Frontiers of Psychotherapist Development

At the Bleeding Edge of Development, Reaping Benefit for Our Clients.

Frontiers of Psychotherapist Development
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Category: Reimagining Education in Psychotherapy (REP)

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Clinical Supervision / Deliberate Practice / Feedback Informed Treatment / First Principles / Personalised Learning / Reimagining Education in Psychotherapy (REP)

The Clock of Learning Across Disciplines (CLAD)

The Reimagining Education in Psychotherapy (REP) Series, Part 5. In the previous article (REP part 4), I made the case to be playful and tolerance for mediocrity as part of the learning journey. To...

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Personalised Learning / Reimagining Education in Psychotherapy (REP)

Teach the 3 Types of Knowledge and Not Just 1

I propose that in order for us to reimagine education in psychotherapy (REP), these 3 types of knowledge—content, process, and conditional—can serve as a primary conceptual framework.
Competence in content knowledge can create a false confidence of ability. Meanwhile, analogous to a good music not necessarily needing music theory to make good music, it also begs the question if content knowledge needs to serve as a basis for process and conditional knowledge. Perhaps if schools treat these 3 domains ecologically, and not hierarchical; learners might experience the critical interplay early in their higher education.

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Personalised Learning / Podcast / Reimagining Education in Psychotherapy (REP)

Kindling the Flame

There are two different ways to think about how we educate psychotherapists. The first is a banking model. Traditionally, in a banking model, we teach the theory, research, fill it in the learner’s minds, attempting to download and fill the learner’s mind with knowledge, and about 4 years later, we then send them off for practicum and begin the real work.

The second way is a kindling model. In this approach, we flip the banking model on its head, and start with the action, igniting a deep interest while continuously fanning the flame, and then learn to synthesise, join the dots and form new conscious knowledge—after the fact.