Student Motivations for Undertaking a Child and Adolescent Psychotherapeutic Counselling Course

Autor/inn/en	Holliday, Carol; Peacock, Fiona; Lewoski, Clair
Titel	Student Motivations for Undertaking a Child and Adolescent Psychotherapeutic Counselling Course
Quelle	In: British Journal of Guidance & Counselling, 46 (2018) 6, S.647-657 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holliday, Carol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2017.1309519
Schlagwörter	Student Motivation; Psychotherapy; Assignments; Children; Adolescents; Counselor Training; Child Welfare; Emotional Disturbances; Masters Degrees; Program Descriptions; Career Choice; Student Attitudes; Foreign Countries; Essays; Parent Child Relationship; Mental Health; Conflict; Psychological Patterns; Religious Factors; Self Concept; Helping Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Schulische Motivation; Psychotherapie; Assignment; Auftrag; Zuweisung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kindeswohl; Gefühlsstörung; Schülerverhalten; Ausland; Essay; Aufsatzunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Psychohygiene; Konflikt; Selbstkonzept; Helfende Beziehung; Großbritannien
Abstract	Tutors of a child and adolescent psychotherapeutic counselling programme undertook a thematic analysis of five student assignments, from the same student cohort, designed to investigate their motives for undertaking the course. The assignments were thematically analysed utilising ideas derived from consensual qualitative research and narrative inquiry. The stories suggest that students identify relational adversity in childhood or adolescence, manifestation of emotional distress, restorative experience of relationship and being available for relationship as being key factors in their motivations to become therapists. Additionally there were both commonalities and differences when compared to existing literature concerning motivations of therapists who do not intend to work with children. These findings have implications for therapists, supervisors, educators and accreditors of counsellors and psychotherapists. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01