Fra studerende til psykoterapeut: En dannelsesrejse, der bør starte på Universitetet

Translated title of the contribution: From student to psychotherapist: An educational journey that should start at the University

Ole Karkov Østergård*, Kristine Kahr Nilsson, Claus Haugaard Jacobsen

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

It is widely agreed that psychotherapy is a complex process that requires a
vast amount of knowledge, skills, and responsibility on the part of the psychotherapist. Still, in the Danish education system, the master’s psychology education is financed at the lowest rate. From an educational journey perspective (German: Buildung), we describe the University Clinic (UC) at Aalborg
University as a case-example of how to teach and train psychotherapy practice
to psychology students. By describing UC’s organization, including the psychodynamic treatment model, clinical supervision, and research, we show how the UC’s learning model qualifies and prepares novice psychologists for the labor market. We argue that by using theory in practice, researching in practice, reflecting on practice, and by using qualitative and quantitative methods, the students acquire both the expertise and critical thinking required to undertake psychotherapy in the clinical community. Psychology is both a scientifically based
and justified study and a profession, in which the students must be educated
broadly to master clinical judgment and professional ethics so that specific
knowledge, skills, and competencies can be used for everyone’s best. To
produce such essential learning processes and outcomes require financial
investment in university psychology departments but may, in turn, benefit
psychotherapy clients and, therefore, society at large.
Translated title of the contributionFrom student to psychotherapist: An educational journey that should start at the University
Original languageDanish
JournalPsyke & Logos
Volume42
Issue number1
Pages (from-to)90
Number of pages111
ISSN0107-1211
Publication statusPublished - 2021

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