Sofie Bager-Charleson

Over the last two decades, educational reforms have stimulated an enormous growth in innovative school thinking, effecting both independent schools and mainstream education. Parents and interest groups, previously excluded from general pedagogic practice and planning, are now faced with new opportunities and responsibilities. Parents “invest” in these newly won options in very different ways. Failing to acknowledge the complexity of a person may lead to narrow stereotypes as a basis for policy making within education. This study is a response to what Lareau refers to as a need to explore “the juncture of biography, history and social structure (Lareau 1993:182) for our understanding of parental involvement. Shared meaning of parental involvement, as expressed through government reports, general debates etc., is compared with the meaning parental involvement carries for one parent, as expressed through his narratives. These narratives about parental involvement are explored within a framework of critical hermeneutic thinking, allowing for a combination between Hermeneutic and Post-structural thinking, where, in this case, both Social constructionism and Post-Freudian thinking have been applied as part of the “appropriation” (Ricoeur 1981) process. This involves exploring the founder’s narrative with a focus on the “valued endpoint” (Gergen 1998) of his stories, with an interest in what events are picked out, glossed over or ignored by him in order to get to this valued end point. The theme and endpoint of the founder’s narratives seem to vary, depending on in which context they are told. In the narratives about objectives and principles of the school, the theme and the end point revolve around decentralisation of power, local and parental involvement and around being “rooted in local circumstances”. The narratives that are told in an autobiographic context point at another direction; the founder refers to self-realization through “letting go of attachments to ideologies, places and people”. These two themes, one that construes the protagonist with reference to belonging and one that refers to the theme of control and autonomy, lead the study into a psychodynamically based discussion. Involvement is viewed with reference to both conscious and unconscious motives and it is suggested that we have to recognise the importance of defences against anxiety when we try to understand the way people mediate their relationship to reality. Different functions of parental involvement that extends to parent run schools are explored in terms of pedagogical-, social, freedom- and reparative functions. “Reparative” motives are particularly emphasised and the function of parental involvement is explored with reference to Alice Miller’s (1982) thinking on the relationship between child rearing principles and unmet needs of the adults themselves. The study shows the complexity of involvement in the upbringing of children. It is suggested that our understanding of parental involvement focus on the combination of social and biographical events, in which unconscious dynamics are crucial in determining a person’s external reality.

... in Love Deirdre Johnson The Role of Brief Therapies in Attachment Disorders Lisa Wake Therapy with Children: An Existentialist Perspective Chris Scalzo Page 4. WHY THERAPISTS CHOOSE TO BECOME THERAPISTS A Practice-Based Enquiry Sofie Bager-Charleson On ...

... The book might also be useful to counselling and psychotherapy researchers, depending on their existing knowledge base and area of research. ... Bager-Charleson discusses the transferring of this learning into our practice and the gaining of practical value from the process. ...

The origins and development of a bespoke training programme for research supervisors for psychotherapy and counselling doctoral programmes are outlined with reference to a new research‐led conceptual model of research supervision called the 3Cs relational model of research supervision. Some examples of earlier conceptual models of research supervision are given as well as details of a nationwide research supervision programme. It is argued that psychotherapy and counselling psychology are such specialist areas that a bespoke research supervision teaching programme is required. The development and content of the programme is described with a strong emphasis on the creation of, as well as the acquisition of, knowledge. There was confirmation of the pedagogic validity of the 3Cs relational model of supervision. The need for research supervisors to embrace cultural competence is underlined.

Research supervision remains an under-theorised, under-regulated, and often unsupported profession. This article focuses on what research supervisors and research supervisees regard as 'helpful' supervision on doctoral programmes in the field of counselling, psychotherapy, and counselling psychology. The paper is based on a mixed methods study consisting of an online survey (N=226) with closed and open questions and optional interviews (10) analysed by 'artfully interpretive reflexive thematic analysis' (Braun, Clarke et al 2022). The paper describes the development of a suggested 'relational 3C model' with clarity, containment, and compassion as key supervisory dimensions applied across 8 phases with actions from supervisory contracts to research completion.

