Self Development Review. Biannual Student Review LIVING INSTITUTE EXISTENTIAL-INTEGRATIVE PSYCHOTHERAPY DIPLOMA

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1 LIVING INSTITUTE EXISTENTIAL-INTEGRATIVE PSYCHOTHERAPY DIPLOMA Self Development Review Biannual Student Review To be completed by therapist or counsellor in conversation with student Fall semester

2 Living Institute Self Development Review Overview of Self Development For any depth psychotherapy training there are three areas of focus theoretical knowledge, clinical skills and personal development. In the College of Regulated Psychotherapists and Registered Mental Health Therapists, the personal development of a Registered Psychotherapist in the delivery of psychotherapy is reflected in the term safe and effective use of self. In the Living Institute Existential-Integrative Psychotherapy Diploma (LIEIPD), training toward meeting competency guidelines for safe and effective use of self is referred to as self development. The main vehicle for this is in personal psychotherapy or counselling. Self development is also cultivated in other aspects of training, including experiential learning, course content and later in clinical supervision and client contact. The Living Institute recognizes that there are two levels of self development competencies: (1) basic self development competencies as defined by the College that are not specific to any tradition and (2) competencies that are particular to specific traditions. The Existential-Integrative Psychotherapy Diploma calls upon students to develop in ways that draw upon the psychodynamic, humanistic, existential, transpersonal, somatic and archetypal traditions as integrated into Existential-Integrative Psychotherapy. An assessment tool for these will follow at a later date. Registration Regulation Provision 5(1)1 includes the statement: The Registration Committee or a body approved by the Registration Committee shall not recognize a program unless one of its core competencies is to develop competency in the safe and effective use of self in the psychotherapeutic relationship. Explanation: One of the defining competencies of practising psychotherapy: the therapist s learned capacity to understand his or her own subjective context and patterns of interaction as they inform his or her participation in the therapeutic relationship with the client. It also speaks to the therapist s self-reflective use of his or her personality, insights, perceptions and judgements in order to optimize interactions with clients in the therapeutic process. Rationale: Psychotherapy is delivered through a client-therapist relationship. The psychotherapeutic relationship is a powerful and a demanding one. A Registered Psychotherapist must have specific training, congruent with his or her mode(s) of clinical practise, in how to enter that relationship and how to employ him/herself as a tool of the therapy both safely and effectively. Assessment of Self Development Assessment in the area of self development raises complex issues that include the question of confidentiality and the intrusion of an external body (the school) into 2

3 what is usually considered a very personal subject, where confidentiality is important. It must, however, be recognized that psychotherapy as part of self development in the context of a psychotherapy training program is different from other forms of psychotherapy. In regular psychotherapy, for example, when a client wishes to terminate therapy that is their free choice. Not so as part of psychotherapy training programs. It is a requirement of this program, as in other depth psychotherapy training programs, that students continue in psychotherapy till they graduate. There is also a specific, programmatic purpose to self development, which is to produce graduates who are competent in the safe and effective use of self and related competencies, thereby qualifying graduates for licensure and ensuring public protection. This review is a means of assessing student self development progress. The assessment of a student s self development requires that students grant access to aspects of being and their life that they may consider private. The balancing of the principles of confidentiality with the program s need-to-know for assessment and facilitation purposes is a challenge that the Living Institute takes very seriously. The assessment process will include a semi-annual review meeting with the Clinical Director where written instruments, such as this Basic Profile Checklist, will be reviewed. The semi-annual review meeting will allow student progress to be monitored and discussed so that appropriate adjustments can be made in their participation in the Self Development process. This is also a way of keeping track of the efficacy of the Self Development Program itself. It is expected that students will enter into this process with transparency, openness, honesty and cooperative involvement. It is expected that the Institute faculty and fellow students bring a spirit of diligence, dialogue and cooperation. There must be an expectation that some things that are crucial, fundamental and necessary for a student s development may need to be brought to the Clinical Director s attention as part of a progress report, even though they are highly sensitive and revealing. For example: student not in compliance with ethical guidelines of school or profession; student not participating in the psychotherapy process conscientiously and responsibly; student not addressing crucial issues in their self development; student s ability to participate in the program is seriously compromised; student is a danger to themselves or others in the context of the program. Any questions or concerns regarding an assessment or recommendation will, first of all, be addressed with the people immediately involved, secondly with the Clinical Director. There will also be an appeal procedure available for students with any persistent disagreement with the school in this area of assessment and facilitation of self development. Appeals will be heard by the Self Development Appeals Committee, yet to be appointed. Processes and procedures for this are yet to be defined. This review is a two step process. (1) Therapists and counsellors recognized by the LIEIPD program will fill this 3

