Ryan Blake / Ryb0084@mylondonmet.ac.

uk / LMU MSc Counselling and Psychotherapy

Module (PY7217): Research Methods for Counselling and Psychotherapy - Spring 2023-24
Assignment Notes – Reflective Essay
A research report based on an empirical study conducted to address a topic or issue of relevance
to counselling and psychotherapy:
What factors motivate trainees to become professional counsellors and train in an integrative approach?
(2000 words excluding references).
Dr Jane Hunt

INTRO
The focus of this research is to ascertain what motivates trainees to become professional counsellors, and
if this is relates towards training in an integrative fashion.

This exercise functions as part of our overall research training. The focus for this research was to
interview two fellow students using a qualitative, thematic approach. This was adopted in order to gather
rich, detailed insights about the trainees insights and motivation and complexities (Hayfield et al., 2018)
involved in becoming a therapist, (and integrative).

Through these interviews, we may also generate a theory to see if intersectionality and other contexts
effect said motivations to any notable extent; as well as exploring any inherent subjectivity, aspirational
traits and desires for personal growth. Further, we may see if such motivational imperatives are key to
becoming an integrative therapist or if modalities are incidental or critical. Given the focus on university
students, it may also help said Universities facilitating future student cohorts of a diverse demographic
base.

LITERATURE REVIEW

BACKGROUND
The systematic exploration of psychotherapists' motivations has perhaps not garnered sufficient
attention in research. Understanding why individuals choose therapy as a profession is crucial, as it
significantly influences therapeutic outcomes. The lack of large-scale research-backed understanding
these motivations leaves this crucial aspect relatively unexplored in reflective practice and
endeavours of personal development.

MOTIVATIONAL IMPERATIVES
My research sources were predominantly Google Scholar and Research Gate. Upon initial reflection,
it seems that most of the research in this area seems to solely look at motivational factors in
entering the therapeutic professions, with no more precision than this. There is some general
consensus that choosing said career is mainly an unconscious choice (McBeath, 2019) which
contradicts the findings of this research, (though they remain connected in that there was no
deliberate choice to enter this profession – see ANALYSIS for more).

In parallel, the most frequent known response to becoming a therapist is simply “Because I want to
help people,” (Norcross & Farber, 2005). This is followed across the research through the basic
premise, that there is a “Lay Helper Phase” (Jayasinghe, 1996). This simply points out that there is a
rite of passage in many trainee counsellors indicating that they will be engaged in aiding others in a
non-professional, ongoing basis, (following a personal guiding philosophy).

One area that does have symmetry with this research is the idea that altruism is critical in the desire
to become a therapist (Beatty, n.d.). This altruism connects us to the tenet of Maslow’s Hierarchy of
Needs as a motivation (Being a Trainee Counselling Psychologist - First-Hand Experiences, 2013).

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After essential needs are met there is a need for prospective therapists to help those going through
similar trauma. On a more exacting level we uncover research that from this trauma healing,
therapists are often motivated by childhood loneliness and isolation (Barnett, 2007). It is fair to say
that the concept of the “Wounded Healer” is found across multiple instances of research into the
motivational imperatives of trainees counsellors (Mander, 2018) (Wheeler, 2002) (Cain, 2000). One
of the key aspects that arises from this motivation is that those who seek this profession are those
who have looked into their trauma and gained enlightened self-interest and compassion, thus
enabling them to help others.

RESEARCH GAPS
It seems that despite a degree of research on motivational factors for entering therapeutic
professions, practically no attention has been paid to the significance of specific therapeutic
modalities, particularly the integrative approach. This research gap leaves unanswered questions
about the relevance of modality choice in therapist training and practice, warranting some
investigation to inform effective training strategies and client outcomes.

METHODOLOGY

WHAT DID WE DO?

By interviewing a reflexive and convenient sample of two fellow students on an MSc Counselling and
Psychotherapy course, an attempt was made to ascertain motivational imperatives for becoming a
professional counsellor, and whether the integrative approach was an a priori factor in this endeavour.

WHAT WAS THE APPROACH? RESEARCH PARADIGM

A qualitative, interpretative and thematic approach was adopted. This was due to the need for flexibility
that was needed to analyse the interviewees potentially diverse life experiences (Braun & Clarke, 2006).