Research supervisors are uniquely positioned to recognise student abilities and needs. This study explores how research supervision can support counselling, psychotherapy, and counselling psychology doctoral students in their development of new knowledge, with diversity related obstacles and opportunities in mind. Diversity refers in this study to how visible and invisible differences relating to heritage, socio-cultural, gender and age as well as invisible aspects like class, religion, sexual orientation, (dis-)ability, language, neurodiversity and cognitive differences, or life experiences influence our way of thinking and our perspective.

The study focuses on opportunities and obstacles within research supervision to engage with diversity when supporting the growth of new knowledge. It approaches therapy-related supervisors and supervisors with some of the following questions.
• How do research supervisors and supervisees experience and describe 'diversity' in therapy-related research and in research supervision?
• What are the opportunities and obstacles for diversity in research supervision – what might valuing diversity ‘look like’ and achieve; and what – if anything, might be missed without it?
• How – if at all, might student background in terms of the above impact student progression; and what role can research supervision play in that?
Please share your views!

Call for papers!
What constitutes 'effective' research supervision? What -if any, guidelines could effectively underpin the quality of good research supervision on masters and doctoral programmes in counselling, psychotherapy, and counselling psychology?

This CPR journal Special Section aims for a broader understanding of critical factors that impact on research supervision in therapy-related research for both research supervisors and research students.

We welcome submissions addressing how research supervision can contribute on counselling, psychotherapy, and counselling psychology research programmes

Learning how to use critical self-reflection creatively when practising therapy is an important component of training. This level of self-awareness is, however, often neglected in research, despite the centrality of the researcher to their work.

Doing Practice-based Research in Therapy: A Reflexive Approach makes the vital link between practical research skills and self-awareness, critical reflection and personal development in practice-based research. Starting with a clear introduction to the theory, practice and debates surrounding this type of research, the book then guides the reader step-by-step through the practicalities of the research process, encouraging them to reflect upon and evaluate their practice at each stage.

The book:
- incorporates case studies throughout to illustrate different methodological approaches
- uses real life examples from students conducting practice-based psychotherapy research
- includes exercises, chapter objectives, end-of-chapter questions and suggestions for further reading to help consolidate learning
- encourages ongoing personal development by introducing personal development planning (PDP) and lifelong learning in the field of research

By demystifying the reflexive approach, this highly practical guide ensures that trainees and qualified therapists get the most, both professionally and personally, from their practice-based research.

This is a mixed methods enquiry into the experience of research supervision among supervisors and supervisees on PhD and professional programmes for psychotherapists and counselling psychologists. What makes constructive versus non-constructive, unhelpful research supervision on doctoral programmes for therapists? What might supervisors learn from supervisees’ experiences of supervision, and vice versa? These questions permeated our online survey (N=226) which generated 558 comments and 10 subsequent follow-up interviews analyse by reflexive thematic analysis influenced by narrative research (narrative thematic inquiry). The findings showed, firstly, an unequivocal appreciation of research supervision. In the free text comments, supervisees stressed the value of research experience, empathy and containment. The interviewed supervisees valued trust and broad research knowledge with an exposure to optional approaches. Supervisors emphasised, in turn, the importance of supervisee agency and trust in their own thinking. One particularly illustrative example was when one supervisee described her supervisor as her ‘telescope’ – helping her to navigate and see far – whilst a supervisor chose a ‘stethoscope’ to describe how he regarded it his role to support each student to connect ‘inwardly’ and build their own relationship with research. The qualitative findings suggest thus a gap in expectations. Common features were however also notes, in terms of construing constructive research supervision as 'relational' and based ‘three c’s’, namely containment, compassion, and clarity.

