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Title: Child psychotherapists' perspectives on the links between personal analysis during training and practice
Author: Lasvergnas-Garcia, Coralie Audrey
ISNI:       0000 0004 7964 8861
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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This paper presents a literature review of current knowledge and perspectives on the role of personal analysis in the training of child psychotherapists. As no literature was found on the subject of the role of analysis in the training of child psychotherapists, wider research was conducted on the role of personal therapy in the training of therapists. This research included an exploration of the history of the role of personal analysis in the training of psychoanalysts and psychotherapists, as well as a non-systematic review of empirical research on the role of personal analysis in the training of therapists. The findings showed that personal analysis was often considered by psychotherapists as the only way to learn some essential professional skills which have to be learned by experience rather than by being taught; such as a sense of what it is to be a patient, and a strong trust that even very difficult and painful feelings can be tolerated. The mandatory part of the personal analysis appeared to be much more controversial as the lack of choice and the connection between the training school and the personal analysis can be a hindrance to the development of the therapeutic relationship between the trainee and their analyst. A need for further research into the links between personal therapy in the training of therapists and patient outcomes was identified, as well as a need for research that would be specific to child psychotherapy training.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available