The counsellor as researcher: Boundary issues and critical dilemmas

Some of the ethical issues that emerged during a study of adult male survivors of childhood sexual abuse are reviewed Some cases where boundary issues became problematical, and the dilemmas faced in working within a person-centred, qualitative approach, are discussed. Considerations for counselling researchers and their trainers when undertaking research are examined     

Student counsellors’ experiences of mindfulness as a component of their person-centred counselling training: An interpretative phenomenological analysis

Aim

Mindfulness is increasingly integrated into counselling and psychotherapy practices, as well as being introduced to students in academic institutes with the aim of supporting them to balance the responsibilities of academic study, placements and other commitments alongside university life. Despite mindfulness routinely finding its way into counselling settings and being incorporated into counsellor training, there has yet to be any research conducted to explore the experience of student counsellors who have received mindfulness as a part of their undergraduate person-centred training. This study explored the reflections of counsellors who had attended a mindfulness module during the first year of a counselling degree.

Design

Six students completing a university-based undergraduate degree in Counselling and Psychotherapy in the North-West of England, in the UK, participated in the research. The study consisted of two students from each of the three years of the programme. Participants individually attended a semi-structured interview to explore their experiences of mindfulness as a mandatory module of their training in person-centred counselling. Interpretative phenomenological analysis (IPA) was used to analyse the generated data.

Findings

Four superordinate themes were generated: 1) becoming a counsellor, 2) person-centred mindfulness, 3) time, and 4) learning and development.

Discussion

Experiential themes were explored including the process of professionalism, vulnerability, embodiment of person-centred theory and the core conditions and the conflict of approach.

Conclusion

Recommendations are made for mindfulness to be included in counselling training programmes with a person-centred focus. Suggestions for further research include longitudinal studies to follow the development of trainees over time.     

Representing narrative process in therapy: Qualitative analysis of a single case

In recent years, there has been increasing interest in an approach which views counselling and psychotherapy as being concerned with giving clients opportunities to articulate, examine and re-author aspects of their life-stories. However, most of the literature associated with this approach has been based on observations of clinical practice, and there is a need to develop more systematic research in this area. The present study uses qualitative methods to identify and categorize different types of narrative events occurring in therapy discourse. A representation is offered of the process by which experience is narrativized during therapy. The data for this analysis is drawn from an intensive study of one session of person-centred counselling. The issues involved in applying this method of qualitative analysis are discussed, and the implications of these findings for research and practice are outlined.     

Exploring the similarities and differences between person-centred and psychodynamic therapy

Person-centred therapy is compared to the psychodynamic approach defined by Hans Strupp and Jeffrey Binder. Their broad-based time-limited version is chosen because it is a precise manual ofhow to practise that has been assembled from 30 years of research and practice experience. It is demonstrated that person-centred practice and theory are psychodynamic in a general psychoanalytic sense because they refer to unconscious processes. Furthermore, it is proposed that person-centred practice could be enriched by reconsidering the differences to and similarities with psychodynamic therapy, thereby establishing greater clarity about each form of practice and further defining the boundary between these similar forms of relationship and feeling-oriented work.     

Person-centred approach in schools: Is it the answer to disruptive behaviour in our classrooms?

The person-centred approach based on the work of Carl Rogers (1902–1987) was designed to promote openness, growth and change in understanding the counseling processes. It is an approach which is practical and helpful in education, because it can solve some of the problems outside the curriculum faced by students. For example it provides a way of understanding and solving issues of relationships, emotional development and ethical behaviour that seem to be at the root of most of the problems in school and society at large. However, it is essential to incorporate some accelerating ingredients to inform conditions which facilitate growth. These include acceptance, empathy and positive regard from others. For example it has been realized that if an individual is denied acceptance and positive regard they fail to relate the meaning of their experience to themselves and positive growth in such a relevant way is inhibited. However, the approach is faced with some drawbacks which will be explored. Teaching today in British schools is a very challenging job. It is becoming increasingly difficult to establish a classroom environment that is free from disruptive behaviour. The person-centred approach, where the student as the client is made responsible of his or her own behaviour, could be part of the solution. This could be the focus of an educational yet assertive discipline program. This paper will discuss the person-centred approach in counseling touching on the process of the helping relationship, empathy, congruence, unconditional positive regard as important concepts of the approach and some suggestions on classroom management.     

