Learning therapy : some reflections on the constraints and dilemmas involved : a case study

Bibliography: leaves 55-57.This dissertation reviews the process of learning psychotherapy. It focuses on the second year of a two-year course work degree at the University of Cape Town, the M.A. in Clinical Psychology. In problematizing the method of teaching psychotherapy, Steiner's (1984) three essential elements for training psychotherapists are introduced (i.e. a personal therapy, abundant clinical experience with supervision and a study of theory). These are used as a structure in which to consider the training programme outlined. A suggestion is made that the learning process necessitates a difficult intellectual and emotional rite of passage, a theme referred to throughout the study. The personal process of 'growing' into a Kleinian I Object Relations orientation is described. Some theoretical concepts central to this framework are introduced. Clinical case material (derived from therapy notes collected over a period of 47 weeks) is used to demonstrate a developing understanding of these concepts. Some of the dilemmas of a trainee therapist grappling with the process are described. The constraints of learning therapy within the context described, i.e. within a course which is not focussed exclusively on therapy training are highlighted. In concluding that trainers are ambivalent about the psychotherapy component of the programme described. the study offers some useful insights for trainers, supervisors and trainees

Rites of passage: Identity and the training of clinical psychologists in the current South African context

This article attempts to make sense of the clinical psychology training experience, as a negotiation of personal and professional identity. It suggests that the training, particularly in the first year, is a rite of passage, in many respects similar to an initiation process. Rites of passage can be seen as processes marking shifts in status and social identity. In the case of training to be a psychologist this change involves the movement from lay to professional status. There are three phases involved in the transitional process. The first involves separation from other groups of postgraduate students, and also in different ways from friends and family through involvement in course material that is often both esoteric and confidential. The second phase is marked by a fluid and often confusing marginal state between student and professional identity. The third phase involves a reintegration back into society as a fully-fledged professional, once the training is over. This article focuses on the ambiguities of the marginal state as the primary identity position during training, and explores the implications of this, both for those being trained and for trainers

Societal transformation : gender, feminism and psychology in South Africa

"Our focus is twofold: first, we use gender as a category of analysis to present a broad overview of societal transformation in South Africa since the first democratic elections in April 1994; second we review some of the changes in psychology since the launch of the Psychological Society of South Africa (PsySSA) at the beginning of 1994."Pubished when Prof. de la Rey was senior lecturer in psychology at the University of Cape Town