Ninety psychotherapy training programmes across the globe: Variations and commonalities in an international context

Abstract

AbstractObjectivePsychotherapist training programmes have arguably a most impactful intervention on the field of psychotherapy, shaping the kinds of therapists their graduates become. Yet, little is known about the structural and organisational similarities and differences of these key learning environments in an international context.MethodNinety psychotherapy training programmes in 16 different countries comprised data for a study initiated by members of the SPR Interest Section on Therapist Training and Development (SPRISTAD). Training directors or senior faculty completed the Training Program Description Form (TPDF), surveying, for example, organisational setting and size, educational/occupational prerequisites, trainee funding and schedules, educational methods and graduation criteria.ResultsAmong otherwise highly diverse programmes, the most consistent finding was commitment to relationship‐based experiential learning, including direct supervision of trainees' treatment cases and case discussions with experts and peers. Criteria for selecting applicants focussed mainly on their personal qualities (empathy, self‐awareness and good mental health), supplemented by evaluations of relevant intellectual qualities (psychological‐mindedness, theoretical interest and intelligence). Training consistently focussed on individual psychotherapy as the dominant treatment modality.ConclusionAcross countries, essential commonalities among psychotherapy training programmes emerged. Findings suggest there may be common ground for developing therapist training, as knowledge increases on beneficial therapist characteristics and their formation.