Therapists as Research-informed Practitioners (TRP)
Metanoia Institute, London.
Chair: Dr Sofie Bager-Charleson sofie.bager-charleson@metanoia.ac.uk
Research team: Dr Sofie Bager-Charleson, Dr Alistair McBeath, Professor Simon du
Plock, Dr Biljana can Rijn, Dr Marie Adams and Alan McPherson, Metanoia Institute

There is an increased emphasis on research in the field of counselling and
psychotherapy. Previous studies* suggest however a strained relationship between
psychotherapy research and psychotherapy practice, with therapists often mentioned at the margins of the research community. The TRP group has developed in response to this critique, focusing on opportunities for psychotherapists and counselling
psychologists to develop into confident research practitioners. An overarching aim of
the group is to contribute to a deeper understanding of how therapists experience the
transition from therapists to researchers. What are the opportunities and obstacles,
personally, professionally, and academically? The TRP aims to enhance research
training for counsellors, psychotherapists, and counselling psychologists by providing
learning and professional development events, supporting research and best-practice
developments, and making policy recommendations to promote effective and
sustainable research training for therapists.

SPECIAL SECTION ON RESEARCH MIXED METHODS
EDITORIAL
Building bridges with mixed methods research?
Sofie Bager-Charleson, Alistair McBeath and Panos Vostanis

Mixed methods refers to the use of both qualitative and quantitative approaches
and methods in one study or sequentially in two or more studies. Without a mixed
methods approach there is – to our minds - a risk that only part of a phenomenon or
experience is being explored. Our own involvement in mixed methods research has
grown out of a shared interest in the concept ‘research-practitioner’. Psychotherapy
is a notoriously complex and ever-developing field, and our growing sense has been
that mixed methods research can contribute to a more complete – both broad and
deep - sense of knowledge and understanding

Counselling and psychotherapy research special section: What core knowledge is needed to be a therapist?

Significant changes have emerged in the field of counselling and psychotherapy during the last couple of decades. From being relatively steeped in mystery, evidence and accountability have been put to the forefront. Symington (1986) described once psychotherapy “as impossible to convey the sense of … as it is to explain to an eight-year-old child what it is like to be in love” (p.9). The changes towards transparency may be reasonable and welcomed—but are potentially confusing for the many therapists who find themselves caught between contrasting schools of thought. The evidence-based approaches emphasise the importance of certainties and a for therapy commonly held “truth”; whilst postmodern and contemporary thinking emphasise differences with socio-cultural, linguistic, gender related and other context dependent interests in mind. Both bring a refreshingly demystifying approach to traditional therapy; they argue for transparency and accountability—but from different angles.

In this journal issue, we will bring a broad selection of research which put therapists core skills and knowledge to the forefront. They will be presented in terms of three overarching themes:

1. Therapy and theory.
What is the overarching theory for psychotherapy? In what “discipline” do we position counselling and psychotherapy; in what ontological and epistemological contexts does psychotherapy belong? This will be explored in the following article contributions:
Ontological and Epistemological Reflexivity: A Core Skill for Therapists, by Carla Willig.
The Relationship between Psychotherapists and Research. An Exploration of Therapists’ Views, Bager-Charleson, McBeath, A., du Plock, S.
Teaching and learning evidence-Based practices: Promoting dialogue for counsellors and psychotherapists, Robert Allan.
Graduate training in psychotherapy: The importance of ongoing clinical activity for the training faculty, James C. Overholser.

2. The therapist's use of self
What can research tell us about essential characteristics and development of the psychotherapist? How can we explain to another—and ourselves, what we do? This is explored in the following studies:
How Psychotherapists Develop revisiting the International Study of Therapist Development of the SPR-Collaborative Research Network (SPR/CRN). What has happened within the therapists’ professions since then? by Michael Helge Rønnestad, David E. Orlinsky, Thomas A. Schröder, Thomas M. Skovholt, Ulrike Willutzki.
What are Psychotherapists’ Motivations for Practice? An In-Depth Survey into factors drawing therapists into their profession, Dr Alistair McBeath.

3. The socio-cultural context of therapy
How does socio-cultural tensions and technological development impact counselling and psychotherapy practice and theory? What is the role of therapy in context of social change? This is explored in context of socio-cultural and technological development, in the following articles:
The talking cure—building the core skills and the confidence of counsellors and psychotherapists to work effectively with multilingual patients through training and supervision, by Dr Beverley Costa and Professor Jean-Marc Dewaele.
Van Rijn, B., Chryssafidou, E.,Falconer,C., Stiles, W.B. Digital Images as Meaning Bridges: Case study of assimilation using avatar software in counselling with a 14-year-old boy.