4 review out in conversation with students and interns. Fee negotiated with therapist. (2) Students and interns will bring this review to a meeting with the Clinical Director to discuss relevant points. Fee $100. Living Institute Self Development Competencies Basic Profile The Living Institute Self Development Competency Basic Profile is adapted from the College Entry to Practice Competencies for Registered Psychotherapists with some modifications. The numbering of the College original is maintained so as to make reference easier. Rating Please rate the achievement of the itemized competency by rating on a scale of 1 5 where 1 represents inadequate achievement and 5 represents highly achieved competency. Student and self development reviewer may add up a total score as an overview for future comparison. It is expected that this process will stimulate helpful discussion. Background The competencies are clustered into five areas: Area 1: Foundations Area 2: Collegial & Interprofessional Relationships Area 3: Professional Responsibilities Area 4: Therapeutic Process Area 5: Professional Literature & Applied Research The Living Institute self development focus is specifically detailed in four areas in the document: 4.3, Ensure safe and effective use of self in the therapeutic relationship; 1.4, Integrate awareness of self in relation to professional role; 4.2, Establish and maintain core conditions for therapy: 3.3, Maintain self care and level of health necessary for responsible therapy. Living Institute Basic Self Development Competencies Check List In order to graduate with an Existential-Integrative Psychotherapy Diploma, a student must be able to show the following self development based competencies. Please rate 1 (low) to 5 (high). Area 1. Foundations 1.4 Integrate awareness of self in relation to professional role. a Integrate knowledge of the impact of yourself on the therapeutic process. b Recognize how your values and attitudes, both in and out of awareness, may impact others. c Recognize the cognitive, emotional and behavioural patterns that may influence future therapeutic relationships. d Recognize instances where your life experiences may enhance or compromise therapeutic effectiveness. Area 2. Collegial & Interprofessional Relationships 2.1 Use effective professional communication. d Communicate in a manner appropriate to the recipient. e Use effective listening skills. f Differentiate fact from opinion. 4

5 g Recognize and respond appropriately to non-verbal communication. 2.2 Maintain effective relationships. a Show respect to others. b Maintain appropriate boundaries. c Recognize and address conflict in a constructive manner. d Demonstrate personal integrity. 2.3 Contribute to a collaborative and productive atmosphere. a Create and sustain relationships with others. b Work effectively with others of diverse socio-cultural identities. Area 3. Professional Responsibilities 3.2 Apply an ethical decision making process. a Recognize ethical issues. b Resolve ethical dilemmas in a mature manner. c Accept responsibility for course of action taken. 3.3 Maintain self care and level of health necessary for responsible therapy. a Maintain personal physical, psychological, cognitive and emotional fitness. b Build and use a personal and professional support network. c Maintain personal hygiene and appropriate presentation. 3.4 Evaluate and enhance professional practice. a Undertake critical self-reflection. d Obtain feedback from peers and supervisors. e Identify strengths and areas for development. f Set goals for improvement. g Modify behaviour to enhance effectiveness. Area 4. Therapeutic Process 4.2 Establish and maintain core conditions for therapy. a Employ empathy, respect, and authenticity. b Engage in rapport. e Assume non-judgmental stance. h Maintain appropriate boundaries. i Define clear boundaries of response to requests or demands. k Employ effective skills in observation of self. l Demonstrate dependability. 4.3 Ensure safe and effective use of self. a Demonstrate awareness of the impact of your subjective context in interactions. b Recognize the impact of power dynamics within interactions. c Protect others from imposition of your personal issues, while recognizing the psychodynamic inevitability of there being some impact and taking action to address this appropriately. d Employ effective and congruent verbal and non-verbal communication. e Use self-disclosure appropriately. 4.5 Structure and facilitate the therapeutic process. a Communicate in a manner appropriate to others developmental level and socio-cultural identity. 5

6 b Identify and respond appropriately to others strengths, vulnerabilities, resilience and resources. c Respond appropriately to anger, hostility and criticism. d Respond appropriately to expressions of inappropriate attachment. e Anticipate and respond appropriately to the expression of intense emotions and work to understand and manage them. k Focus and guide sessions. l Demonstrate an appropriate commitment to self development. n Explore a range of emotions. q Recognize the significance of both action and inaction. Comments: TOTAL SCORE: Date: Name: Year : Frequency of self development sessions: Individual Group No. total hours since last report: Date of last report: Therapist or Counsellor: Sign off by Clinical Director: Total score Self Development competencies: 6