LIFE CHANGE IN NON MENTAL HELTH PROFESSIONALS TRAINED IN PCA

University of Strathclyde Department of Counselling Institute of Counselling and Psychological Studies VASSILIOS BLITSAS Dissertation TitleLife change in non mental health professionals trained in PCA: An Interpretative Phenomenological Analysis A thesis presented in fulfilment of the requirements for the degree of Master of Science in Counselling 2014

The copyright of this thesis belongs to the author under the terms of the United KingdomCopyright Acts as qualified by the University of Strathclyde Regulation 3.49. Dueacknowledgement must always be made of the use of any material contained in, orderived from, this thesis. 2

Dedication To my beloved Konstantina, to Orestis and Artemis the three most powerful reasons for me to continue dreamingIn loving memory of my father who inspired me to walk the path of knowledge In loving memory of my spiritual father, trainer, facilitator and mentor in the Person-Centred Approach, Ioulios Iosiphides 3

Acknowledgments First of all, I would like to thank my supervisor in this dissertation, MariaKefalopoulou for all her help and support during the writing of this study. Maria, yourhelp and mainly your presence has been valuable to me, in order to continue, despite mydifficulties, and finally complete this dissertation. In addition, I would like to thank Dimitra with whom I shared countless hours ofwork, inspiration, enthusiasm, disappointment, fatigue and hope in the context of ourcollaboration, as she too was simultaneously preparing her dissertation. I would like to express my thanks and gratitude to the participants of my study,who so generously gave me their time and shared all these personal issues with me. Lastly, I would like to express my gratitude to Konstantina, my partner in life,who supported me through the difficult hours of writing. Her faith in me, herunderstanding, her encouragement and of course her practical help on every possiblelevel was invaluable for the completion of this dissertation. 4

Tables 36 36Table 1: Demographic and other information 36Table 2: Level of training in PCA 36Table 3: Institution of training in PCA 42Table 4: Previous studies and occupationTable 5: Results5

AbbreviationsPCA: Person-Centred ApproachPCT: Person-Centred TrainingP: ParticipantWHO: World Health OrganizationNEAPCEPC: The Network of European Associations for Person-Centred andExperiential Psychotherapy and CounsellingIPA: Interpretative Phenomenological AnalysisMSc: Master of ScienceICPS: Institute of Counselling and Psychological StudiesP.S.L.: (Psychosocial Studies Laboratory) 6

Abstract The present dissertation attempts to approach, though research, the role of PCAtraining in life change under the spectrum of non mental health professionals. Theparticipants in the study are 6 individuals whose common characteristics are that theyhave been trained in PCA to a minimum of the Certificate level and that they also have anon mental health background prior to their training. The data collection was conductedwith the use of an in-depth semi-structured interview. IPA (Smith et al. 2009) is themethod I used for the data analysis. From the data of the 6 transcribed interviews 4 super-ordinate themes that are comprised of secondary themes emerged. The findings showthat: life change of non mental health professionals trained in PCA is experienced as aprocess of wholeness and expansion; they present training in PCA as a journey to self-awareness; individuals trained in PCA are presented to experience a new life stance as acontinuing process; the profession of Counselling appears to be experienced as a preciousgift for those trained in PCA. Most of the findings of this dissertation appear to be similarwith previous studies, mostly quantitative but also some qualitative, that refer to Person-Centred Therapy. However, two new qualitative characteristics emerged in relation to lifechange that had not been found in previous studies. The first one concerns the concept ofdelimitation within the context of life change as continuing process. The second concernsthe element of passion for self-awareness and learning through many dimensions.Limitations, implications and suggestions for further research were also mentioned. 7

Table of ContentsDedication 3Acknowledgments 4Tables 5Abbreviations 6Abstract 7Table of Contents 8Chapter 1 : Introduction 111.1. Background 111.2. Significance of the study 121.3. Aims of the study 131.4. Term 13Chapter 2 : Literature Review 142.1. Quality of life - “The good life” 14 14 2.1.1. Quality of Life 17 2.1.2. Theoretical models of Quality of Life 192.2. Changes in life and self 2.2.1. Change after encounter groups or training groups in persons 22– relationships-organizations 232.3. Training in Counselling – Psychotherapy 252.4. Training in the Person-Centred Approach 282.5. Research Question and areas of research 29Chapter 3: Methodology 293.1. Design 29 31 3.1.1. Qualitative method 34 3.1.2. Data Analysis – IPA3.2. Participants 8

3.3. Procedure 37 3.3.1. Data collection –Interview 37 383.4. Ethical Issues 38 3.4.1. Confidentiality 38 3.4.2. Informed Consent 393.5. ReflexivityChapter 4: Findings 414.1 Life change as a process of wholeness and expansion 434.1.1 Change and the role of the Conditions 43 444.1.2 Change as a process of expansion and development of abilities 454.1.3 Change as a process of wholeness through trust and acceptance 46 484.1.4 Change as a process of Respect, Parity and self-care 484.2 Training in PCA as a journey of self-awareness 494.2.1 The need for self-awareness and the interest 49 50 in the person as factors for choosing PCT 51 514.2.2 Choosing PCT through personal & professional anxieties 53 544.2.3 Experiencing training as an asset of development 564.2.4 Experiencing new horizons through training4.3 Experiencing a new life stance as an ongoing process 564.3.1 An ongoing process through delimitation and choice 57 584.3.2 An ongoing process with difficulties, conflicts and renegotiation4.3.3 A new life stance that focuses on here and now and the core conditions4.3.4 A new life stance with passion for multi-dimensional knowledge and self-awareness4.4 The profession of counselling as a valuable gift 4.4.1 Self-value as a Counsellor’s professional tool 4.4.2 A different life stance as a profession 9

4.4.3 Passing on a worthwhile experience 584.4.4 The profession of counselling as means for ethical elevation 594.4.5 Person Centered Training as asset for any profession 59Chapter 5: Discussion 615.1 Limitations of the study 705.2 Implications of the study 705.3 Suggestions for further research 71Chapter 6: Conclusions 73References 74Appendices 91 Information Sheet 91 Consent Form 92 Interview Questions 93 10

Chapter 1: Introduction1.1 BackgroundAccording to Carl Rogers, PCA is more a way of life, a way of being than a method orsimply a therapeutic technique (Rogers, 1957,1970f,1972a,c,1977,1979,1980).In order to define a different way of life, Rogers also used the term “the good life”έ Hefirst negatively and then positively described “the good life” as followsμ “It is not, in my estimation, a state of virtue, or contentment, or nirvana, or happiness. It is not a condition in which the individual is adjusted or fulfilled or actualized. To use psychological terms, it is not a state of drive-reduction, or tension-reduction, or homeostasis. (Rogers, 1961:186).and The good life is a process, not a state of being. It is a direction not a destination. The direction which constitutes the good life is that which is selected by the total organism, when there is psychological freedom to move in any direction. ... I can integrate these statements into a definition which can at least serve as a basis for consideration and discussion. The good life, from the point of view of my experience, is the process of movement in a direction which the human organism selects when it is inwardly free to move in any direction, and the general qualities of this selected direction appear to have a certain universality.. (Rogers, 1961:186). 11

It is, therefore, a possibility of change and movement of the definition of life from thepriority of “acting” to the priority of “being” or “existing”έ From my personal experience through my training in PCA, as well as myexperience as a trainer in PCA training programs, I have been fortunate enough tobecome a vessel of a deep and radical change in the quality of life and the relationships ofthe people trained in this approach. This experience involves both people that are trainedin PCA that have a professional background in mental health as well as others that don’tέIt seems to be fitting with Rogers’ belief that counselling can embrace other helpingprofessions (Rogers, 1970). This dual experience together with my deep caring for thetrainees in PCA, led me to propose the following research. .1.2 Significance of the Study This dissertation is interested in the exploration of the value of person-centredtraining for individuals with a non mental health professional background, not only as aprofessional asset but foremost as a tool for developing “well-being” (Leijssen, 1990,Corcoran, 1981, Lovejoy, 1971, Mearns 1997b, Grafanaki 2002). In addition, the data and the findings presented in this dissertation can be very usefulto people that don’t have a professional background in mental health and that plan to betrained in PCA, or who are already in training, in order to have an in-depth view ofPerson–Centred Training not only as a professional tool but also as the potential ofchanging their lives and relationships. 12

