Anne Thériault

What are the sources of feelings of incompetence in experienced therapists

Therapists’ subjective encounters with feelings of incompetence were explored to identify the origins of such experiences. Eight seasoned therapists were interviewed for approximately 90 minutes. The resulting transcripts were analyzed with a grounded theory approach. Therapist feelings of incompetence stemmed from four main sources: (a) permissible issues, (b) professional issues, (c) process issues, and (d) personal issues. Each of these categories, and the subcategories, are discussed in detail. Implications for therapist self-care as well as counsellor education are discussed.

Feelings of inadequacy, insecurity, and incompetence among experienced therapists

Feelings of incompetence are an ongoing part of the private experience of being a therapist. They are often linked to therapist stress, distress, and to negative therapeutic processes and outcomes, yet systematic inquiries into the subjective judgment of experienced therapists as inadequate and incompetent in their professional roles are rare. A qualitative approach was used in this study to obtain rich descriptions of encounters with feelings of incompetence among experienced therapists. Eight therapists with a minimum of ten years experience were recruited for the study and were interviewed using a semi-structured interview protocol. The resulting transcripts were analysed with procedures based on grounded theory methodology. Findings indicated that feelings of incompetence existed on a continuum of intensity and that the experience was multiply determined. Implications for therapist training and practice are presented.

Learning to Be Supervisors: A Qualitative Investigation of Difficulties Experienced by Supervisors-in-Training

This study examined the challenges and difficulties of supervisors-in-training during the course of providing individual and group supervision to masters-level counseling trainees using both group and individual formats. We interviewed 10 supervisors-in-training regarding their supervisory experiences with masters-level counselor trainees. Data analysis used a variation of the consensual qualitative research method (Hill, Thompson, & Nutt-Williams, 1997). The results included five categories of difficulties: (1) managing the “gatekeeping” role, (2) simultaneously managing multiple processes, (3) experiencing an ongoing attempt at establishing a supervisory stance, (4) self-doubt about their abilities as supervisors, and (5) managing dynamics with their co-supervisors. We discuss some reasons for the training difficulties that the doctoral supervisors-in-training experienced in assuming a new role and offer implications for supervision curricula and training in doctoral programs.

Super- (and not-so-super-) vision of counsellors-in-training: Supervisee perspectives on broadening and narrowing processes

ABSTRACT This study investigated the experiences of broadening and narrowing in the supervisory process from the perspective of supervisees. Ten supervisees who had completed all requirements for a masters degree in counselling were interviewed using a semi-structured interview. Data were analyzed using a consensual qualitative research method. Results included categories of supervisor and supervisee actions that contributed to both broadening and narrowing experiences in supervision. The results are discussed in light of implications for the process of supervision.

Professional identity among counselling psychology doctoral students: A qualitative investigation

Counselling psychology has always had an interest in exploring its professional identity. This may be due to diverse multidisciplinary influences on counselling psychology. While diversity and multiplicity can be considered a hallmark feature of the profession, it can also be a source of stress for doctoral students. This study explores counselling psychology doctoral students’ perceptions of their professional identities. It is guided by two research questions: (a) What experiences and conditions do counselling psychology doctoral students perceive as contributing to their professional identities? (b) What experiences and conditions do counselling psychology doctoral students perceive as hindering their professional identity? We developed a semi-structured interview protocol and interviewed 10 graduate students who had completed their first year of doctoral study. A variation of the consensual qualitative research method was used for data analysis. Seven categories of experiences that fostered professional identity and four categories of experiences that hindered professional identity were identified. These findings have implications for the practice of counselling psychology within the larger mental health delivery system as well as for the training of counselling psychologists, including counselling curriculum and counselling supervision.

Living with the BRCA genetic mutation: An uncertain conclusion to an unending process

Women carrying a BRCA1 or BRCA2 genetic mutation have an up to 80% lifetime risk of developing breast cancer. It is especially important to understand the experiences of these women, as their lives are permeated with the threat of cancer. This qualitative study examined the experiences of six young women of reproductive age (age < 45 years) who were identified as carriers. The analysis of the semi-structured interviews inspired by grounded theory methodology, showed that participants experienced the same type of uncertainty demonstrated by women who have already been diagnosed with breast cancer.

Living with the BRCA1 and BRCA2 genetic mutation: Learning how to adapt to a virtual chronic illness

The objective of this study was to understand how women living with the BRCA1 and BRCA2 genetic mutation adapt to this life transition and to identify the main adaptive tasks. A qualitative inquiry inspired by grounded theory revealed that participants cognitively appraised their test result in the same manner as women who have been diagnosed with breast cancer. Consequently, participants had to adapt to a condition that they perceived as a chronic illness. The following three main tasks were identified: Physical Task: Attempting to Limit the Impact of the Test Result, Psychological Task: Living with Uncertainty, and Social Task: Finding Effective Support. In conclusion, although these women live with the possibility of developing breast cancer, their experiences mirror those of individuals living with a chronic illness, and they must therefore adapt accordingly in a physical, psychological, and social manner.

Positive experiences of doctoral-level supervisors-in-training conducting group-format supervision: a qualitative investigation

Experiential learning opportunities are powerful in shaping positive supervisor behaviours. We were interested in examining the positive experiences of supervisors-in-training during their first practice experience as supervisors. Our study was guided by two research questions: (a) what are the experiences that supervisors-in-training viewed as positive during the course of providing clinical supervision to masters-level counselling trainees? and (b) how did these positive experiences contribute to their professional development? We employed a variation of the consensual qualitative research method developed by Hill, Thompson, and Nutt-Williams (1997) and interviewed 10 supervisors-in-training regarding their positive experiences in supervising masters-level counselling trainees. The results included five major categories of positive experiences: (a) the positive value of feedback; (b) enhanced confidence in using a wider variety of supervision tasks and procedures; (c) the impact of the experience on other aspects of professional practice; (d) increased familiarity with the multiple roles of the supervisor; and (e) for some, increased comfort navigating co-supervision dynamics. Each of these categories included subcategories. We discuss our findings within the context of supervision training in graduate education.

Genetic testing: When prediction generates stigmatization

Using grounded theory methodology, this study examined the experiences of six BRCA1/2 gene mutation carriers (mean age = 38.5 years). Three types of stigmatization were identified: stigmatization by anticipation, stigmatization through rejection, and stigmatization by affiliation. Participants described potential impacts on their womanhood, felt threatened by others, and revealed fears that their children would inherit their stigmatization. These findings indicate the importance of psychological support in the follow-up of such patients.