Original Research
Positive psychology and the training of psychologists: Students’ perspectives
Submitted: 02 August 2009 | Published: 03 December 2010
About the author(s)
Tharina Guse, University of Johannesburg, South AfricaAbstract
Research purpose: The aim of this study was to explore the personal and professional impact of including positive psychology in the professional training of clinical and counselling psychologists.
Motivation for the study: It is not known how students previously educated in a pathogenic paradigm experience the exposure to positive psychology, and resultant paradigm shift, as part of their professional training.
Research design, approach and method: A qualitative research design was implemented. Data consisted of written documents submitted by the participants and was analyzed by means of thematic analysis.
Main findings: Integrating positive psychology in the professional training curriculum was valuable and enriching on both a professional and personal level. The participants reported an experience of positive emotions and increased sense of self-understanding and psychological well-being. Professionally they experienced a sense of increased self-efficacy.
Practical/managerial implications: Positive psychology should be considered as part of the basic training of psychologists since it may enhance the development of trainee psychologists’ professional self, enhance aspects of psychological well-being as well as prevent stress and burnout.
Contribution/value-add: This is the first South African study to explore the impact of including positive psychology principles and interventions in professional training.
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Crossref Citations
1. Eliciting student perspectives to inform the design of positive psychology courses: a qualitative study
Aflaha Rukhsaar Khan, Elizabeth Rieger
Pastoral Care in Education first page: 1 year: 2023
doi: 10.1080/02643944.2023.2247396