1.3 Aims of the Study Based on the research framework that has been described, the present dissertation attempts to approach, though research, the role of PCA training in life change under the spectrum of trained people that don’t have a professional background in mental health. Taking the above under consideration the aims of this dissertation can be grouped as follows: 1. To explore life changes of non mental health professionals trained in PCA through this training. 2. To examine if training in PCA contributes to the positive change of the counsellor’s quality of life in some way, as well as if it brings about difficulties in their life and relationships and what kind of difficulties.1.4 TermQuality of life: Multi-dimensional concept that depends on a wealth of factors. The maindistinction is between subjective and objective indictors for the measurement of qualityof lifeέ For the purposes of this study we will use σoll’s definition (1λλκ) according towhom the subjective dimension (of quality of life) refers to the sense of well-being andthe satisfaction one derives from people in their intimate environment. The objectivedimension is connected to the satisfaction one derives from external conditions andespecially those that relate to cultural and social demands (socio-cultural framework) incorrelation with material prosperity, social standing and physical well-being (Noll 1998). 13

Chapter 2: Literature Review 2.1. Quality of Life – The Good Life Towards the end of the 19th century and the early 20th century, in advanced Europeancountries and America the term “quality of life” arose through studies on livingconditionsέ In its most general form the concept of “quality of life” is referred to as theliving conditions that make up people’s everyday prosperity. This presupposes thesecuring of material and non material assets: health, safety in life, social serenity,harmonious conditions of people’s collective living, respect, joy, dignity, optimisticoverview, aesthetic and cultural values, cultivation of body and spirit, good natural,ecological and social environment. (Andrews, 1986). In a broader perception of the person, as a personality through society, the term“quality of life” also obtains one more dimensionμ it refers to the subjectivepresuppositions in the internal, mental, ethical and intellectual world of a person.(Andrews, 1986). 2.1.1. Quality of life Aristotle [384-322 B.C.], one of the main voices of the philosophy of monism,attempts a first definition of quality of life in “σicomachean Ethics”έ There, it ismentioned that the crowd and the nobles perceive the concept of “well-being” or “beingwell” as the same as “being happy” (Aristotle, 2005). A great amount of discussion has been held about the translation of Aristotle’s term“eudemonia”έ Among others Fayers and εachin (2ίίί) chose the more appropriate term“well-being” instead of the term “happiness” in order to translate Aristotle’s“eudemonia” since the term implies an emotional state as well as a form of activityέHowever, in common language, the term definitely describes quality of life. Thus,according to Fayers and Machin (2000), although the term “quality of life” did not exist 14

in Aristotle’s time, he understood that “quality of life” did not only mean different thingsto different people but it also shifted depending on a person’s current circumstancesέAccording to Shaw (1972, Vol. 2 p.p 1898-1λ1ί) the term “quality of life” was rarelymentioned prior to the 20th century. As he, who was himself one of the first researcherson the issue, saysμ “δife in its grandeur leaves happiness behind and quite often cannotendure it… Happiness is not the goal of lifeμ life has no goalμ life is itself the goal andcourage is shown in one’s readiness to sacrifice happiness for a more essential quality oflife” (Shaw, 1972, Vol. 2 p.p. 1900). The term “quality of life” is a relatively new concept that first appeared in theUέSέAέ in the ηί’sέ It was originally equated with the term of “standard of living” as itincluded concepts that had to do with a consumer society: owning electrical appliances,cars and homes. In 1960 the term was broadened to include education, health and well-being, economical and industrial growth (Fallowfield, 1990). Until 1992 there was nocommonly accepted definition for quality of life. This is due to the fact that the conceptwas on the cusp of two humanistic sciences: social sciences and health sciences (Lamau,1992). On a theoretical basis, quality of life could be defined as the description of thecharacteristic conditions or areas of life that are determinant to the independent operationof these areas. It therefore is the freedom of action, the signification of actions,professional and family recognition and the fulfilment of biological and psychologicalfunctions in everyday life and the maintenance of health (Lamau, 1992). Dalkey and Rourke et al (1λι2) defined quality of life as the persons’ sense ofhis/her degree of well-being, satisfaction about life and happiness concerning his/herhealth, actions, anxiety, goal achievement, self-esteem, depression, social and familysupport. Hornquist (1982) believes that quality of life as a whole has to do with thedegree to which his/her needs concerning physical, psychological, social, material andstructural areas of life are met. According to Lewis (1982) quality of life is the degree towhich one has self-esteem, purpose in life and minimum stress. Generally, quality of lifeis considered to be the result of the interaction of many factors (health, society, economic 15

status, environment) that affect the personal and social development in ways oftenunknown and unexplored (Treasury Board of Canada Secretariat, 2000). As we saw previously, the concept of “happiness” was abandoned as too difficultto measure and was replaced with the concept of “satisfaction” in the definition of“quality of life”, accordingly it was viewed that the concept of “satisfaction” is not astable concept as it constantly changes. So, in order to provide a solution to this question,De Haes and Van Knippenberg (1985) supported that satisfaction in relation to quality oflife, refers to the total evaluation of the subjective experience of life. Thus, quality of lifeis defined as the physical and psychological state of a person that gives him/her the senseof satisfaction within a specific environment. Therefore, in one sense, quality of life canbe defined as the degree to which the appropriate conditions exist, within a givenenvironment, that give a person satisfaction. As a measurable variable, quality of liferefers to the subject of research as well as to the object of research (Mucherjee, 1989). Itincludes the subjective evaluation by the individuals or groups regarding their satisfactionof their living conditions and their way of life in the environment they live in. For thisreason, the study of quality of life takes the needs and the expectations of an individual ora community under consideration. In addition, the World Health Organization attempts to provide a definition of“quality of life” as followsμ ‘an individual’s perception of their position in life in thecontext of the culture and value systems in which they live, and in relation to their goals,expectations, standards and concerns (WHO, 1992). From what has been mentioned above, it is made clear that quality of life is a multi-dimensional concept that is dependent on a wealth of factors. The basic distinction isbetween the subjective and objective markers on the measurement of quality of life. Thesubjective dimension (of quality of life) refers to the feeling of well-being and thesatisfaction that people derive from their familiar environment. The objective dimensionconnects to the satisfaction that is derived from external bodies especially those thatrelate to cultural and social demands (social-cultural framework) combined with materialprosperity, social standing and physical well-being (Noll, 1998). 16