This filter also allows for any given results to be more accessible and valid through rigorous and
transparent coding/themes. This coding technique was inductive, allowing the data to dictate the themes
as they were revealed. (Jones, 2022). As a reflexive exercise this became especially important, the
interviewees being fellow students on the same course, meaning we may share motivational imperatives.

ONTOLOGY
A critical realist approach was adopted for this research as it directly pertains to the subjective and
personal elements of the interviewees motivations (Ussher, 1999). It therefore highlights why the
interviewees narratives have coalesced as a desire to become counsellors (and potentially integrative).
(University at Buffalo, 2024).

DATA COLLECTION
The interviewees were asked a series of questions on a one-to-one basis, (five, with room for ancillary
questions that developed), to ascertain their various pertaining life experiences and choices leading to
their current therapeutic training situation. They took place over a 30-minute period recorded and
transcribed via Teams to ensure data security, eventually all of this data was deleted once coding was
completed.

REFLEXIVITY
This study pertains directly to myself as the interviewer, by shedding light on my fellow student’s
motivations I may also understand my own more precisely, it may have influenced my coding process
through such commonality.

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INTERSECTIONALITY
What events shape or make a counsellor is a dynamic question that may reveal intersectional factors,
leading to what promotes the desire to help others who share similar ideations and experiences. It will
also be reflected in the diversity of the sample base, whether there is commonality across such
differences, it therefore also gives us an effective framework to strengthen our reflexive working.
(Rodríguez & Ridgway, 2023)

VALIDITY
This method allows for rich, in-depth exploration of trainees' motivations, providing a nuanced
understanding of the interplay between personal, professional, and contextual factors driving their career
aspirations. We can let any reviewers of our research clearly see how our data collection technique has
led to our specific conclusions, thus ensuring our work is valid and trustworthy. (Roberts et al., 2019)

ETHICS
To ensure an ethical approach, my research interviewees were required to fill out a consent form (BACP,
2019, C3), as well as an information sheet detailing the nature of the research. Post-interview they were
given a debriefing sheet (see Appendix for all relevant documents). (BACP, 2019, 1A) These were
included to protect them from risk and allay concerns over issues of vulnerability and promote trust
(BACP, 2019, 2A).

Microsoft Teams was used for recording/transcribing the interviews ensuring online security, the clients
were told that the interview videos and transcripts would be anonymised and destroyed (BACP, 2019,
1A,2B, 3C).

Each subject was reminded of these facts at the start of the interview (BACP, 2019, 1A,2C). Each
interviewee was told, should any questions need clarification, or if uncomfortable answering them, they
need only tell the interviewer and adjustments would be made (BACP, 2019, 1A, 6D0)

The questions were designed to consider intersectionality (BACP, 2019, 7A) through deliberate neutral
phrasing, avoiding any form of exclusion or discrimination.

This research raised ethical issues re: conflicts of interests, given my own interest in an integrative
approach (Mecca et al., 2015). There was also some concern the idea that by going through past life
experiences, there may have been potential trauma in the telling (Livanou et al., 2023). Further there may
have been a consideration of professional boundaries as I am a colleague in the same field (Nowell et al.,
2017).

FINDINGS
This research led to three overriding themes “Transformation through adversity” evolving from the codes
“Wounded healer” and “Overcoming childhood trauma.” In this theme we discussed the formative effects of
negative experiences leading to the desire to become counsellors. “Wounded healer” pertains to more general
traumas that spurred interviewers into helping others; “Overcoming childhood trauma” drills down into the
same idea but during the formative years.

The second theme “Empathetic engagement beyond therapy” has the coding “Putting others first” and “non-
Counselling experience.” These codes point us at the idea that counsellors have innate capacities to aid others,
secondly, they have unofficial/unpaid counselling experiences.

The third theme “Multifaceted healing approaches” was borne of two codes “Integrative as a choice” and
“Experience with modalities.” These themes directly pertain to counselling; whether the integrative approach
is actually an a priori factor or incidental to interviewees becoming counsellors. The second code addresses
what experience with the therapeutic modalities the interviewers have, and how this may have guided them
to becoming integrative trainees.

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THEME 1: TRANSFORMATION THROUGH ADVERSITY

A dominant theme was that counselling trainees were found to have gone through traumatic experiences,
primarily, (but not exclusively), in their formative years.

