Something has sort of opened up for me: psychology students’ reflections after participating in an apprenticeship training model

Submitted: May 13, 2024
Accepted: August 22, 2024
Published: August 27, 2024
Abstract Views: 883
PDF: 179
HTML: 30
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Authors

Typically, psychotherapy training comprises of didactic approaches and clinical practice under supervision, with students rarely having the opportunity to observe other therapists’ work in real time. Many trades and professions employ apprenticeship to teach new skills. However, it is rarely employed in psychotherapist training. This qualitative study was part of a pilot study that developed and tested the feasibility of an apprenticeship model to be used in psychotherapy training, and investigated how students experienced such training. Ten first-year clinical psychology students joined experienced therapists as observers and/or co-therapists. Each student attended up to 8 therapy sessions with different therapists/patients. The students wrote reflective log entries after each session. In sum, 66 log entries were collected and analyzed with reflective thematic analysis. Five themes were generated, reflecting how the students changed their perspectives from an internal focus to an increasingly external focus: Being informed by emotions, What sort of therapist will I become? Shifting focus from me to the other, The unpredictable nature of therapy, and Growing confidence in therapeutic change. The students gained insights into the dynamic nature of therapy, therapists’ responsiveness, and how internal and external foci of attention inform the therapeutic work. Such tacit knowledge is difficult to convey via didactic methods and might receive limited attention in clinical programs. Apprenticeship training is a promising supplement to traditional training.

Dimensions

Altmetric

PlumX Metrics

Downloads

Download data is not yet available.