Therefore, every study on quality of life must take one internal and one externaldimension under consideration. The first dimension relates to the satisfaction that peoplefeel about their life and the second to the physical objects that cause said satisfaction orrelate to it (Pacione, 1982). The view that the studies that focus only on the subjectivefactors lead to a wealth of definitions of quality of life proportionate to the participants inthe study, is attributed to supporters of objective factors in the definition of quality of life(Cantril, 1965; Szalai & Andrews, 1980). It is thus considered that quality of life can bestudied and objectively measured in nine basic areas: Cost of life, crime, health care,occupation, transportation, education, the arts, recreation and climate (Boyer &Savageau, 1985, 1989, 1993). Other researchers focused mainly on demographic, socio-economic and environmental factors in order to define quality of life. On the other hand the supporters of subjective factors in quality of life believethat taking only the objective factors under consideration, how citizens feel about theirlife is ignored (Türksever & Gündüz, 2001). Thus, it is viewed important in the study ofquality of life to consider both the objective and the subjective markers. This waycognitive, social and emotional factors are studied, covering all aspects of human nature(Noll, 1998).2.1.2. Theoretical models of quality of life A wealth of theoretical models were developed bearing significant differences amongthem, relative to the focus on different factors. Thus, models that prioritized basic needsfollowing εaslow’s hierarchy of needs (1954, 1968) were developed. Others were basedsolely on psychological well-being, happiness and satisfaction in life (Andrews &Witney, 1976; Larson, 1978, Andrews; 1986), on social expectations (Calman, 1984) oron personal perceptions ( ’ oyle, 1λλι)έ According to Campbell et al. (1976) quality of life relates to the degree of satisfactionfrom life and living conditions. Young and Longman (1983) also supported that quality 17

of life refers to the physical, material and psychological well-being of the individual.Flanagan (1978, 1982) classified it in five large categories with fifteen factors that affectquality of life according to him: physical and material well-being (financial comfort andsecurity and health), relationships with others (marital relationships, upbringing ofchildren, relationships with relatives and close friends), social and communal activities(helping others, participation in local and national activities), personal growth andrecognition (spiritual growth, personal goal setting and self-awareness, interest inoccupation, creativity and experience) and lastly, free time (socialization, recreationalactivities). Rogerson (1997) agreed with the dual nature of quality of life and theobjective living conditions of individuals. Thus, he focused on the influence of communallife on its members’ quality of lifeέ Raphael et al (1998), on the other hand, believed that quality of life can beevaluated based on three basic areasμ “being”, which means who the person is regardingone’s physical, psychological and spiritual characteristics, “belonging” that includes therelationship people have with their physical environment, their social environment andtheir community, and lastly, “becoming” that refers to the individual actions in order toachieve his/her personal goals and aspirations. Borsdford (1999) added the “objective-personal aspect” between the objective andsubjective aspects of quality of life, which means the perception that people have of theobjective provisions and services of their area. In this way the convergence of objectivelygood living conditions and their subjective evaluation was attempted. Lastly, the complete theory of quality of life, according to Ventegodt et al (2003),in the western world, includes all those elements that make a person happy, complete andsatisfied in his/her needs, properly functioning in his/her social surroundings etc.According to this theory the above mentioned elements can be grouped in three differentcategories – aspects of well-being: The subjective quality of life that involves how good alife the individual evaluates he/she has. The existential quality of life, which means howthe good in a person’s life is on a deeper level. Objective quality of life that relates to 18

how the person’s life is perceived by the outside world and is affected by the culturehe/she belongs to. These three aspects of quality of life are connected in a continuumfrom the objective to the subjective. The existential element connects the subjective andthe objective with one another representing the depth of a person’s prosperityέ From the above, the conclusion can be drawn that quality of life is a multi-dimensional concept that reflects the fulfilment and the function of all human aspects,meaning the physical, psychological, social and professional/educational aspect in thesphere of his/her everyday life (Levi & Drotar, 1998; Starfield, Riley & Drotar, 1998). Inaddition, according to the World Health Organization (WHO, 1992) the concepts ofquality of life, prosperity, happiness, and satisfaction from life reflect what we call healthand quality of life in general. In order to define “well-being” as well as what it reflects, there is, on the onehand, the modern investigative perceptions on quality of life (Guthrie, 1993) and acentral, in this dissertation, concept of Rogers’ “the good life”, on the other hand, that isperceived in the context of one unified and organized Gestald, the self (Rogers1961,190). 2.2. Changes in life and self Rogers devoted his entire life and work to empirically and through researchestablish the basic presupposition for life change. He thus posed the necessary andsufficient conditions for personal change: congruence, empathy and unconditionalpositive regard, which constituted the foundations of the Personal-Centred Approach(Rogers, 1957). Rogers attributed to congruence a prominent position in life change, as acontinuing process and not as a goal or purpose (Merry, 1994). He considered that theperson while being in touch with what is happening in him congruence could also bemore open to the experience and in that way he can perceive life more as a process rather 19

than as something consolidated – he/she can accept the changes, without being threatenedby them, while changing constantly ( Rogers, 1961, p.182-186). Another presupposition for the person is to receive unconditional positive regardfor a sufficient period of time in order to start trusting and accepting the, in othercircumstances threatening, internal experiences. This may happen when in a relationshipthe Other empathically experiences exactly what the person experiences while being inincongruence (Rogers, 1961, p.186 & Rogers, 1957). Life change is strongly related to change in self. The concept of self and self-concept hold a central position in the Person-Centred Approach (Brauns, 1979, Kropf,1978: 57, Pervin & John 1999:242). In fact, according to Merry & Mearns the Person-centred Theory of Personality is often referred to as the “theory of self” (εerry, 1λλ4,Mearns, 2002). Rogers defines self as: The organized, consistent, conceptual Gestalt composed of perceptions of the characteristics of the “I” or “me” and the relationships of the “I” or “me” to others and to various aspects of life, together with the values attached to these perceptions. It is a Gestalt available to awareness although not necessarily in awareness. It is a fluid and changing process, but at any given moment it is a specific entity […]It is a lasting reference point for the individual and heήshe orients hisήher actions towards it” (Rogers, 1977, p.36). Therefore, it constitutes a constantly changing sum of all that is associated withthese experiences, the perceptions, the beliefs and the way the person evaluates his/herrelationship with othersέ But because “the self is not a little homunculus inside us […] itdoes not control the behaviour of the individual” (Pervin Τ John, 1λλλμ242), the changeof one aspect of self can change self-concept as a whole. Therefore, to the extent that thepreviously mentioned presuppositions exist for a sufficient period of time, the necessaryand sufficient conditions for change, extremely significant changes in self-concept areobserved (Tolan, 2002). 20

In chapter 11 of Rogers’ “τn becoming a person” a large scale study ispresented with exceptional data relating to the possibility of measuring the changes thatoccur in self through Person-Centred therapy. Thus, as is supported by Rogers, the road isopened to the study and research documentation of every theoretical structure relative tothe change of personality or to the process of psychotherapy (Rogers, 1961: Chapter 11). In 1953, Seeman & Raskin reported, describing 50 studies relative to client-centred adult therapy and its effects in a variety of aspects of personality and self. Inaddition, in 1957, Cartwright published literature about the research of the theory ofPerson-centred Therapy that refers to 122 studies. In 1952, Ruskin published a surveyabout the focus of client’s evaluation in psychotherapyέ Raskin’s basic question waswhether or not the client’s focus-of-evaluation changes through psychotherapy (Raskin,1952). Despite the small survey sample, it was the first time that it was documented viaresearch that, through Person-Centred therapy, the client tends to reduce the need forsupport and evaluation of others while tends to increase trust in his/her own evaluation.Several studies have also been conducted regarding the changes in self and self-perception of the client through Person-Centred therapy. Indicatively, the study of Butler& Haigh validated that the changes that occur through Person-Centred therapy in theclient’s self-perception are in the direction of the clients appreciating themselves moreand this change tends to last after the therapy ends (Butler & Haigh, 1954). Other studiesalso show that what mainly changes with therapy is the perception of self and not theideal self (Rogers & Dymond, 1954). Barret – Lennard conducted an exceptionally innovative study holding particularinterest for the research question of the present study. In this study elements ofpsychotherapy that are capable of causing change were studied. For the first time theclient’s change was connected to the necessary and sufficient conditions for change of thePerson-Cantered Approach (Barrett – Lennard, 1959). 21

