Creating emancipatory learning contexts for trainee therapists.

Abstract

The phenomenon of psychotherapy training may be described in many, equally valid, ways. In this paper, a conceptual map is constructed which incorporates a process model for the training of psychotherapists. In terms of this model, training should be a context where various orders of learning are encountered by student and trainer. In particular, the trainees must learn how to differentiate for each other and how to separate for the trainer. Three evolutionary stages of training are identified to describe how an emancipatory learning context may be created. It is suggested that training may never be concluded.