Heinonen Erkki, Orlinsky David E, Willutzki Ulrike, Rønnestad Michael Helge, Schröder Thomas, Messina Irene, Löffler-Stastka Henriette, Hartmann Armin
Department of Psychology, University of Oslo, Oslo, Norway.
Finnish Institute for Health and Welfare, Helsinki, Finland.
Front Psychol. 2022 Mar 24;13:864691. doi: 10.3389/fpsyg.2022.864691. eCollection 2022.
While psychotherapists are trained to improve their clients' quality of life, little work has examined the quality of life experienced by psychotherapist trainees themselves. Yet their life satisfactions and stresses would plausibly affect both their ability to learn new skills and conduct psychotherapy. Therefore, in the Society for Psychotherapy Research Interest Section on Psychotherapist Development and Training study, we investigated the patterns of self-reported life quality and their correlates in a multinational sample of 1,214 psychotherapist trainees. A comprehensive questionnaire was used at the outset of trainings to assess trainees' professional background, current life situation, personal characteristics, family background, and social and national origin. The findings indicated 54.3% of trainees' lives could be characterized as fortunate or happy (i.e., experiencing great life satisfaction and not much stress), whereas 14.3% could be characterized as clearly distressed or troubled (i.e., experiencing great life stress and not much satisfaction). The strongest correlates of high life stress, a contributor to poor life quality, were economic insecurity, self-protectiveness, and attachment-related anxiety in relationships, and economic or psychological hardship in childhood. In turn, greater wellbeing was most strongly associated with a warm and open interpersonal style, being married, having sufficient economic means, and material and emotional security in childhood. While the results indicate the majority of therapists experience a relatively good quality of life, the findings also suggest potential targets for increasing trainees' life quality when it may be deficient, such as those on a societal level (e.g., availability of low-cost student loans), training program level (e.g., promoting supportive supervision, positive between-trainee relationships and group collaboration), and individual level (e.g., personal therapy and learning self-care), in order to promote effective learning and therapy practice.
虽然心理治疗师接受过培训以提高其客户的生活质量，但很少有研究探讨心理治疗师学员自身所经历的生活质量。然而，他们的生活满意度和压力可能会影响他们学习新技能和进行心理治疗的能力。因此，在心理治疗研究协会心理治疗师发展与培训兴趣小组的研究中，我们调查了1214名心理治疗师学员的跨国样本中自我报告的生活质量模式及其相关因素。在培训开始时使用了一份综合问卷，以评估学员的专业背景、当前生活状况、个人特征、家庭背景以及社会和国家背景。研究结果表明，54.3%的学员生活可被描述为幸运或幸福（即体验到极大的生活满意度且压力不大），而14.3%可被描述为明显痛苦或困扰（即体验到极大的生活压力且满意度不高）。导致生活质量差的高生活压力的最强相关因素是经济不安全、自我保护以及人际关系中与依恋相关的焦虑，以及童年时期的经济或心理困境。反过来，更高的幸福感与温暖开放的人际风格、已婚、有足够的经济手段以及童年时期的物质和情感安全感最为密切相关。虽然结果表明大多数治疗师的生活质量相对较好，但研究结果也指出了在学员生活质量可能不足时提高其生活质量的潜在目标，例如在社会层面（如提供低成本学生贷款）、培训项目层面（如促进支持性监督、学员之间积极的关系和团队合作）以及个人层面（如个人治疗和学习自我照顾），以促进有效的学习和治疗实践。