2.2.1 Change after encounter groups or training groups in persons- relationships-organizations Several examples of change through encounter groups have been mentioned byRogers himself as well as by many others more recently. These changes could besummarized in three categories a) in persons b) in relationships (personal, family,professional, social) c) organizations (such as schools, companies, universities, hospitalsetc) (Rogers, 1970d,e,f). According to Jack Gimp, who analyzed 106 relative studies, alsoincluding 7 previous reviews, strong evidence was presented that the intense experiencesthat training groups have, produce therapeutic results. In addition, changes occur in theirability to regulate emotion and to express motivation, in their sensitivity, their baviortowards others and their “interdependence” (Gimp, 1970). Gimp refers to concepts suchas self-actualization, self-identification, self-direction and self-acceptance (Rogers,1970d) Another study that also deals with the nature and the process of change in themembers of the group is that of Meador. The result of this study showed a significantdegree of progress in the process towards greater adaptivity and expressiveness.According to Meador (1969) it became obvious that people that were strangers in thebeginning related to a degree that is not commonplace in everyday life. In literature we find several meta-analysis studies of the researchers’ data as wellas micro-analysis studies, both qualitative and quantitative, aiming in documenting theeffectiveness of the Person-Centred Approach. The main contemporary representatives ofthis effort are Elliott (1994,1996,2002), Greenberg & Lietaer (2003) and Eckert (2003),Ḧger (2003) and Schwab (2003) from the German-speaking field. The results of thesestudies allow us to conclude that the Person-centred Approach is an adequatelydocumented approach as concerns to its effectiveness, the absolute, the relative and thedifferential on the one hand and on the other adequately researched as concerns to theprocess relating to the therapist, the group and the interaction. Something that might have not been researched enough is the way in which theexperiential training of counsellors (that is based on the same principles as Person-Centred therapy) affects their own lives and relationships. 22

2.3. Training in Counselling- Psychotherapy Almost from the beginning of the growth of research interest in psychotherapy anissue that appeared to motivate researchers’ interest was, among others, the idea thattherapists with different theoretical orientation are also different in their totality from oneanother (Barron, 1957, 1978; Herron, 1978; Shaffer, 1953). The choice of one approachdepends on various variables and circumstances such as the availability of the specifictraining in their area, the institutional and cultural environment of the professionalframework, the orientation of the trainers and supervisors early on in the prospectivetherapists’ career and the approach of the therapy that the prospective therapists havepossibly received. (Guy, 1987). Therapists are trained and work in a specific theoretical model they possiblyreceive personal therapy in this model and are influenced in their self-concept, worldviewand their personal life in various ways is also researched (Guy, 1987; Farber, 1983;Henry, Sims, & Spray, 1971, 1973). Thus, studies have shown that therapists that havebeen trained in different approaches aside from their differences in methods, technicaland therapeutic orientations, also differ in their fundamental views of human nature, theirperceptions on mental health and the epistemological and ontological background (Henryet al., 1973; Messer & Gurman, 2011). More specifically, other studies support that therapists of the Cognitive-behavioural approach were found to be more rational, objective, conscientious and lessopen to conversation (Arthur, 2000, 2001; Boswell, Castonguay, & Pincus, 2009;Buckman & Barker, 2010; Lyddon & Bradford, 1995; Poznanski & McLennan, 2003;Schacht & Black, 1985). It has also been observed that psychodynamic therapists aremore intuitive with abstract and open thinking, are open to experiences, complex, seriousand less conciliatory and compromising (Arthur, 2000, 2001; Buckman & Barker, 2010;Topolinski & Hertel, 2007; Walton, 1978). Therapists of humanistic approaches havealso been proven to focus more on internal direction, self-realization and intuition(Poznanski & McLennan, 2003; Tremblay, Herron, & Schultz, 1986). It thus appears that 23

therapists’ professional theoretical approach relates to the personal beliefs on humannature, their perception on mental health or the person’s desired condition, as well as thenature of reality in general (Sandell et al., 2004; Larsson, Kaldo, & Broberg, 2009). It is a fact that there are not enough studies that document the specific qualities inthe personality of therapists depending on the approach and almost no relative studiesabout the effect of training in psychotherapy in life change of the therapist him/herself.However, some limited studies have been conducted that show that psychodynamictherapists are more prone to the personal characteristics of “neurosis” than therapists ofother approaches (Boswell et al., 2009; Poznanski & McLennan, 2003). Cognitive behaviourists also have been found to be more dynamic and orientedtowards action (Keinan, Almagor, & Ben-Porath, 1989; Scragg, Bor, & Watts, 1999). Ithas also been found that therapists of humanistic approaches are more spontaneous(Tremblay et al., 1986). In addition, studies about training in counselling andpsychotherapy of other approaches seem to highlight the characteristics of theCounselling profession relative to the effectiveness and professional developmentcombined in some instances with personal development (Heinonen & Orlinsky, 2013;Carlsson & Schubert, 2009; Fragkiadaki et al, 2013). There is a direct interdependence between the theoretical approach ofpsychotherapy on the one hand and personality, perceptions, beliefs, ontology, worldviewand way of life of the therapist on the other. The kind of relationship and interactionbetween these two is considered to vary and depends on various parameters and there arenot enough studies that accurately document it (Sandell et al., 2004; Larsson, Kaldo, &Broberg, 2009). 24

2.4. Training in the Person-Centred Approach But, life change of therapists can also be the effect o training in the PCA. Earlyon, with the beginning of the spread of the Person-Centred Approach in the U.S.A - aswell as internationally, the need for the existence of specific training programs forPerson-Centred counsellors, consistent with the principles of the approach, becameapparentέ This occurred because it very quickly became clear that a person’s academicqualifications were not sufficient to be able to relate to this different, facilitative way withothers, as it was introduced by Carl Rogers (Rogers, 1957, 1970a). For years Rogersresisted the establishment of a training program in the Person-Centred Approachorganized to academic standards, since he found it conflicting with the principles of theapproach (1970a). But that changed in 1980 and the reasons for this change areexplained by Rogers himself in an interview he gave in 1λκ1 sayingμ “I am a person whois reasonably sensitive emotionally, fairly intuitive, but I also like the fact that I have abrain, and I like to use it. This new direction is an attempt to discover ways in whichpeople would both experience and learn a Person-Centred Approach as whole personswith experience and emotions involved, but with their intellects also involvedέ” (σatiello,1998:39) Rogers’ new direction resulted in his creating the “Training Program in Person-Centered Approach” in 1λκί, in δaJolla – California. That same year Curtis Graf, RuthStanford and Peggy σatiello started the “In Depth Training Program in the Person-Centered Approach”έ In these programs emphasis was given on the development of thecommunicational skills through lived experiences in encounter groups. At the same timethere was a conscious effort to preserve their autonomy in the academic and universityfields in order to preserve the congruence of the person-centred principles. Self-awareness, self-acceptance and self-responsibility and the ability to put all these inpractice in the trainees’ relationships are educational goals of the specific programs(Natiello, 1998). In σatiello’s “In Depth Training Program in the Person- Centered Approach” anindependent study was conducted in order to measure the quality and the effectiveness of 25

the program. The participants in the study were 80 people previously trained in theprogram. 60% of them had Master Degrees, 10% had Doctorates and 2% had some kindof college education without holding a postgraduate degree. The results of this studydemonstrate that the training program remarkably benefited and had a strong positiveeffect on the lives of the trainees. The following benefits are indicatively mentioned: 44%felt that their participation had exceptionally established their social development. All theparticipants in the study also stated that, more or less, the training contributed to theirpersonal development. 98% stated that they were empowered through the training, 92%developed congruence, 90% developed empathy, 88% positive regard and 86% the trustto ask help from others in order to solve their problems (Natiello, 1998). Similar training programs were developed in Europe as well in the 1λκί’s whichspread to many European countries such as Holland, Germany, Belgium, Greece andBritain while smaller but equally powerful training programs were developed in France,Hungary, Italy, Switzerland, Portugal and Croatia. Dave Mearns describes four centraldynamics of a Person-Centred program, as he saw them: 1st, the dynamics ofresponsibility, 2nd, the development of self-regard, 3rd, the individualization of teaching,4th, the individualization of evaluation (Mearns 1997a). However, as was observed byMearns, that despite the spread of PCA in Europe and internationally as well as thedevelopment of relative educational programs there was no development in the relativeliterature on Person-Centred training nor in the relative studies about the effect of thetraining in the life of the trainees (Mearns, 1997b). Leijssen (1990) highlights the needfor training programs to be closer to an experiential process that is not only developedthrough therapy and supervision or even through practice, but also through the focus on“being” with other people, such as partners, friends, family etcέ Corcoran (1λκ1) andLovejoy (1971) also agree with Leijssen and emphasize the need for the development ofexperiential empathy as well as the importance of physical work in the development ofthe councillor’s self-awareness. However, as has been mentioned above, there has been some discussion initiatedby Rogers himself, regarding training in Person-Centred Approach within academic 26

