the person-of-the-therapist clinical training philosophy. Using constructivist grounded theory methodology, semi-structured interviews (Mtime = 89 minutes) were conducted with 22 therapists with EDLE, who work with ED clients. Participants explored how they use and manage their EDLE during key tasks of treatment with their ED clients. Results revealed that therapists engaged in two, interconnected constellations of processes (systems) in order to use and manage their EDLE in clinical practice. The first system (The Central System) helps therapists transform their personal experiences into clinical guidance that they can use to inform their work. The second system (The Checks and Balances System) helps the therapist find a balance between connecting with the client, while also allowing for differences of experiences to emerge. Lastly, personal processes (personal meaning making, values surrounding authenticity, and stigma surrounding EDLE), existing outside of these systems, were also found to impact the ways in which therapists use and manage themselves. Findings have implications for the EDLE literature, by providing novel ways therapists can use their EDLE. Findings also have implications for the POTT framework by exploring how POTT can be adapted for therapists who share lived experiences with their clients. A POTT-EDLE is proposed for training therapists with EDLE. / Doctor of Philosophy / The treatment of eating disorders (EDs) presents many challenges (e.g., frequent comorbidity, high rates of relapse, and the life-threatening nature of the disorder). Therapists' reactions towards clients (countertransference) may further complicate treatment. Countertransference (e.g., worry, frustration, hopelessness) may be partially due to the therapist's own unresolved issues and vulnerabilities. Due to the personal and professional connections to the work, countertransference towards ED clients may be particularly pronounced among therapists with eating disorder lived experience (EDLE). Previous research indicates that 25-50% of ED therapists have EDLE; yet, minimal research examines how therapists use and manage their experiences while treating ED clients. The existing literature largely operates from the assumption that EDLE is a liability and therapists with EDLE are working from a deficit. While therapists with EDLE have some distinct challenges, therapists with EDLE may also have a unique perspective to offer the ED profession. The study sought to understand how therapists with EDLE use their EDLE as a resource in their clinical work with ED clients. Interviews were conducted with 22 therapists with EDLE who work with ED clients. Results revealed that therapists engaged in two systems in order to use and manage their EDLE in clinical practice. The first system (The Central System) helps therapists transform their personal experiences into clinical guidance that they can use to inform their work. The second system (The Checks and Balances System) helps the therapist find a balance between connecting with the client, while also allowing for differences of experiences to emerge. The Central System and The Checks and Balances System work in tandem in order for the therapist to both use and manage their EDLE. Results describe the multiple processes informing these systems. Lastly, personal processes (personal meaning making, values surrounding authenticity, and stigma surrounding EDLE), existing outside of these systems, were also found to impact the ways in which therapists use and manage themselves. Findings have clinical and training implications for how therapists with EDLE can use and manage their EDLE to inform their clinical work with ED clients.

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.

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.