A person-centred approach to stress management

Stress is analysed from a phenomenological perspective in terms of how individuals evaluate the varying stressors in their lives. The basic philosophical tenets underlying the person-centred approach to therapy are outlined with its emphasis on the ability of the individual human organisms to heal and recover from dysfunction.     

Examining profiles of the big five and sensation seeking among competitive climbers

The present study sought to identify distinct personality profiles in competitive climbers (N = 331, Mean age = 29.85, SD = 10.92), and also sought to explore whether these climbers differed in their sensation seeking tendencies based on these personality profiles. Employing a cross-sectional design, participants completed measures of the big five personality dimensions (agreeableness; conscientiousness; extraversion; neuroticism; openness to experience) and sensation seeking (boredom susceptibility; experience seeking; disinhibition; thrill and adventure seeking). Latent profile analysis identified four distinct big five personality profiles (Curious and Impulsive; Emotionally Unstable; Healthy; and Measured and Compliant). MANCOVA and follow-up ANCOVAs demonstrated significant differences between the four personality profiles in relation to thrill and adventure seeking, experience seeking, and disinhibition. The findings suggest that the identification of distinct personality profiles using a person-centred approach is a useful way of distinguishing and optimizing typical behaviors and preferences in adventure sports in the future.     

The experiences of person-centred counsellors working with suicidal clients online through the medium of text

ABSTRACT

In this study, we attempt to provide an understanding of the experiences of four UK-based person-centred counsellors working with suicidal clients online using text-based therapies and the impact of their clients’ suicidal ideation upon their “way of being”. The counsellors were selected purposively; each was working as a person-centred counsellor online, was encountering suicidal ideation in their clients, and was a member of a professional organisation. A narrative approach was taken, using unstructured interviews and a stanza format of representation. We found that participants had developed a way of being online that may be distinct from their in-person practice. Challenges included being more directive, lacking physical presence, lacking confidence in assessing risk and questions about empathic understanding. Working online with risk raises specific challenges for person-centred practitioners in line with what is indicated in the little relevant research currently already available.     

Personal Trainers' Perceptions of Role Responsibilities,Conflicts, and Boundaries

Two hundred twenty eight experienced personal trainers responded to a survey of perceived role responsibilities, conflicts and boundary issues in this emerging profession. Data from a 53-item questionnaire were analyzed by sex, age, and trainers' levels of experience. Findings provide information about why clients are believed to hire personal trainers, degrees of responsibility trainers feel for different aspects of the relationship, common conflicts experienced in this profession, and relationship behaviors considered acceptable or unacceptable. From a number of perspectives, the results suggest that trainers may engage in and take responsibility for behaviors that fall beyond their legitimate domains of competence and influence. These include such activities as giving advice to clients about nutrition, lifestyle, and psychological agendas. Significant differences were observed when results were analyzed by sex, age, and experience level.     

Stability of deferred imitation in 12- to 18-month-old infants: A closer look into developmental dynamics

Deferred imitation is used to assess declarative memory in infants. Although a lot of studies show that infants from 6 months onwards are able to re-enact actions following a delay, only a few studies describe early declarative memory longitudinally. From a variable-centred approach, these studies found a modest relationship between measurement occasions that increases with age. However, no studies have analysed the differential aspect of memory development from a person-centred perspective. The present study analyses memory stabilities both from a variable-centred and person-centred approach within a sample of N = 87 infants of a 2-wave longitudinal design (12- and 18-month-olds). From a variable-centred perspective, the results indicate that, first, there was a significant increase in infants' memory performance and, second, that although reliable, the stability of infants' memory performance was relatively low. From a person-centred perspective two vs. three groups of infants were differentiated showing different developmental growth trajectories and stability correlations but no differences in language, cognitive and motor development. The implications of those results in terms of further test development are discussed. Furthermore, important methodological expansions for the analysis of infants' memory data are presented and discussed.     