frameworks. Thomas (1988/2002) refers to an experiential model of Person-Centredtraining within academic frameworks that could not have any other priority other than thedevelopment of congruence. We have already mentioned Natiello (1998) who approachesthe academic integration of PCT with scepticism. Relative discussions on training in PCAhave also begun in Great Britain in the past years (Embleton Tudor et all, 2004).Regarding the training of counsellors and psychotherapists, Combs (1986/2002) criticizestraditional behavioural counsellor training and emphasizes importance of training in thePerson-Centred Approach that focuses on the trainee’s beliefs and needs for knowledgeέThus, in 2001 NEAPCEPC approved a document that lists a number of points regardingPerson-Centred and experiential training that includes the effort to connect experienceand process aiming at a self-navigating way of learning and the elements of the trainingin personal development, the theory and practice based on Rogers’ Conditionsέ εorerecently, Embleton Tudor et all (2004) emphasize the importance of viewing Person-Centred training as a process of lifelong learning and Tudor & Lewin (2006) explore theimportance of the agreement of the philosophy and the principles on which a trainingprogram is based and the organization and the direction of that organization. As regards to the study of the effects of Person-Centred training we could notomit to mention the work of Rogers himself (1969, 1983), who presents a number ofinnovative relative studies. Aspy & Roebuck (1988/2002) refer to a study that gives uspositive results in training relating to the level of congruence, unconditional positiveregard and empathy of the trainers. Barrett – Lennard (1998) presents studies that showhow the teacher-student relationship, when transcended by the therapeutic conditions,have a positive effect with the conquering of the students’ educational goalsέ Generallywe could support, based on the above, that Person-Centred training in counselling, basedmainly on congruence, empathy and unconditional positive regard is transcended (orshould be transcended) by good facilitating (Rogers 1969, 1983, Aspy & Roebuck,1988/2002, Barrett – Lennard, 1998). However, as it mentioned by Grafanaki (2002), that there is a relative lack ofliterature and research documentation of Person-Centred training and especially of the 27

effect of this training on the lives of the counsellors in training, in accordance to thefundamental principles of the Person-Centred Approach, that first and foremost relate to away of life and existence in the direction of developing a fully functioning person. CarlRogers (1951, 1957, 1961, 1977) 2.5. Research Question and areas of research Based on the literature review we form the following research question and somemore specific research questions which also emerge that could be encoded as follows: Research Question: How non mental health professionals trained in PCAexperience change. Research questions: 1. How is life change perceived through training in the Person-Centred Approach? 2. How are self and changes in self and self-concept perceived? 3. Do changes in interpersonal and family relationships occur and what are these changes? 4. How are potential changes in social and professional life experienced? 28

Chapter 3: Methodology3.1. Design3.1.1. Qualitative method The choice of the appropriate methodology is guided by the aims of the study, asquantitative and qualitative research methods have a different philosophical andontological background (Denzin & Lincoln, 2003). In this study, the qualitative method isa fitting way to explore the questions that relate to the ways with which we are led tounderstand a phenomenon and the way with which the subjects of the study createmeaning and understanding from a secondary experience (Morrow, 2007, Bell, 2005). Inaddition, qualitative research, as defined by McLeod (1994), is the process of systematicexploration of the meanings people use to understand their experience and guide theirbehaviour. On the other hand, it focuses on the way with which the world is interpretedand understood and aims to the production of holistic and deeper understandings thatemerge from its rich and detailed structure (Mason, 1996. Snape & Spencer, 2003). Thus,this is the best method to explore and answer the research question: How non mentalhealth professionals trained in PCA experience change. Another reason that I chose the qualitative method is because it provides thepossibility to the produce new ways of understanding as well as knowledge frameworks.A basic epistemological orientation of the qualitative method is social structuralism aswas mentioned above according to which knowledge and reality are two sociallyconstructed concepts. (Gergen, 1985). Thus the results of this study are not an objectivetruth but are co-constructed by the researcher and the participants (McLeod, 1994, 2003).Since the relative research regarding life change through training in PCA is veryinadequate, as we have seen in the previous chapters, the formation of the appropriatetheoretical framework of this phenomenon has not been feasible. At the same time the 29

limited research coverage is also a result of the lack of a theoretical framework asqualitative research cannot be conducted easily without the appropriate theory (Bryman,1992). An additional reason for choosing the qualitative research method is theimportance it places on the perspective of the participants, the exploration of which is thebasic aim of this dissertation (Polkinghorne, 1991). The phenomenological basis of thequalitative approach, that will be discussed in detail further on, focuses on the wayphenomena are perceived by the participants. Thus, for qualitative research theparticipants’ perceptions are considered of central importance and valid (Willig, 2001),while the choice of this methodology was made in the effort to explore new experiences(Rennie, 1996). Therefore, the goal is the in-depth understanding of the participants’ frame ofreference, as well as the researchers’ since this knowledge is understood as aninterpretation and not as an accepted truth (Schwandt, 1994). This way, the expression ofthe participants’ experience, which is recognized as a subjective perspective and not anobjective overall knowledge, is facilitated. Qualitative research, instead of aiming at the empirical and statisticalgeneralization, has a theoretically generalizable dynamic that many researchers use evenin case studies. (Mitchell, 1983; Williams, 2004). Regarding the quality of a qualitativestudy, specific criteria are adopted by the theoreticians that refer to the study’s qualitycontrol and were used in this dissertation. Some of these criteria are: the properunderstanding of epistemological theory, the clear and comprehensible description of theresearch processes, the inclusion of the necessary ethical principles in all stages ofresearch, the triangulation of the data, the systematic revision of the data, reflexivity etc.(McLeod, 1994; Smith & Osborn, 2003; Tanji, 1999). All the above criteria were used inthis study and will be thoroughly discussed in this chapter. Before we continue on, thefour principles that assure the quality of a qualitative study, as they are suggested byYardley (2000), should be mentioned since I aspire to them transcending this study. The 30

four principles are: a) sensitivity to context, b) commitment and rigor c) transparency andcoherence d) impact and importance. A criterion to which particular importance is given by IPA, which is the methodof choice and analysis of data of this study that will be discussed in detail below, is thesystematic review of the data. The circular process of analysis and export of the issues isconsidered of the upmost importance (Smith & Osborn, 2003). In addition, in this studyεcδeod’s (1λλ4) systematic review was followed, according to which the differentinterpretations of data are taken under consideration and the reason why a specificinterpretation over another is preferred becomes clear.3.1.2. Data analysis – IPA Interpretative Phenomenological Analysis (IPA) (Smith et al., 2009) is the methodthat will be used to analyze the data. This method was developed and an investigativeapproach to qualitative methodology by Jonathan Smith in the 1λλί’s especially for thescience of psychology and the primary objective of studying the various ways in whichdifferent individuals understand the world (Langdridge, 2007; Smith, 1994, 1996; Smith& Osborn, 2004; Smith et al., 2009). Phenomenology, being one of the three epistemological bases of IPA, was createdby the philosopher Edmund Husserl [1859-1938]. Phenomenology, which was adoptedby this study, as a philosophical and epistemological base in IPA, studies the way withwhich the world is understood through the subject’s percpective, so that individualexperience and subjectivity are valid sources (Smith et alέ, 2ίίλ)έ IPA’s attention isfocused on the subjective, personal and lived experience that contain actions, memoriesand emotions (McLeod, 2001; Smith & Eatough, 2007). Thus, based on the specificepistemological view, the present study focuses on the experience of people with a nonmental health background trained in the Person-Centred Approach and attempts tohighlight their view regarding the effect of PCA training in life change. 31

