How psychotherapy trainees experience theoretical orientation development: A phenomenological study

Knowledge and application of theory are integral to the practice of psychotherapy. Despite the focus on theory in clinical training, little is known about how psychotherapy trainees experience, learn about, and develop a theoretical orientation. This phenomenological study used grounded theory methods to examine 15 counseling and clinical psychology doctoral students' experiences developing a theoretical orientation. The specific purpose of the study was to understand in depth these trainees' perspectives on and attributions about learning and developing expertise with a specific theoretical orientation.;The qualitative themes indicated that the trainees who were interviewed for this study experienced the process of developing a theoretical orientation as ongoing, fluid, and dynamic, often beginning even prior to doctoral study. Most trainees reported seeking out or discovering a personally congruent and meaningful approach to psychotherapy that reflected their personality characteristics, beliefs, values, and interests. The specific personal factors included socio-cultural identities, families of origin, and therapy experiences; the specific professional factors included supervision experience, coursework, and program structure. These trainees' learning about theory occurred through readings, discussions with peers, clinical practice, and supervision. Other factors that contributed to developing a theoretical orientation included exposure to a variety of theories, trial and error application of theory in clinical practice, experience as a client in personal therapy, involvement with professional organizations and attending scientific and professional conferences. Participants also identified factors that hindered their theoretical orientation development, including negative supervisory experiences, limited guidance or coaching, insufficient time and attention, and problems with coursework.;These thematic results have theoretical and practical implications for therapists-in-training and for doctoral psychology training programs. Psychotherapy trainees are encouraged to engage in thoughtful reflection on the influences that shape their theoretical preferences and theoretical orientation development. Discussions with supervisors, faculty, and peers about theoretical assumptions and principles can help illuminate trainees' personal congruence and inconsistencies with theory. Experiences in therapy as a client may facilitate trainees' development of a personally meaningful approach to psychotherapy. Additional suggestions are discussed for doctoral psychology training programs to enhance trainees' learning and theoretical orientation development.