Can an experience of conscious identification affect a counsellor's ability to sense and communicate unconditional positive regard? Theoretical and practice-based concerns

Within this paper we examine the nature and characteristics of the concept of unconditional positive regard (UPR) and discuss how an experience of conscious identification (CI) within a person-centred counsellor may affect its levels and manifestations. Initially, theoretical aspects of UPR are examined, with reference to potential threats or benefits to UPR when a counsellor experiences CI. Following on from this, we discuss how this may affect practice, drawing upon data generated from a 4-year research study, which defined and examined the process of CI.     

‘The bereaved therapist speaks’. An interpretative phenomenological analysis of humanistic therapists' experiences of a significant personal bereavement and its impact upon their therapeutic practice: An exploratory study

Aim: The aim of the research was to explore the under‐researched area of therapists' personal bereavement and its impact upon their therapeutic practice. Method: Data were collected via semi‐structured interviews with four humanistic therapists and were analysed using Interpretative Phenomenological Analysis (IPA). Findings: Four master and eight subordinate themes emerged from the rich data collected that exemplified both convergence with and divergence from the small body of extant literature on therapist bereavement and current thinking in thanatology. The findings suggest that bereavement is a unique experience that can affect the individual's personal and social identity and worldview. It can also be a transformative experience resulting in personal growth and a renewed sense of self and agency. In terms of professional practice, the findings suggest that the lived experience of the grieving process, mediated by supportive supervision, enabled participants to experience deeper levels of empathy and connectedness within their therapeutic relationships. Conclusion and implications: Bereavement is an experience that can profoundly impact upon therapists' personal identity and assumptive world. Such an experience can have an equally profound impact upon their therapeutic practice. There are therefore implications for students, trainers, therapists and supervisors particularly in terms of self‐care and the use of the ‘self’ in therapy. Further research needs to be undertaken in order to explore in greater depth the intersection between personal bereavement and therapists' evolving personal and professional identity development.     

“Being human”: A grounded theory approach to exploring how trainers on clinical psychology doctorate programmes decide whether or not to disclose personal experiences of psychological distress to clinical psychology doctorate trainees

Objective

Recent research and guidelines recommend that trainers on clinical psychology doctorate training programmes consider disclosing personal experiences of psychological distress to trainees. Disclosure is thought to promote cultures of openness, validate and normalise trainee distress, encourage trainee disclosure and help-seeking and challenge stigmatising narratives. However, little is known about how trainers decide whether, what or how to disclose. This study aims to address that gap by exploring the processes and factors involved in trainers deciding whether or not to disclose personal experiences of psychological distress to trainees, generating findings of relevance across counselling, psychotherapy and psychology training courses.

Methods

In-depth interviews were conducted with nine trainers on UK clinical psychology doctorate programmes from around the country and analysed in accordance with constructivist grounded theory methods.

Results

Findings indicated that participants valued disclosure personally and professionally but were wary of the dangers of disclosure. Disclosure decisions were made by judging the context against internally held criteria. If criteria were not met, then disclosures were not made. Outcomes, whether positive or negative, served to reinforce the value of disclosure and the importance of managing risks, creating a positive feedback loop.

Conclusions

The findings of this study suggest factors that are important for trainers to consider when deciding whether or not to disclose. The six-factor framework developed may be useful for trainers to consider within reflective practice, supervision or during guided self-reflection in order to make safe, helpful and ethical decisions.     

Supporting the spiritual needs of people with dementia in residential aged care

ABSTRACT

Objective: To describe how an Australian age care provider, BaptistCare NSW & ACT, has embraced the National Guidelines for Spiritual Care in Aged Care for people with dementia.

Method: A 12-month study was conducted in 19 Baptistcare residential homes, including 14 dementia units. Data were obtained from selected items of the Person-Centred Environment and Care Assessment Tool using interviews, observation, and document review.