Citations

Anderson, J. W. (2014). How D. W. Winnicott conducted psychoanalysis. Psychoanalytic Psychology, 31(3), 375-395. doi: 10.1037/a0035374 DOI: https://doi.org/10.1037/a0035374
Applequist, K., McLellan, M., & McGrath, E. (2010). The Apprenticeship Model: Assessing Competencies of Early Intervention Practitioners. Infants & Young Children, 23, 23–33. doi: 10.1097/IYC.0b013e3181c975d5 DOI: https://doi.org/10.1097/IYC.0b013e3181c975d5
Bastian, K. C., & Drake, T. A. (2023). School Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals. Educational Administration Quarterly, 59(5), 1002-1037. doi: 10.1177/0013161x231196502 DOI: https://doi.org/10.1177/0013161X231196502
Beidas, R. S., & Kendall, P. C. (2010). Training Therapists in Evidence-Based Practice: A Critical Review of Studies From a Systems-Contextual Perspective. Clin Psychol (New York), 17(1), 1-30. doi: 10.1111/j.1468-2850.2009.01187.x DOI: https://doi.org/10.1111/j.1468-2850.2009.01187.x
Brattland, H., Holgersen, K. H., Vogel, P. A., Anderson, T., & Ryum, T. (2022). An apprenticeship model in the training of psychotherapy students. Study protocol for a randomized controlled trial and qualitative investigation. PLoS One, 17(8), e0272164. https://doi.org/10.1371/journal.pone.0272164 DOI: https://doi.org/10.1371/journal.pone.0272164
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. doi: 10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2021). Thematic analysis. A practical guide. Sage. DOI: https://doi.org/10.1007/978-3-319-69909-7_3470-2
Callahan, J. L., & Watkins Jr, C. E. (2018a). Evidence-based training: The time has come. Training and Education in Professional Psychology, 12(4), 211-218. doi: 10.1037/tep0000204 DOI: https://doi.org/10.1037/tep0000204
Callahan, J. L., & Watkins Jr, C. E. (2018b). The science of training I: Admissions, curriculum, and research training. Training and Education in Professional Psychology, 12(4), 219-230. doi: 10.1037/tep0000205 DOI: https://doi.org/10.1037/tep0000205
Clark, D. M., & Wells, A. (1995). A cognitive model of social phobia. In Social phobia: Diagnosis, assessment, and treatment. (pp. 69-93). The Guilford Press.
Feinstein, R. E. (2021). Descriptions and Reflections on the Cognitive Apprenticeship Model of Psychotherapy Training & Supervision. Journal of Contemporary Psychotherapy, 51(2), 155-164. doi: 10.1007/s10879-020-09480-6 DOI: https://doi.org/10.1007/s10879-020-09480-6
Feinstein, R. E., Huhn, R., & Yager, J. (2015). Apprenticeship Model of Psychotherapy Training and Supervision: Utilizing Six Tools of Experiential Learning. Academic Psychiatry, 39(5), 585-589. doi: 10.1007/s40596-015-0280-6 DOI: https://doi.org/10.1007/s40596-015-0280-6
Fitzpatrick, M. R., Kovalak, A. L., & Weaver, A. (2010). How trainees develop an initial theory of practice: A process model of tentative identifications. Counselling and Psychotherapy Research, 10(2), 93-102. doi: 10.1080/14733141003773790 DOI: https://doi.org/10.1080/14733141003773790
Fouad, N. A., Hatcher, R. L., & McCutcheon, S. (2022). Introduction to the Special Issue on Competency in Training and Education. Training and Education in Professional Psychology, 16(2), 109-111. doi: 10.1037/tep0000408 DOI: https://doi.org/10.1037/tep0000408
Hansen, T. I., Svendsen, B., & Hagen, R. (2010). Studentterapeuters bekymringer og opplevelse av profesjonsstudiet. [Worry related to clinical training of Norwegian psychology students]. Journal of the Norwegian Psychological Association, 47(6), 505-510.
Hatcher, R. L., & Lassiter, K. D. (2007). Initial training in professional psychology: The practicum competencies outline. Training and Education in Professional Psychology, 1(1), 49-63. doi: 10.1037/1931-3918.1.1.49 DOI: https://doi.org/10.1037/1931-3918.1.1.49
Heinonen, E., & Nissen-Lie, H. A. (2020). The professional and personal characteristics of effective psychotherapists: a systematic review. Psychotherapy Research, 30(4), 417-432. doi: 10.1080/10503307.2019.1620366 DOI: https://doi.org/10.1080/10503307.2019.1620366
Hill, C. E., Stahl, J., & Roffman, M. (2007). Training novice psychotherapists: Helping skills and beyond. Psychotherapy (Chic), 44(4), 364-370. doi: 10.1037/0033-3204.44.4.364 DOI: https://doi.org/10.1037/0033-3204.44.4.364
Hill, C. E., Sullivan, C., Knox, S., & Schlosser, L. Z. (2007). Becoming psychotherapists: Experiences of novice trainees in a beginning graduate class. Psychotherapy: Theory, Research, Practice, Training, 44(4), 434-449. doi: 10.1037/0033-3204.44.4.434 DOI: https://doi.org/10.1037/0033-3204.44.4.434
Ho, K. H. M., Chiang, V. C. L., & Leung, D. (2017). Hermeneutic phenomenological analysis: the ‘possibility’ beyond ‘actuality’ in thematic analysis. Journal of Advanced Nursing, 73(7), 1757-1766. doi: doi: 10.1111/jan.13255 DOI: https://doi.org/10.1111/jan.13255
Kale, S. A., & Barkin, R. L. (2008). Proposal for a Medical Master Class System of Medical Education for Common Complex Medical Entities. American Journal of Therapeutics, 15(1), 92-96. doi: 10.1097/MJT.0b013e31815fa680 DOI: https://doi.org/10.1097/MJT.0b013e31815fa680
