Influence of training programs, faculty, and clinical supervisors on students' willingness to seek personal therapy in graduate training

Personal therapy is not currently a mandated graduate training requirement for psychology graduate students despite numerous studies demonstrating its benefits for personal growth and professional development. Surveys showed that 70% of students had engaged in personal therapy. Of the remaining 30% who had no past personal therapy experience, more than half indicated they believed they had no need for therapy. Emotional self-awareness (ESA) was demonstrated to be a benefit of personal therapy and also related to favorable attitude toward seeking psychological help. The graduate training program, the student's faculty advisors, and clinical supervisors can influence the students' willingness to seek therapy because students may rely on faculty advisors and clinical supervisors for guidance in their personal and professional development, including their views on engaging in therapy. A total of 96 students met the inclusion criterion. Participants' willingness to seek personal therapy, as measured by attitude toward seeking personal therapy, was influenced by faculty and clinical supervisors' attitudes. The frequency of discussions with faculty members of personal therapy use was also related to participants' willingness to seek personal therapy. Program policies and support did not affect students' attitudes and willingness to seek personal therapy. Participants who were willing to seek therapy also had higher emotional self-awareness. Based on results of this study, an emphasis on discussions of personal therapy from faculty members and clinical supervisors would be beneficial in instilling it as a valuable component of clinical training for students.