Interpretation, which is inextricably connected to phenomenology, is the secondepistemological basis of IPA. According to the interpretive approach, knowledge can beextracted unaffected by the perceptions and the framework of the observing individual(Smith, Jarman & Osborne, 1999). This investigative process recognizes thatphenomenology can theoretically be a descriptive concept but in its application can existonly through an interpretive view (Larkin & Thompson, 2011). In IPA the effect of the researcher’s view is not only that of simple observationbut it is a basic issue of the investigative process (Smith & Eatough, 2007). The basic aim of this dissertation is the inclusion of my own view as a researcherthrough “double hermeneutics” where I try to understand the participant while at thesame time the participant tries to understand the phenomenon under investigation (Smith& Osborn, 2004). In addition, the inclusion of my own interpretive setting is donethrough the adoption of an investigative stance that combines empathy with suspicion(Smith et al., 2009). This means that the interpretive approach attempts interpretationfrom the standpoint of the participant (hermeneutic of empathy) in combination withinterpretation as an expression of the researcher’s understanding of the participant’sexperience (hermeneutic of suspicion). Thus, the analysis is developed through differentlevels of interpretation and continuously moves towards deeper interpretations with thereference point always being the research data and not the theoretical approaches that areadjusted to them (i.e. psychoanalytical theories) (Smith et al., 2009). The ideographic approach, which is the third epistemological basis of IPA, is alsoadopted by this dissertation (Smith et al., 2009; Smith & Eatough, 2007). The idiographicapproach focuses on the “particular” in antithesis for example with the “nomothetic”approach that is oriented towards the generalization to the level of group or population.This focus on the particular occurs on two levels. On the first level there is a commitmentto the particular, in the sense of detailed and in-depth analysis and on a second level inthe context of understanding of the way with which the phenomena are perceived by 32

particular people in a particular context (Smith et al., 2009). The aim is to define theways with which the generalizations can be extracted and at the same time be located inthe particular. (Smith et al., 2009). The themes were grouped according to their content on a table of results in thenext chapter (see table 5). On this table every conceptual group of themes is collectedunder a descriptive title (super-ordinate theme title) (Larkin & Thompson, 2011). Thisway a results table was created that includes the super-ordinate themes of the study andthe themes that belong to each super-ordinate theme. This table is a result of a circularprocess of constant re-evaluation of all the stages of analysis aiming at the preservation ofthe integrity of the experience and statements of the participants (Smith & Eatough,2007). The last stage of the methodology, that is presented in detail in the next chapter, isthe writing of a narrative account of the interaction of my investigative process and theparticipants’ experience as it was described by the participants themselves (Smith ΤEatough, 2007). For the centrality of importance given by IPA in the highlighting of theparticipants’ experience to be fulfilled, every time that a new theme or a new datum ismentioned it is proven by at least one fragment from the transcribed interviews (Smith etal., 2009). Thus, a new way of understanding the writing of the analysis according toSmith et al. (2009), is to consider that the fragments from the interviews represent thephenomenological part of the method and the researcher’s remarks represent theinterpretive part, so as to develop a dialogue between the researcher and the participant.In the analytical presentation of results in this dissertation, will be presented some typicalexamples that depict every theme combined with the citation of atypical fragments orfragments that are rich in emotion, metaphors or that in some way highlight theuniqueness of the experience. In this way an effort is made for the study to also addressthe idiographic needs of IPA (Smith et al., 2009). 33

3.2. Participants The participants in the study are 6 individuals whose common characteristics arethat they have been trained in PCA to a minimum of the Certificate level and that alsohave a non mental health background prior to their training. This means that theparticipants in the study have been chosen because they meet specific characteristics thatallow the exploration of the research aims (Ritchie, Lewis & Elam, 2003). IPA, among other things, “is an idiographic approach, that is concerned withunderstanding particular phenomena in particular contexts, IPA studies are conducted insmall sample sizes” (Smith, Flowers & Larkin, 2009, p:49). The size of the present sample can meet the theoretical bases and the practicalrequirements of this method. All six that met the previously mentioned criteria and finallybecame the participants of this study were women with an age range of 21 to 56 years.The average age of the participants was 37 (table 1). One participant had been trained inPCA at a Certificate level, two participants had the professional Diploma and threeparticipants had a post-graduate Diploma (table 2)έ Regarding the participants’ previousstudies and occupation, 4 participants belonged to the educational field in the broadersense: one was a university student of pre-school education, one was an English teacher,one was a special education teacher and one was a linguistics teacher of secondaryeducation. One participant was an economist and an employee of the Ministry of Financeand one was a lawyer and an actress (table 4). The range of time that had passed from theminimum necessary level of training in PCA was from 0 to 4 years, with an average of1,7 years (table 1). Three of the participants were trained in the Person-centred Approachexclusively in the Psychosocial Studies Laboratory in Alexandoupoli; one participantbegan her training in the Psychosocial Studies Laboratory and continued them in ICPS inAthens and two participants were trained exclusively at ICPS in Athens (table 3). Concerning the demographic data of the participants, five of them were of Greekethnicity and one was of an ethnicity other than Greek. Two of the participants 34

permanently reside in Athens, one temporarily resides in Athens, two permanently residein Alexandroupoli and one temporarily resides in Alexandroupoli (table 1). The recruitment of the participants was made through an announcement of thestudy’s topic in the εSc’s groupέ A short description of the study and its aims wasannounced, as well as the required criteria. I sent an email to the 6 people thatvolunteered to participate in the study and met the criteria for participation, aftercommunicating with them on the telephone, which explained the rational of the study(appendix 1). These six individuals were the sample of my study. In the following tables the demographic and other data of the sample that werementioned above are described. 35

Table 1: Demographic and other information 6Number of participants 21 - 56 yearsAgeAverage age 37 yearsSex 6 femalesTime since Certificate 0 – 4 yearsAverage time since Certificate 1,7 yearsGreek Ethnicity 5 peopleOther Ethnicity 1 personAthens, permanent residence 2 peopleAthens, temporary residence 1 personAlexandroupoli, permanent residence 2 peopleAlexandroupoli, temporary residence 1 personTable 2: Level of training in the Person-Centered Approach 1 personProfessional Certificate 2 peopleProfessional Diploma 3 peoplePost-graduate Diploma 3 peopleTable 3: Institution of Training in the PCA 2 peoplePsychosocial Studies Laboratory (Alexandroupoli) 1 personICPS (Athens)P.S.L. & ICPS 4 peopleTable 4: Previous studies and occupation 1 personTeachers (pre-school university student, English 1 personteacher, special-ed teacher, linguistics teacher)Economist, Ministry of Finance employeeLawyer, actress 36

3.3. Procedure3.3.1. Data collection – Interview The data collection was conducted with the use of an in-depth semi-structuredinterview. Interview is one of the most common forms of data collection in research insocial sciences (Hugh-Jones, 2009). Interview is also the most common method of datacollection in IPA (Smith et al., 2009). It is, therefore, an active social process in whichtwo people participate (Baker, 2004. Holstein & Gubrium, 2004). The contents of the interview (appendix 3) was defined based on the researchquestion, the secondary areas of research and the aims of the study that were described inthe previous chapter. Special care was taken so the questions were as non threatening aspossible and as non leading as possible. Before the beginning of data collection a pilotinterview with a colleague researcher was conducted in order to assure the structure ofthe questions and the easy flow of the process. The interview is without a doubt a muchharder process that involves, among other things, the subjective experience of theresearcher rather than a simple posing of questions. After the conduction of this pilotinterview and taking under consideration many of the suggestions of my supervisor Mrs.Maria Kefalopoulou I made some adjustments to the wording of the interview andchanged the order of one question. The interview started with the demographic questions regarding the participants’age, sex and academic and professional background prior to their training in PCA. Theinterview questions, as can be seen in the appropriate appendix (appendix 3) consist of 10open questions that attempt to explore in-depth life changes through training in PCA invarious aspects such as changes in self, social life, interpersonal and family relationships,and professional relationships. 37