References are frequently made to a strained relationship between therapeutic practice and research. This study has developed in response this critique. Our aim has been to explore therapists’ views on the relationship between research and clinical practice within a mixed-methods framework, drawing from a survey (n=92) distributed within and outside of the UK, and coupled with interviews (n=9). Both the survey and the interviews were guided by some of the following questions: What sort of relationship do therapists feel that they have with research? What amount of formal research training do therapists have? To what extent do therapists feel that their own research is valued? To what extent does research inform therapists’ clinical practice?  Both the survey and the interviews suggested a sense of ‘homelessness’ for researchers in the field of therapy. Obstacles were referred to within and outside the therapeutic community. Some referred to little training and many felt unsupported among colleagues and employers when pursuing research. One therapist said: ‘The scientists and researchers I work with; they know they have a career in research – you get rewarded and promoted. That kind of recognition doesn’t exist in therapy’. To meet the increased requirements of research-supported practice the study suggests that more systematic efforts are required to support psychotherapists’ engagement in research activities.

Research frequently addresses a gap between practice and research in the field of psychotherapy. Castonguay et al (2010) suggest that the practice of many full-time psychotherapists is rarely or nonsubstantially influenced by research. Boisvert and Faust (2005) ask 'why do psychotherapists not rely on the research to consistently inform their practice?' and suggest that concerns 'have echoed through the decades' about psychotherapists' failings to integrate of research and practice. This study focuses on therapists' (counsellors and psychotherapists) reasoning about their engagement with 'research' as described in dissertations and in personal, anonymously presented documents, research journals and interviews included. The study focuses on the stages which generally are referred to as 'data analysis', which in this study refers research stages where interpretation typically is required with synthesising and analysing in mind. Turning our attention to the therapists' 'narrative knowing' about research during these stages where generating own new knowledge is put to the forefront, have highlighted a complex relationship involving epistemological discrepancies, real or imagined, between practice and research. It also highlighted gender issues, culture and commonly held constructs about what constitutes a 'counsellor', which we believe influence therapists' presence in research. We decided to include the citation " Therapists have a lot to add to the field of research, but many don't make it there " in the title to illustrate some of the complexity. The study is based on a Professional Doctorate programme, which engages with psychologists, counsellors and psychotherapists in practice-based research. In addition to drawing from dissertations already in the public domain students and graduates from the doctoral programme were invited to contribute their own embodied experiences from 'doing' a data analysis. The paper suggests a hybrid for narrative analysis, discussing the options to (represent t narratives guided by a combined interest into the unique, personal whilst also looking for 'themes' within and across these narratives.

Research supervision remains an under-theorised, under-regulated, and often unsupported profession. This article focuses on what research supervisors and research supervisees regard as 'helpful' supervision on doctoral programmes in the field of counselling, psychotherapy, and counselling psychology. The paper is based on a mixed methods study consisting of an online survey (N=226) with closed and open questions and optional interviews (10) analysed by 'artfully interpretive reflexive thematic analysis' (Braun, Clarke et al 2022). The paper describes the development of a suggested 'relational 3C model' with clarity, containment, and compassion as key supervisory dimensions applied across 8 phases with actions from supervisory contracts to research completion.

Call for papers! What constitutes 'effective' research supervision? What-if any, guidelines could effectively underpin the quality of good research supervision on masters and doctoral programmes in counselling, psychotherapy, and counselling psychology? This CPR journal Special Section aims for a broader understanding of critical factors that impact on research supervision in therapy-related research for both research supervisors and research students. We welcome submissions addressing how research supervision can contribute on counselling, psychotherapy, and counselling psychology research programmes.