“I hadn’t healed from childhood trauma.” Participant A (PA) L106

“Very unsupported as a child.” Participant B (PB) L91

Whilst both of these responses are on different parts of the wounded healer ‘spectrum,’ both are front and
centre in our samples motivations toward becoming therapists. (Barnett, 2007)

Further, both interviewees recognise this was to be processed and turned into a motivational factor to prevent
this happening to others, thus perhaps seeking to become therapists as a direct response.

“Fix these kids … fix me as a child” (PB, L119)

“On that journey, fixing myself from childhood trauma.” (PA, L51)

Note here how both subjects recognise their motivational imperative; a deliverable action to help themselves
through the notion of helping others, (Murphy, 1911)

THEME 2: EMPATHIC ENGAGEMENT BEYOND THERAPY

Here we see commonality once again, both subjects point to personal experience with counselling
outside/prior to training. Both comment on how they have counselled others as an intrinsic part of their life.
They had achieved the first element of any counselling, that being contact with the ‘client’ (Erskine, 1993).

“For me, it’s that wanting to help others along their journey to healing” (PA L87)
“I’ve worked as an advisor for ages” (PA L23)
“I would step into the role of therapist” (PB L151)

Here again, both are motivated towards counselling through personal, deliberate experience and desire to
help others an aspect seemingly borne of the aforementioned trauma (see previous theme). Carl Rogers noted
that this connection through helping others is “Highly rewarding” (Rogers et al., 1962) and can also act as a
spur towards becoming a professional counsellor.

It is worth noting that both comment on a previous professional experience that was counselling adjacent and
enabled them to move laterally into counselling. Their experience acted as motivation and propulsion towards
professional counselling as both are “Predominantly involved with people” (Brown, 1991).

THEME 3: MULTIFACETED HEALING APPROACHES

This theme emerged through direct confrontation with the counselling world. By addressing the integrative
approach in light of experiences with separate modalities, we uncover the motivational relevance of
integrative counselling.

“Integrative counselling … is completely new to me” (PB L20)

“It was something new for mw” (PA L32)

Though a narrow sample, we can safely conclude that the integrative approach was not relevant, (and wasn’t
known of), as a part of the motivational factors towards becoming a professional therapist.

An element that did arise in relation to motivations, (as regards being a therapist), is that both interviewees
cited their desire to embrace this approach, (now it is a part of their training).

“Having an integrative approach to people is very important” (PA L138)

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“It allows me to tailor my approach” (PA L143)

“Integrative completely takes anxiety away from me” (PB L248)

Neither trainee indicates any impetus towards becoming an integrative counsellor as a motivational force
towards becoming a counsellor. However, the positive embracing of an integrative approach speaks to an
adopted motivation for future counselling work and research in this area. It is revealed as a critical component
in motivating our interviewees, (as ongoing counsellors), desiring to be “Flexible in terms of tailoring treatment
to each unique client.” (Irish Association of Humanistic & Integrative Psychotherapy (IAHIP) - on Becoming an
Integrative Psychotherapist, n.d.).

DISCUSSION
It is clear that, from our limited sample, a key motivation for becoming a professional counsellor is trauma at
any early age (See theme table “Wounded healer” in the appendix) and the desire to ensure said trauma
doesn’t go untreated in others (see theme table “Empathetic engagement beyond therapy” in the appendix).
This clear motivational factor is in line with previous investigations, making it clear this is a widespread tenet of
becoming a therapist (Farber et al., 2005). Both interviewees point to specific childhood trauma as a
motivation towards becoming a comfort to others and later therapists.

“Many of us who choose to become psychotherapists do so with the hopeful prospect that we can experience
and be an ascendant agent in intimate relationships without some of the risks for hurt and disappointment
that we experienced in our earlier attempts at love and friendship, particularly within our own families.”
(Goldberg, 1986)

This study indicates that there are no inherent motivational factors that induce desire to train in an integrative
fashion. Both refer to it as beneficial and embrace the approach a posteriori, whilst also stating it’s “New” (See
theme table “Experiences with modalities” in the appendix) for them.

Future research, might lead specifically towards whether modality is a key component in counsellor training,
rather than the general approach here. This may well inform training institutes recruitment process in the
future.

It’s also important to recognise our small research base of two fellow students on the same course as the
interviewer. This must be coupled with the narrow demographic band within which this operated.