Kühne, F., Heinze, P. E., Maaß, U., & Weck, F. (2022). Modeling in psychotherapy training: A randomized controlled proof-of-concept trial. J Consult Clin Psychol, 90(12), 950-956. doi: 10.1037/ccp0000780 DOI: https://doi.org/10.1037/ccp0000780
McDaniel, S. H., Grus, C. L., Cubic, B. A., Hunter, C. L., Kearney, L. K., Schuman, C. C., Karel, M. J., Kessler, R. S., Larkin, K. T., McCutcheon, S., Miller, B. F., Nash, J., Qualls, S. H., Connolly, K. S., Stancin, T., Stanton, A. L., Sturm, L. A., & Johnson, S. B. (2014). Competencies for Psychology Practice in Primary Care. American Psychologist, 69(4), 409-429. doi: 10.1037/a0036072 DOI: https://doi.org/10.1037/a0036072
Mele, E., Espanol, A., Carvalho, B., & Marsico, G. (2021). Beyond technical learning: Internship as a liminal zone on the way to become a psychologist*. Learning Culture and Social Interaction, 28. doi: 10.1016/j.lcsi.2020.100487 DOI: https://doi.org/10.1016/j.lcsi.2020.100487
Nissen-Lie, H. A., Monsen, J. T., Ulleberg, P., & Rønnestad, M. H. (2013). Psychotherapists' self-reports of their interpersonal functioning and difficulties in practice as predictors of patient outcome. Psychother Res, 23(1), 86-104. doi: 10.1080/10503307.2012.735775 DOI: https://doi.org/10.1080/10503307.2012.735775
Norcross, J., Ellis, J., & Sayette, M. (2010). Getting In and Getting Money: A Comparative Analysis of Admission Standards, Acceptance Rates, and Financial Assistance Across the Research-Practice Continuum in Clinical Psychology Programs. Training and Education in Professional Psychology, 4, 99-104. doi: 10.1037/a0014880 DOI: https://doi.org/10.1037/a0014880
Orlinsky, D. E., Messina, I., Hartmann, A., Willutzki, U., Heinonen, E., Rønnestad, M. H., Löffler‐Stastka, H., & Schröder, T. (2023). Ninety psychotherapy training programmes across the globe: Variations and commonalities in an international context. Counselling & Psychotherapy Research, No Pagination Specified-No Pagination Specified. doi: 10.1002/capr.12690 DOI: https://doi.org/10.1002/capr.12690
Pascual-Leone, A., Rodriguez-Rubio, B., & Metler, S. (2013). What else are psychotherapy trainees learning? A qualitative model of students' personal experiences based on two populations. Psychotherapy Research, 23(5), 578-591. doi: 10.1080/10503307.2013.807379 DOI: https://doi.org/10.1080/10503307.2013.807379
Perlman, M. R., Anderson, T., Finkelstein, J. D., Foley, V. K., Mimnaugh, S., Gooch, C. V., David, K. C., Martin, S. J., & Safran, J. D. (2023). Facilitative interpersonal relationship training enhances novices' therapeutic skills. Counselling Psychology Quarterly, 36(1), 25-40. doi: 10.1080/09515070.2022.2049703 DOI: https://doi.org/10.1080/09515070.2022.2049703
Porges, S. W. (2009). The polyvagal theory: new insights into adaptive reactions of the autonomic nervous system. Cleve Clin J Med, 76 Suppl 2(Suppl 2), S86-90. doi: 10.3949/ccjm.76.s2.17 DOI: https://doi.org/10.3949/ccjm.76.s2.17
Porges, S. W. (2022). Polyvagal Theory: A Science of Safety [Review]. Frontiers in Integrative Neuroscience, 16. doi: 10.3389/fnint.2022.871227 DOI: https://doi.org/10.3389/fnint.2022.871227
Rønnestad, M. H., Orlinsky, D. E., Schroder, T. A., Skovholt, T. M., & Willutzki, U. (2019). The professional development of counsellors and psychotherapists: Implications of empirical studies for supervision, training and practice. Counselling & Psychotherapy Research, 19(3), 214-230. doi: 10.1002/capr.12198 DOI: https://doi.org/10.1002/capr.12198
Rønnestad, M. H., & Skovholt, T. M. (2013). The developing practitioner: Growth and stagnation of therapists and counselors. Routledge/Taylor & Francis Group.
Taylor, M., & Flaherty, C. (2020). Nursing associate apprenticeship - a descriptive case study narrative of impact, innovation and quality improvement. Higher Education Skills and Work-Based Learning, 10(5), 751-766. doi: 10.1108/heswbl-05-2020-0105 DOI: https://doi.org/10.1108/HESWBL-05-2020-0105
Wells, A. (1997). Cognitive therapy of anxiety disorders: A practice manual and conceptual guide. John Wiley & Sons Inc.
Wolter, S. C., & Ryan, P. (2011). Chapter 11 - Apprenticeship. In E. A. Hanushek, S. Machin, & L. Woessmann (Eds.), Handbook of the Economics of Education (Vol. 3, pp. 521-576). Elsevier. doi: doi: 10.1016/B978-0-444-53429-3.00011-9 DOI: https://doi.org/10.1016/B978-0-444-53429-3.00011-9
Nina Jakhelln Laugen, Department of Psychology, Norwegian University of Science and Technology, Trondheim

 

 

Torun Grøtte, Department of Psychology, Norwegian University of Science and Technology, Trondheim

 

 

Patrick A. Vogel, Department of Psychology, Norwegian University of Science and Technology, Trondheim

 

 

Heidi Brattland, Department of Psychology, Norwegian University of Science and Technology, Trondheim

 

 

Katrine Høyer Holgersen, Department of Psychology, Norwegian University of Science and Technology, Trondheim

 

 

How to Cite

Laugen, N. J., Grøtte, T., Ryum, T., Vogel, P. A., Brattland, H., & Holgersen, K. H. (2024). Something has sort of opened up for me: psychology students’ reflections after participating in an apprenticeship training model. Research in Psychotherapy: Psychopathology, Process and Outcome, 27(2). https://doi.org/10.4081/ripppo.2024.794

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.