Embracing the Art and Science of Psychotherapy
Psychotherapy is often described as both an art and a science. This conference invites discussions about therapist-researchers’ ‘epistemological home(s)’. Where do we -as counsellors, psychotherapists and counselling psychologists ‘belong’ in terms of academic disciplines? What do we hold as ‘true’ and how do we generate knowledge about that?
The seminars cover the exciting space between a scientific and a phenomenological and/or socially constructionist-based stance —with a rich variation, both between and within, the different approaches

The TRP (Therapists as Research-informed Practitioners) group has developed in response to this critique, focusing on opportunities for psychotherapists and counselling psychologists to develop into confident research practitioners. An overarching aim of the group is to contribute to a deeper understanding of how therapists experience the transition from therapists to researchers. What are the opportunities and obstacles, personally, professionally, and academically? This is an update including our most recent studies.







There is an increased emphasis on research in the field of counselling and psychotherapy. Previous studies* suggest however a strained relationship between psychotherapy research and psychotherapy practice, with therapists often mentioned at the margins of the research community.
The TRP group has developed in response to this critique, focusing on opportunities for psychotherapists and counselling psychologists to develop into confident research practitioners.

This Research Supervision Guide is aimed at research supervisors and supervisees on therapy related doctoral research programmes. It asks what makes constructive versus non-constructive research supervision on doctoral programmes for therapists? And what might supervisors learn from supervisees’ experiences of supervision, and vice versa? This Guide includes research from our UKCP funded study into the experience of research supervision on PhD and professional programmes for psychotherapists and counselling psychologists. It also refers to regulations for doctoral degrees, includes references to ongoing research and policy documents in order to stimulate discussions and
supports the collaborative development of good practice for therapy related research supervision.

This paper addresses therapists’ experiences when ‘doing research’, with a special interest in their needs for support. It involves revisiting earlier studies into opportunities and obstacles - personally, professionally, and academically for psychotherapists and counselling psychologists (therapists) when transitioning to and from postgraduate research. How do therapists experience research; what motivates them to undertake doctoral research; how do they chose to generate knowledge and why; how will expectations meet outcomes?  This ‘re-search’ approaches earlier studies with an interest in research support. It highlights significant personal, professional, and academic obstacles for therapists transitioning into research. Shame, isolation and poor opportunities to research and engage on academic platforms are some of the areas being referred to. Consistent with such needs, our pilot study into research supervision showed how supervisees rated ‘empathy’ as highly as ‘research experience’ for ‘constructive’ supervision.  Our review involves a 'hybrid meta-synthesis' that combines autoethnographic and secondary analysis aims. It draws on own experience of grappling with methodological options as examples of how mixed methods study may ‘come about’ or develop as part of team research practice.

The views and feelings of psychotherapists around academic writing were explored using a mixed methods approach. An on-line survey completed by 222 psychotherapists produced both quantitative and qualitative data with the latter being subject to a Reflexive Thematic Analysis. Significant numbers of participants lacked confidence about participating in academic writing. Fear of rejection, not being good enough and not knowing what is required were prominent underlying factors. Current academic writing was viewed as overly intellectual, not focused on clinical practice and the preserve of academics and not practicing therapists. Difficulty in accessing academic material lying behind pay walls was another factor limiting participation in academic writing as well as a lack of formal support. Clinical relevance and clarity of expression were viewed as the key factors of good academic writing. There was overwhelming support for academic writing to be a core skill taught in formal psychoth...

References are frequently made to a strained relationship between therapeutic practice and research. This study has developed in response this critique. Our aim has been to explore therapists’ views on the relationship between research and clinical practice within a mixed-methods framework, drawing from a survey (n=92) distributed within and outside of the UK, and coupled with interviews (n=9). Both the survey and the interviews were guided by some of the following questions: What sort of relationship do therapists feel that they have with research? What amount of formal research training do therapists have? To what extent do therapists feel that their own research is valued? To what extent does research inform therapists’ clinical practice? Both the survey and the interviews suggested a sense of ‘homelessness’ for researchers in the field of therapy. Obstacles were referred to within and outside the therapeutic community. Some referred to little training and many felt unsupported among colleagues and employers when pursuing research. One therapist said: ‘The scientists and researchers I work with; they know they have a career in research – you get rewarded and promoted. That kind of recognition doesn’t exist in therapy’. To meet the increased requirements of research-supported practice the study suggests that more systematic efforts are required to support psychotherapists’ engagement in research activities.

