ERIC Number: ED260338
Record Type: RIE
Publication Date: 1985-Mar
Reference Count: 0
Developmental Stages in Learning Psychotherapy.
Dauer, Steven J.
Although supervisors report important commonalities among beginning and more advanced psychotherapy trainees, individual differences in supervisees' background, personality, and ability are influential factors affecting the nature of the supervision process. For students who are just beginning to do psychotherapy, the overriding task is to manage their anxiety in the room. Beginners may be so anxious about what to say or do they fail to listen to the client. Beginners' work tends to entail more cognitive processes and less exploration of their own feelings and reactions to the client. Other characteristics of beginning therapists include reliance on process notes, dependency on the supervisor to do thinking and decision making, and dealing with anxiety by being passive or overly active toward the client. Much of the reward for beginning therapists derives from initial experiences. Vulnerability to evaluations and doubts about competence are major problems for beginners. When sessions do not go well or when therapies are unsuccessful, it may be devastating to beginners' general self-esteem. Advanced psychotherapy trainees are able to apply more sophisticated techniques in therapy. Advanced students are capable of coherently summarizing and condensing a session and are better prepared to deal with their own feelings and fantasies about the client. They can settle into the therapist's role and start to draw upon their own personal strengths. They also may be more set in their ways and demand more respect than beginners. (KGB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Eastern Psychological Association (56th, Boston, MA, March 21-24, 1985).