Largely, the results agree with most tranches of research in this area. Prospective counsellors are often
wounded healers who have gone through trauma in their formative years where there is “A prevalence of
childhood trauma and family dysfunction … amongst those entering into the therapeutic professions”
(Maunder et al., 2010). This is especially true amongst females who have a higher rate of childhood trauma
than among professionals who work outside mental health workers, this is relevant due to the demographic
slant of the interviewee base (Elliott & Guy, 1993).

This does have implications for the profession. Were this to be extrapolated across the profession, not only
would it indicate a Shaman-like requirement to go through trauma to heal it in others; this would potentially
point to a statistical imbalance towards female therapists (McBeath, 2019)

It seems there is far less research on the influence of modalities as a siren song for prospective counsellors.
This may be due to a specificity that precludes or outweighs the simpler desire to help others facing similar
traumas to those trainee counsellors have gone through. It seems there is fertile ground here for research into
the effects of modalities on prospective trainees and if modality is any factor at all. This research indicates that
there is no draw towards the integrative. However, there is also an interesting contradiction regarding these

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results, as there is a vastly heavier leaning towards integrative practise, in 95% and upward of cases in this
fashion, suggesting a great importance to prospective counsellors in their choice of practise a posteriori.

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APPENDIX

Participant Consent Form

Title of study: Trainee Counsellor Voices: Understanding Motivations for Becoming a
Professional Therapist

Name of investigator: Email of investigator:

Name of supervisor: Email of supervisor:

PARTICIPANT
1. I confirm that I have read and understood the Participant Information Sheet for the
above study. The information has been fully explained to me and I have been able to
ask questions, all of which have been answered to my satisfaction.
2. I understand that taking part in this study is entirely voluntary. I understand that not
taking part will have no negative impact on me.
3. I understand that I can leave this study at any time without giving a reason, as
specified in the participant information sheet. I understand that leaving this study will
not affect my progression on the MSc Counselling and Psychotherapy course,
now or in the future.

4. I understand that I will not be paid for taking part in this study or receive any benefits
from any products developed as a result of this research study.
5. I know how to contact the research team if I need to.
6. I note that for the purposes of this study no demographic information will be recorded
about in order to protect my anonymity and confidentiality on my training
programme).
7. I agree to take part in this research study, having been fully informed of the risks and
benefits in the participant information sheet provided to me.

By signing this document, I express my understanding of, and agreement with each of the
above statements.

Signed: ................................................ Date:

(By participant)

Print name: ...................................................(PRINT NAME)

RESEARCHER
I have informed the participant of the nature and purpose of this study and have sought to
answer any questions to the best of my ability.

Signed: ................................................. Date:

(by researcher)

Print Name:

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Participant Information Sheet

Title of study: Trainee Counsellor Voices: Understanding Motivations for Becoming a Professional
Therapist

Name of investigator: [insert detail] Email of investigator: [insert detail]

Name of supervisor: Dr Jane Hunt Email of supervisor: j.hunt@londonmet.ac.uk

1. Invitation
You are being invited to take part in a research study about trainee counsellors and their motivations
for wanting to train as a counsellor on an integrative training programme. Participation in this study
is voluntary. This study is undertaken to write an MSc research assignment in Counselling and
Psychotherapy at London Metropolitan University. Before you decide if you want to take part, it is
important for you to understand why the research is being done and what taking part involves. Please
take time to read the following information carefully and discuss it with others if you wish. Please ask
us if there is anything that is not clear or if you would like more information.

2. What is the purpose of the study?

The purpose of this research is to gather information about trainee counsellors’ motivations and
interests in choosing to train as a professional therapist and to explore why trainees choose to train
in an integrative approach.

3. Why have I been chosen to participate?

We are interested in understanding experiences of trainee counsellors and their motivations for
wanting to train as a counsellor and train in an integrative programme.

You are therefore being invited to participate in this study because you have experience of being a
current trainee counsellor on an integrative training programme.

We are hoping to have two participants take part in this study.

4. Do I have to take part?

It is up to you to decide whether or not to take part. If you do decide to take part, you will be given
this information leaflet to keep and asked to sign a consent form. If you decide to take part, you are
still free to change your mind at any time and without giving a reason. You will still continue to receive
the same level of education on the MSc Counselling and Psychotherapy course without detriment to
you.