Research frequently addresses a gap between practice and research in the field of psychotherapy. Castonguay et al (2010) suggest that the practice of many full-time psychotherapists is rarely or nonsubstantially influenced by research. Boisvert and Faust (2005) ask ‘why do psychotherapists not rely on the research to consistently inform their practice?’ and suggest that concerns ‘have echoed through the decades’ about psychotherapists’ failings to integrate of research and practice. This study focuses on therapists’ (counsellors and psychotherapists) reasoning about their engagement with ‘research’ as described in dissertations and in personal, anonymously presented documents, research journals and interviews included. The study focuses on the stages which generally are referred to as ‘data analysis’, which in this study refers research stages where interpretation typically is required with synthesising and analysing in mind. Turning our attention to the therapists’ ‘narrative knowi...

Background In clinical practice, counsellors and psychotherapists rely heavily on their emotional and embodied responses as part of their data gathering. What happens with this epistemological positioning when we generate knowledge in therapy research? Aim: As therapists– researchers, we are intrigued by what Bondi (2012, Qualitative Inquiry, 19, 9) refers to as a gap between therapeutic practice and research. There are many angles to this ‘gap’, but we have focused on the how to conceptualise and act on our embodied responses during our data analysis phase, with an interest in the emotional entanglement between researchers and the researched. Materials & Methods There is relatively little written about therapists’ relational, emotional or embodied response during the data analysis stage. Using some experiences from a recent mixed-method study into the impact of training on multilingual therapists, we will revisit our research process within an autoethnographic hybrid (Stanley 2013) approach, influenced by introspective and intersubjective reflexivity (Finlay and Gough, 2003, Reflexivity: A practical guide. London: Blackwell) with personal experience as a route through which to produce academic knowledge. Results The study involved emotional entanglement on different levels; linguistically, personally and as an underpinning grappling with worldviews in light of the researchers’ different epistemic origins. Concluding Discussion Being in a no-mans-land between old and new understandings triggered a sense of loss of theory and challenged temporarily our sense of selves. Bion (1961, Learning from experience. London: Karnac) and Gendlin (1997, A process model. New York: Focusing Institute) are examples of ‘frameworks’ which helped to welcome the feeling of lost-ness, rather than feeling threatened and overwhelmed. The process reminds of the epistemic positioning we learn to adopt in our therapeutic practice. Gendlin (1997) refers to this kind ‘staying with’ the ‘body-feel’ as means of generating new understandings. The purpose of this article has not been to offer a step by-step approach to data analysis, but rather to join Stanley's (2013, Journal of Contemporary Ethnography, 44, 143) ‘call for accounts’ about what it feels like to do research. Some stages involved excitement, growth, harmony and enrichment, other felt surprisingly unsettling as our own prior understanding expanded. This article only scrapes the surface but might stimulate further discussions around the researcher's use of self at different stages of the process. Therapists are increasingly encouraged to develop research informed practice; this article suggests that our attention also turns to practice informed research, to create platforms for discussions around emotional entanglement with greater epistemic congruence between relational, emotionally attuned practice for both therapists and researcher.

There is an increased emphasis on self awareness and self care in counselling and psychotherapy training, with a focus on how the therapist as a person affects the therapeutic outcome. This timely book responds to these complex issues and is designed to help counselling students, trainees and graduates with integrating their personal development into their professional planning. There are chapters on bringing the Self into therapy, choosing the right training and how to succeed as an accredited practitioner. Activities and research summaries throughout give this book a fully-integrated approach ideal for busy student

A good understanding of reflective practice is essential for good practice in counselling and psychotherapy, and is a criterion for accreditation with the British Association for Counselling and Psychotherapy. This book takes students on a step-by-step journey through the history of reflective practice, from its origins with Donald Schon through to ideas of knowledge and power and how the counsellor or psychotherapist deals with issues surrounding the 'self'. A central theme of the book is the concept of self-reflection and what motivates a therapist to do an often difficult and sometimes emotionally complex job

Doing Practice-based Research in Therapy: A Reflexive Approach makes the vital link between practical research skills and self-awareness, critical reflection and personal development in practice-based research. Starting with a clear introduction to the theory, practice and debates surrounding this type of research, the book then guides the reader step-by-step through the practicalities of the research process, encouraging them to reflect upon and evaluate their practice at each stage.

