The assimilation of problematic experiences during full-time counsellor training: The case of Mandy

Abstract

Background: Although training to be a counsellor is likely to be emotionally demanding the extent to which these demands become problematic emotional experiences and how they influence trainee development has not been investigated. Aim: To identify changes experienced by one trainee counsellor who was enrolled on a full-time BACP accredited counsellor training course at a British university. Method: The assimilation model was used to track Mandy's journey from student to therapist over the course of five, semi-structured interviews. Results: Mandy developed problematic emotional experiences during training, and their assimilation was associated with personal and professional growth. They provide some evidence that personal development group work may be more emotionally challenging for trainees than work with clients and reveal the positive impact of compassionate and honest supervision. Conclusions: The findings suggest that BACP courses are capable of producing reflective practitioners but raise questions about the length of time needed for students to become therapists and the role of personal therapy. This study also demonstrates how the assimilation model can be adapted to investigate change in trainee therapists and paves the way for further research in this area.