TY - JOUR

T1 - Learning Processes and Acquisition of Knowledge and Skills in Training and Supervision of Psychotherapy and Counselling

T2 - A Study Protocol for a Scoping Review

AU - Oddli, Hanne Weie

AU - Heinonen, Erkki

AU - Hau, Stephan

AU - Nielsen, Jan

AU - Esterhazy, Rachelle

AU - Hoff, Cecilie Hillestad

AU - Stromme, Hanne

PY - 2021/12/16

Y1 - 2021/12/16

N2 - Background: Increased awareness of the individual therapist’s vital contribution to treatment processes and outcome, and the potential role of training and supervision in this respect, warrants a close look at the empirical and theoretical literature on teaching and learning of therapists and counselors.Methods: A scoping review of the literature will be conducted based on an overarching research question: when authors have reported on learning processes and acquisition of knowledge and skills in psychotherapy/counseling and supervision/training literature over the past 30 years (since 1990), what evidence, concepts, theories, and models have they reported? A comprehensive search strategy is carried out to identify publications indexed in Scopus, PsycINFO, and Cochrane Central Register of Controlled Trials. Publications will be sorted according to four categories: (1) conceptual/theoretical; (2) empirical (quantitative, qualitative, mixed methods); (3) review, meta-synthesis or -analysis; (4) training program/model description. Procedures for the upcoming scoping review of conceptual/theoretical, empirical, and training program/model description publications will be outlined.Conclusion: Besides clarifying existing perspectives, practices, and evidence, and documenting the shifting trends of the field during the past three decades, this scoping review identifies knowledge gaps that point to vital future directions for research and theory development. Moreover, the comprehensive scoping lays the foundation for subsequent, more focused systematic reviews that address identified key research topics more specifically.

AB - Background: Increased awareness of the individual therapist’s vital contribution to treatment processes and outcome, and the potential role of training and supervision in this respect, warrants a close look at the empirical and theoretical literature on teaching and learning of therapists and counselors.Methods: A scoping review of the literature will be conducted based on an overarching research question: when authors have reported on learning processes and acquisition of knowledge and skills in psychotherapy/counseling and supervision/training literature over the past 30 years (since 1990), what evidence, concepts, theories, and models have they reported? A comprehensive search strategy is carried out to identify publications indexed in Scopus, PsycINFO, and Cochrane Central Register of Controlled Trials. Publications will be sorted according to four categories: (1) conceptual/theoretical; (2) empirical (quantitative, qualitative, mixed methods); (3) review, meta-synthesis or -analysis; (4) training program/model description. Procedures for the upcoming scoping review of conceptual/theoretical, empirical, and training program/model description publications will be outlined.Conclusion: Besides clarifying existing perspectives, practices, and evidence, and documenting the shifting trends of the field during the past three decades, this scoping review identifies knowledge gaps that point to vital future directions for research and theory development. Moreover, the comprehensive scoping lays the foundation for subsequent, more focused systematic reviews that address identified key research topics more specifically.

KW - competence

KW - counseling

KW - expertise

KW - learning processes

KW - psychotherapy

KW - supervision

KW - scoping review

KW - training

U2 - 10.3389/fpsyg.2021.718314

DO - 10.3389/fpsyg.2021.718314

M3 - Review

C2 - 34975613

VL - 12

JO - Frontiers in Psychology

JF - Frontiers in Psychology

SN - 1664-1078

M1 - 718314

ER -