Results: The person-centred approach was instituted in adhering to the Guidelines for people with dementia. Conclusion: The person-centred approach assists in actioning the Guidelines for people with dementia.     

The person-centred approach as an ideological discourse: a discourse analysis of person-centred counsellors' accounts on their way of being

In accord with humanistic psychology, the person-centred approach (PCA) highlights individuality and is characterised by subjectivity and freedom vs. objectivity and determination. This study endeavoured to define how person-centred counsellors position themselves within PCA. In order to employ a critical frame of mind, analysis focused on identifying constructions, contradictions and functions of language that pointed to power relations. This study revealed a power relation between PCA and the counsellors, displaying five discourses: the philosophical discourse, the discourse of freedom, the discourse of religion/spirituality, the discourse of militarism and the discourse of eros (love). PCA is thought to empower the client in relation to its respectful and non-directive, therapeutic framework. Analysis suggests that despite rhetorical endorsement of PCA as enabling, the approach has implications for subjectivity and practice regarding the counsellor him/herself. Adhesive attachments closely resembling religious and erotic ones seem responsible for dogmatic and militaristic phenomena as described by participants. Strong emotions such as pride and guilt are indicative of this adhesive investment. Furthermore, the analysis shows that as the discourse of freedom becomes embedded in the philosophical discourse of PCA, it has connotations of truth. Lastly, the discourse of religion/spirituality seems to organise PCA in terms of meaning coherence.     

Tutors’ stories of personal development training – attempting to maximize the learning potential

This paper uses a narrative approach to examine some of the dilemmas that counselling trainers face when designing and running personal development activities as part of a Diploma in Counselling training programme. The research emerges from a focus group discussion by the tutors involved in piloting and evaluating an experimental personal development training programme. The themes examined include: the strengths and weaknesses of unstructured group work; whether structured activities helped quieter members to participate and learn more; how trainers can evaluate and assess students learning in relation to personal development in order to maximize student learning potential. The aim is to invite debate and further re‐tellings from other counselling trainers and practitioners in the field.     

The stresses of learning counselling: Six recent graduates comment on their personal experience of learning counselling and what can be done to reduce associated harm

This paper presents research that examines the negative and stressful aspects of learning counselling and methods for harm reduction. Using an in-depth semi-structured interviewing approach, six people who recently graduated from a UK university counselling programme have commented on their negative experiences of learning counselling and what helped or would have helped to reduce the harmful effects. This research has produced information which indicates that counselling trainees experience significant disruptions in their relationships with their family and friends; that a sizeable number of trainees report feelings of depression and or stress; and that counselling trainers have not addressed these issues effectively. The study concludes with a suggestion that an extra training component could be built into existing training frameworks that focus on the process of 'becoming a counsellor'.     

Identifying “types” of ideologies and intergroup biases: Advancing a person-centred approach to social psychology

Whether it be those who are “high” on right-wing authoritarianism (RWA) and social dominance orientation (SDO), or a mixture of “low” on explicit, but “high” on implicit, bias, many social psychological theories predict the existence of distinct “types” of people. These assumptions are, however, untestable using variable-centred analyses. Accordingly, we argue that the time has come to utilise person-centred analyses that enable us to test these key assumptions. We open by demonstrating how to implement – and interpret – latent profile analysis (a type of person-centred analysis), using RWA and SDO as an example. We then discuss the debate over the dimensionality of political ideology to highlight the need for person-centred analyses. Next, we review person-centred approaches to political ideology and highlight recent work using person-centred analyses to assess key assumptions of ambivalent sexism and relative deprivation. We conclude by discussing limitations to person-centred approaches and by providing suggestions for future research.     

Value for money?: Issues of fees in counselling and psychotherapy

Drawing on literature from different psychotherapeutic traditions, the meaning of money is reviewed, and the psychological and practical issues which arise from the setting, changing and payment of fees in counselling and psychotherapy are discussed. A person-centred approach is offered as a framework for the counsellor's understanding of fees in the therapeutic relationship.