They also attempt to explore the impact of these changes on the subjectiveexperience of the participants’ lives after their training and relative to their decision ornot to become counsellors. The interviews lasted between 35 and 70 minutes with an average ofapproximately 50 minutes. The interviews were conducted between April and June of2014 and were digitally recorded in digital files that will be deleted after the end of thisstudy. The digital files from which the date analysis emerged were later transcribed.3.4. Ethical Issues3.4.1. Confidentiality In order to assure anonymity, as concerns to both the demographic data and thepersonal data of the participants they were safely kept in electronic folders that werepassword protected on my computer that no one else had access to. The printed files werealso locked in my desk drawer the key to which was only in my possession. In addition,during transcription and analysis all the names, places, as well as other personal detailshave been changed or deleted as was any information that suggested or indicated theidentity of the participants. A participant could choose to keep some information frombeing recorded. I also explained to the participants beforehand that they can discuss anyissues that might arise from the interview process, after the interview either with me orwith another available counsellor. 3.4.2. Informed Consent In the beginning of the process of each interview I explained the rationale of thestudy to the participants, made reference to the content of the information letter that I hadsent to the participants and gave them time for any questions or issues that neededclarifying. Before the interview began I gave the participants a consent form (appendix2) that contained information about the study and the conduction of the interview that 38

specified the anonymous nature of the study. It also contained the declaration of consentthat the participants signed accepting to participate in the study maintaining the right towithdraw their participation. One copy of the consent form was kept in my file and onewas given to the participants. Before each participant signed the letter of consent Idiscussed and re-examined its content with them thoroughly. I explained that they had theability to postpone the interview for another date if they needed more time to make adecision. None of the participants required to postpone the date of the interview. It wasmade clear before the interview that they maintain the right to withdraw theirparticipation from the study not only during the interview by after the interview as well. 3.5. Reflexivity My idea originally made me enthusiastic about the potential of contributing, evento a minimum, to the research documentation of my personal and professional experiencerelating to life change through training in the Person-Centred Approach. My originalenthusiasm though was gradually replaced by other feelings such as intense speculation,anxiety, concern and disappointment. The main reason for this gradual shift in myemotions was that early on I realized the lack of research literature relating to life changeon the specific issue. I therefore needed to try very hard, trusting my experience andreferencing general sources of the Person-Centred theory and mainly the works of Rogershimself, in order to formulate some research hypotheses on life change through trainingin the Person-Centred Approach, stemming from the way of deduction and the lifechange through the Person-Centred Approach in general. However, what caused me themost anxiety and insecurity was a feeling that I was walking a tight rope and I have greatgratitude to my supervisor Maria Kefalopoulou who supported and encouraged methroughout the conduction of this study. On the other hand, I understand that precisely this dual experience that I had bothas a trained counsellor in PCA as well as a trainer has affected my view of all the stagesof my study as its theme is a integral part of my own personal and professional 39

experience. This fact it gave me more supplies and material in order to creatively interactin a qualitative research framework with IPA. My original insecurity was magnified when I realized the lack of relativeliterature on the issue as was mentioned above. I now feel happy and grateful that I hadthe opportunity to experience this intensely rich journey. I can say that I feel enriched bythe many exciting experiences and the fresh view towards research and science as awhole. I believe that the experience from this process was very important and so I sitesome important points that I gained from it. For example: a) The questions need to beasked as clearly as possible without the interference of the secondary questions from thebeginning. b) The participant had to fully comprehend the question in order to avoidmisunderstandings. It is better that the questions are posed clearly and briefly and thenduring the process of answering some connecting questions may be added. c) The besttechnique for the process to be applicable appears to be one question at a time d) Aninterview based on the pattern question – answer demands a high level of experience ofthe researcher. 40

Chapter 4: Findings The present chapter presents the findings of the study. The names have beenchanged in order to maintain the participants’ anonymityέ Four super-ordinate themes that are comprised of themes emerged from the dataof the 6 transcribed interviews that were conducted in this study. The terms super-ordinate themes and themes are taken from Storey’s (2ίίι) description on the method ofconducting an Interpretative Phenomenological Analysis. The results are listed in thefollowing table. 41

Super-Ordinate Themes Table 5: Findings Themes1.Life change as a process 1. Change and the role of the Conditionsof wholeness and expansion 2. Change as a process of expansion and development of abilities 3. Change as a process of wholeness through trust and acceptance 4. Change as a process of Respect, Parity and self-care2.Training in PCA as a 1. The need for self-awareness and the interest in the personjourney of self-awareness as factors for choosing PCT3. Experiencing a new life 2. Choosing PCT through personal & professional anxietiesstance as an ongoing 3. Experiencing training as an asset of developmentprocess 4. Experiencing new horizons through training 1. An ongoing process through delimitation and choice4. The profession of 2. An ongoing process with difficulties, conflicts andcounselling as a valuablegift renegotiation 3. A new life stance that focuses on here and now and the core conditions 4. A new life stance with passion for multi-dimensional knowledge and self-awareness 1. Self-value as a Counsellor’s professional tool 2. A different life stance as a profession 3. Passing-on a worthwhile experience 4. The profession of counselling as means for ethical elevation 5. PCT as an asset for any profession 42

4.1 Life change as a process of wholeness and expansion The first super-ordinate theme that emerged through the analysis related to theprocess of expansion that the participants of the study experience. Life change throughtraining in PCA exudes a general feeling of wholeness and expansion for the participants.For some of the participants this wholeness is connected to the development of abilitiesand self-care. . 4.1.1 Change and the role of the conditions All the participants directly or indirectly refer to role of Carl Rogers’ three coreconditions in the way that they experienced and experience life change from thebeginning of their training and thereafter. The following fragment is exceptionallycharacteristic, where Participant 2 describes to us how she personally experienced theconditions through training. She also describes the manner in which her experience withthe conditions gradually started transforming the way she interacted in her interpersonalrelationships: “for example my difficulty in accepting some characteristics, some behaviours, that… as I saw them and saw that it was my own thing to a great degree, that means, it isn’t… it means that when the other person gets on my nerves, I am the one that gets angered with him for some reasons. And as I say that little – by – little it was easier for me to see it both in my personal relationships and it changed to a degree after this, because as I wanted, for example, to get along better with my friends I saw a change in this difficulty. Also, with the issue of positive regard, for example as I saw the facilitator, the trainer, the way that he communicates and accepts what everyone is bringing, how human everything is, um, I was helped as well… then… on the aspect of congruence I think, of.. what someone says to me, it has a, that is for me as well. And it is important for me to bring that too, and, with a, for me to enter, that is where empathy comes forth, on how I tell 43

him so he can understand it, not to say, oh, I know he is stupid, but to somehow adjust my way…”P2On the other hand, focusing on congruence as the crown that summarizes the otherconditions, participant 4 describes to us in the following fragment the radical change inher life and her relationships. Her way of life has changed, as well as the way shecommunicates with herself and others: Everything became more congruent. They may be less in quantity, but they became more congruentέ What I want to say is that I don’t expend myself for just anything. I say this now because first of all I felt the previous. That I was being expent there, for a reason, so I could have social contact. Now I prefer to be with a person that I can communicate with and I can be… congruent, in the sense, not to say things and hurt the other person, but to say guys now I feel the need to say something to you and I will do just that because that is how I feel. I see that that happens more easily, it is accepted…”Pζ 4.1.2 Change as a process of expansion and development of abilities Life change is experienced as a process of expansion for most of the participants. This expansion occurs gradually for participant 2 as the core conditions are gradually incorporated in self and the need for a different way of relating emerges. “I feel that I have been expanded to a great extent. Generally, how I see people, slowly the conditions come, like they slowly come out of me, like I have the need for a way with which I communicate with people in any context, … while before theyέέ they didn’t exist in my perceptual field, things where always more specific” P3 44

