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Implications of an individualized admission selection procedure for psychotherapy training in professionel programmes in psychotherapy
Nottingham Trent University, UK.
Stockholm University, Faculty of Social Sciences, Department of Psychology.
2011 (English)In: The Clinical Supervisor: An interdisciplinary journal of theory, research and practice, ISSN 0732-5223, Vol. 30, no 1, 36-52 p.Article in journal (Refereed) Published
Abstract [en]

This study examined the impact of an individualized admission procedure compared to a traditional procedure on students’ and supervisors’ perceptions of learning during psychotherapy training in professional psychology programmes. The study used a causal-comparative design where self-rating scale data measuring Psychotherapeutic knowledge and skills; Relation to the supervisor; and Relation to the supervision group were evaluated. Results suggested that students admitted based on the individualized procedure rated significantly higher on all components than those admitted the traditional way. Interviews as part of the admission procedures seemed to have a favourable influence on perceived professional development during the psychotherapy training.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2011. Vol. 30, no 1, 36-52 p.
Keyword [en]
personal interview, admission procedure, professional psychology program, attained psychotherapeutic knowledge and skills, relation to supervisor and supervisory group
National Category
Research subject
URN: urn:nbn:se:su:diva-70341DOI: 10.1080/07325223.2011.564967OAI: diva2:480581
Available from: 2012-01-19 Created: 2012-01-19 Last updated: 2012-02-17Bibliographically approved

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Ögren, Marie-Louise
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Department of Psychology

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ReferencesLink to record
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