Cristelle Audet

Therapist self-disclosure and the therapeutic relationship: a phenomenological study from the client perspective

ABSTRACT Therapist self-disclosure is gaining empirical attention amidst theoretical discourse and ethical debate, particularly with regards to its influence on the therapeutic relationship. This paper presents part of a larger qualitative study that explored client experiences of therapist self-disclosure and specifically focuses on the therapeutic relationship in the context of receiving personal disclosure during therapy. Using a phenomenological approach, nine participants were interviewed about their experiences. An analysis of transcribed interviews demonstrated that therapist disclosure can have both facilitative and hindering effects with respect to the therapeutic relationship. Three main themes emerged from the analysis: early connection with therapist, therapist presence, and engagement in therapy. Implications of therapist disclosures potential role and influence on the relationship are discussed as well as future research possibilities.

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.

Client perspectives of therapist self-disclosure: Violating boundaries or removing barriers?

There has been a longstanding ethical debate in the literature on therapist self-disclosure and its appropriateness in psychotherapy practice. Although multiple therapeutic benefits have been documented, risks commonly identified with therapists providing personal information to clients are that it can blur client–therapist boundaries and diminish important professional qualities associated with the therapists role. Little is known about the impact therapist disclosure may have on therapy boundaries and professional qualities from the perspective of actual clients. This qualitative study provides a window into the experiences of nine participants of boundaries and therapist professionalism in the context of receiving non-immediate personal disclosures. Findings indicate therapist disclosure can, but does not necessarily, generate boundary issues, can either enhance or diminish perceived credibility and competence and can enhance or compromise the clients view of both therapist and client roles. Results are situated within the ethics debate. Further exploration of the relationship between therapist disclosure and the client role is recommended.

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.

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.