The process of expansion is often connected to the development of abilities forsome participants. The example of participant 1 who experiences the process of change,among other things, as a professional development and evolution, simultaneouslydeveloping a new more fitting and effective way of relating to others is characteristic: “Yes, all the things and the assets that I have recognized to myself, that I could not see before, I didn’t know them, I feel like a whole person , how can I say it, I can’t um, an example, what can I say, for the professional part, from being a homemaker I became let’s say, I started an English school, I have kept it for 5 years, I have developed relationships with the students, one very important thing is how I feel in relation, in my relationships with people and the people I relate with constantly give me that, like feedback, I constantly receive that. Either with my daughter or my friends…”P1Participant 4 prefers to use imagery and comparisons to describe this experience. “I have opened my windows and there are illuminated streets,…”Pζ 4.1.3 Change as a process of wholeness through trust and acceptance One of the most important factors that emerge from the experience of change as aprocess of wholeness appears to be self-trust and self-acceptance. Participant 2characteristically stands on the change of self-image through self-acceptance: “τk, my self-concept has changed very much and initially in the aspect of self-acceptance, before I used to not be able to perceive what it was, like it didn’t exist, like it was, ehm… forbiddenς Basically, it didn’t, it was like my self did not exist to me, like everybody else existed and I was trying to exist through them, but, now the exact opposite, um, not exactly, but to a 45

significant degree, the opposite, I mean, that I understand that most things start with my, from within me, the part of…έ” P2 For participant 3, self-trust is contrasted with the professional uncertainty of thepast: “Let’s say uncertainty existed many times in things that I chose to do in my work and then came self-trust…”P3 4.1.4 Change as a process of Respect, Parity and self-care Quite often the experience of change is not always a road strewn with rose petals.But, even through difficulties, it appears that an optimistic view is developed in thedirection of self-care. Participant 4, as we can see in the following fragment, seems to besaying “I am having difficulties, but I know now that I can take care of me”έ “…the only thing that it tells me is that I still have a long way to goέ It does not tire me, thoughέ It is like having a room that I haven’t gone in to clean yet. I have the option of not cleaning it, when the time comes. That does not tire me, that is how I feel right now. But I still feel myself needing support. I can’t stand only by myselfέ But I see me stand, every once in a whileέέ I still need to work on myself”Pζ However, the concept of self-care can also take on other forms. Participant 5, forexample, a person especially strict with herself as she herself describes, is graduallytransforming in the direction of allowing herself more and more personal care andattention. Thus, it appears that she cares for needs that she previously found unacceptableto care for: “and again in the context of this strictness, I think that I, wasn’t a person that easily justified self pamperingέ Anyway, to spoil myself, to … in the 46

sense that maybe I consider something… for example the other day a friend was telling me that he liked to go to expensive hotels once in a while, to get pampered, to go to the spa, to get… and the first thing that came to my mind was: such excess, to spend so much money for that and then I think, ok, that is part of what you don’t allow yourself, like you don’t need itέ That, ok, I will spend some more money, but it will be for me, but it is something that I do for me and will feel very nice about the whole thing. So, that little by little has started to, like I give myself more, more room to take care of meέ”Pη It also appears that through self-care the need emerges for care of relationshipsand others with respect and parity. “sometimes, I can’t easily relate with some of my studentsέ It is obviously because of some of my own issues. I have seen some things and I have worked on them, and I have changed to a point, but generally I think that from what I get from the kids, I have a good relationship with them. And the most important point is, I think, that I can respect them”P1 This care and respect is often developed in the family as well, as participant 4 says about her relationship with her daughter: “My own children tell me that ‘mom, you have changed so much’ My relationship with my daughter completely changedέ I don’t guide her or I guide her when she asks me to. I dissociate, as much as I can, because when things get hard I am still one with my daughter, but I keep this life stance of respect towards her being and her existence, it is not a typical respect, it is a life stance of respectέ I don’t know, am I clearς”Pζ 47

4.2 Training in PCA as a journey of self-awareness This super-ordinate theme that emerged from the interviews involves training in PCAas a journey of self-awareness. It refers to the deeper reasons for which people with a nonmental health background chose this training, on the one hand and the way in which theyexperienced it on the other. Therefore, this journey of self-awareness is analyzed throughfour themes: The need for self-awareness and the interest in the person as factors inchoosing PCT; choosing Person-Centered Training through personal and professionalanxieties; experiencing training as an asset of development; experiencing new horizonsthrough training.4.2.1 The need for self-awareness & the interest in the person as factors of choosing PCTInterest in deeper self-awareness and the person has been mentioned by manyparticipants as one of the reasons, among others, that they chose to do this training.Participant 2 indicatively says:“In general it was my need, to explain peoples’ behaviours as well as myown” P2 Another participant also emphasizes that while she had no idea what the Person-Centered Approach was, her interest in the person, that had always been strong, finallyled her to this journey of self-awareness.“For starters, when I made the decision to get involved with the aspect ofcounselling, I had no idea what the Person-Cantered Approach was, I justhad this obsession since childhood of…, of being very interested in people, Iwas very interested in finding who I am, that is why I studied theatre, andtheatre for me was the first step for this, this journey of self-awareness, let’ssayέ”Pη 48

4.2.2 Choosing PCT through personal & professional anxieties For some of the participants, personal and professional anxieties were associated withthe choice of the specific training. The example of participant 1 is indicative of herjourney that initially began through therapy.“It was due to the difficulties that I dealt with when my daughter wasentering puberty, there were, some issues began emerging in the family – Iwas married then- that I could not handle, I didn’t…, it was a difficultsituation and so I started, triggered by parenting school,… I went intotherapy and after some workshops I participated in, I distinctly rememberthey had left me with, I was affected by what I had experienced in theworkshops, from the way they were held, that the process evolved and allthis came as a natural continuance of thingsέ” P1In addition, anxiety, this time professional, was the trigger for participant 3 to choose thistraining.“My anxiety on how I was in, on how I was in relation to my professionalcapacity, in the classroomέ That I wasn’t enough the way I was and that Irequired something, more tools so I can stand as best I could and that Ineeded them, that something was missingέ”P34.2.3 Experiencing training as a asset for development For all the participants and regardless of the initial reasons why they chosetraining, this has been, in one way or another, an asset for development. In the following 49

fragment participant 2 focuses on the experiential aspect of training and how thatcontributed to her personal development. “…For starters, because training was very experiential and I brought my own things, … , that I believed that I couldn’t share with anyone, that I didn’t expect that they existed or that they affect me and how, all this, um, they came out because our empirical part was what we were working on and it was very facilitative for me to understand even more essentially, generally about the person”P2Participant 6 also lived training as an experience of personal evolution. “It was probably two factors, the first factor was an internal search, for personal evolution and for the longest time that is how I was thinking…”Pθ4.2.4 Experiencing new horizons through training Lastly all the participants describe the experience of training in the Person-centredApproach as an experience of opening new horizons. The following description ofparticipant 3’s training is rich in imageryέ“How was it in trainingς It was like training came and opened a newchapter for me, that, on how I am in relation to others and how I amresponsible for myself, but I can’t bear other peoples responsibility,something that troubled me a lot, that, it was very strong in me that you hadto learn, the children had to learn something from me and that opened up ahorizon, I started seeing better what happens in relation to that. In the end,person-centred gave me a sense of calmness in me for what happens in theclassroom,έ”P3 50