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Child psychotherapists' perspectives on the links between personal analysis during training and practice

Lasvergnas-Garcia, Coralie Audrey; (2019) Child psychotherapists' perspectives on the links between personal analysis during training and practice. Doctoral thesis (DPsych), UCL (University College London). Green open access

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Abstract

This paper presents a literature review of current knowledge and perspectives on the role of personal analysis in the training of child psychotherapists. As no literature was found on the subject of the role of analysis in the training of child psychotherapists, wider research was conducted on the role of personal therapy in the training of therapists. This research included an exploration of the history of the role of personal analysis in the training of psychoanalysts and psychotherapists, as well as a non-systematic review of empirical research on the role of personal analysis in the training of therapists. The findings showed that personal analysis was often considered by psychotherapists as the only way to learn some essential professional skills which have to be learned by experience rather than by being taught; such as a sense of what it is to be a patient, and a strong trust that even very difficult and painful feelings can be tolerated. The mandatory part of the personal analysis appeared to be much more controversial as the lack of choice and the connection between the training school and the personal analysis can be a hindrance to the development of the therapeutic relationship between the trainee and their analyst. A need for further research into the links between personal therapy in the training of therapists and patient outcomes was identified, as well as a need for research that would be specific to child psychotherapy training.

Type: Thesis (Doctoral)
Qualification: DPsych
Title: Child psychotherapists' perspectives on the links between personal analysis during training and practice
Event: UCL (University College London)
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2019. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms.
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
URI: http://discovery.ucl.ac.uk/id/eprint/10069626
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