There is an increased emphasis on research in the field of counselling and psychotherapy. Previous studies* suggest however a strained relationship between psychotherapy research and psychotherapy practice, with therapists often mentioned at the margins of the research community. The TRP group has developed in response to this critique, focusing on opportunities for psychotherapists and counselling psychologists to develop into confident research practitioners. An overarching aim of the group is to contribute to a deeper understanding of how therapists experience the transition from therapists to researchers. What are the opportunities and obstacles, personally, professionally, and academically? The TRP aims to enhance research training for counsellors, psychotherapists, and counselling psychologists by providing learning and professional development events, supporting research and best-practice developments, and making policy recommendations to promote effective and sustainable research training for therapists. https://www.metanoia.ac.uk/research/research-groups-events/

This project focuses on research supervision which is an under-researched professional topic. It is an extension of four earlier studies (Bager-Charleson, du Plock & McBeath 2018; Bager-Charleson, McBeath & du Plock 2019; McBeath, Bager-Charleson & Abarbanel 2019; Bager-Charleson, McBeath, du Plock & Adams 2020) which address personal and professional development processes with a special interest in therapists’ engagement with research.

This survey has been developed by the Metanoia Institute with research funding from the UKCP and input from the BACP and international collaborators to consider 'benchmarks' and improve the doctoral learning experience for counsellors, psychotherapists and counselling psychologists.

The survey will be made available to research supervisors and doctoral students and graduates (present and past supervisees) within and outside of the UK, aiming for a deeper understanding about the supervision experience on psychotherapy and counselling psychology doctoral studies. What is helpful? What is less, or not helpful? What might supervisors learn from supervisees’ experiences of supervision, and vice versa.

The project has received ethical approval by the Metanoia Research Ethics Committee.

Continuation through the survey will be taken to indicate participant consent. Thank you for taking part in the survey.

https://www.surveymonkey.co.uk/r/ZW5B38Q

For queries regarding the survey please contact
Dr Alistair McBeath (alistair.mcbeath@metanoia.ac.uk)

For general questions about the project, please email
Dr Sofie Bager-Charleson (sofie.bager-charleson@metanoia.ac.uk)

To quote please go to final article in the CPR, citing: McBeath, A., du Plock, S., and Bager-Charleson, S (2020) The challenges and experiences of psychotherapists working remotely during the Coronavirus pandemic, Counselling and Psychotherapy Research, Volume 20, Issue 2. Abstract The experiences and challenges of psychotherapists working remotely during the Coronavirus pandemic were explored using a mixed methods approach. An on-line survey completed by 325 psychotherapists produced both quantitative and qualitative data with the latter being subject to a Reflexive Thematic Analysis. Large numbers of therapists were using video-link platforms and the 'phone to conduct client sessions. A majority of therapists felt challenged by remote working, with reduced interpersonal cues, feelings of isolation and fatigue, and technical issues frequently cited concerns. At the same time, most therapists considered that remote working had been effective and that clients were comfortable with the process. Two-thirds of therapists indicated that remote working would now become core business for them. The great majority of therapists thought that remote working skills should be part of formal therapy trainings.

There is an increased emphasis on research in the field of counselling and psychotherapy. Previous studies* suggest however a strained relationship between psychotherapy research and psychotherapy practice, with therapists often mentioned at the margins of the research community. The TRP group has developed in response to this critique, focusing on opportunities for psychotherapists and counselling psychologists to develop into confident research practitioners. An overarching aim of the group is to contribute to a deeper understanding of how therapists experience the transition from therapists to researchers. What are the opportunities and obstacles, personally, professionally, and academically? The TRP aims to enhance research training for counsellors, psychotherapists, and counselling psychologists by providing learning and professional development events, supporting research and best-practice developments, and making policy recommendations to promote effective and sustainable research training for therapists. This is a report of completed research so far.