5. What will happen to me if I take part?

If you choose to take part in this study, you will be asked to attend an online interview which will last
for thirty minutes. The interview will be arranged at a time convenient for you. In the interview you
will be asked to reflect upon your experiences of seeking to train as a counsellor and what motivated

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you to do this. You will also be asked to talk about some of the reasons that led you to train in an
integrative approach.

6. What are the benefits of taking part?

This study will provide participants with an opportunity to reflect upon your own experiences of
deciding to train as a counsellor and to consider your own motivations in seeking to train in this
profession.

7. What are the possible disadvantages and risks of taking part?

There are no intended risks associated with taking part in this study. However, talking about experiences of
counselling training may recall memories that might be emotionally distressing and therefore there is a risk
of you becoming upset during the interview or afterwards. If what you have shared in the interview, or
memories that you recall after the interview, cause you distress, you may wish to contact one of the support
agencies listed at the end of this letter to arrange to speak with someone further. However, if at any point
you find taking part in the interview distressing you can stop the interview and recording at any point. If after
the interview has taken place, you would prefer your information not to be included in this study you can
withdraw it at any point up until the submission of the final report. You may withdraw from this study at any
point either during or after the interview and you do not need to provide a reason for doing so.

8. Will my participation in this study be kept confidential?

Your privacy is important to us. Once your recording has been transcribed it will be deleted
immediately and before the assignment submission date on the 8th May 2024. All identifying
materials will be removed from your transcript in order to protect your anonymity and
confidentiality. No demographic information will be stored about you during this interview.

Your interview will be recorded via Microsoft Teams and your recording will be stored on the
university server until your recording has been transcribed. Once your recording has been
transcribed it will be destroyed immediately.

Any information that leaves London Metropolitan University will have the name removed so that
your identity remains confidential. We will never share your audio or video files with any third
parties.

Information gathered for the purposes of this study will be used for the purposes of the Research
Methods Module (PY7217) assignment only and no material from your transcript will be published
or used in other contexts.

9. What will happen to the results of this research?

Information gathered for the purposes of this study will be used for the purposes of the Research
Methods Module (PY7217) qualitative research assignment only and no material from your transcript
will be published or used in other contexts. Your identify will remain confidential throughout this
study.

10. What do I do if I have any further questions?

If you have any questions or concerns regarding your participation in the study, please ask the
researcher that gave you this information leaflet for further information. They will be happy to
answer any questions that you may have.

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11. What is the lawful basis to use my personal data?

Information will only be used for this research study which aims to develop, improve understanding
in this field. The legal basis for processing your personal data is Article 6(1)(e) of the EU General Data
Protection Regulation (GDPR). Your data will be stored confidentially on the university server and
destroyed once the researcher has successfully passed their assignment no later than 31st September
2024.

12. What are my rights in relation to your use of my personal data?

The legal basis for processing your personal data is Article 6(1)(e) of the EU General Data
Protection Regulation (GDPR) and the United Kingdom General Data Protection Regulation
(UK GDPR), as amended by The Data Protection, Privacy and Electronic Communications
(Amendments etc) (EU Exit) Regulations 2019. If you would like more information about
how your data will be processed at London Metropolitan University in accordance with
these regulations, please visit the following link:
http://www.londonmet.ac.uk/about/policies/data-protection/

In particular, you are entitled to request any of the rights below unless it would make it impossible or
very difficult to carry out the research study:

 The right to access to your personal data;

 The right to receive a copy of your personal data;
 The right to ask us to restrict our use of your personal data;
 The right to ask us to correct inaccurate information about you; or
 The right to ask us to delete your personal data.
You are entitled to object to any further processing of the information we hold about you (except
where it is de-identified).

You can learn more about data protection in relation to this study by contacting the researcher or the
supervisor at (contact details above), and you exercise these rights by completing the Data Access,
Correction or Erasure online survey at [insert the Web link].

Please note that these rights relate to data which could identify you (personal data). If your data has
been anonymized, we will not be able to access or delete it as we will have no way of being able to
link the data to you.

13. Time limit to withdraw from the study

You will need to notify the researcher that you wish to withdraw from the study by the
30th April 2024.
14. Ethics review and approval
This study was approved by the Research Ethics Review Panel (RERP) of the University on
[insert detail] and conforms to the British Psychological Society’s Code of Ethics and
Conduct (2021).

This is not relevant for this study as it is part of the class assignment. However, please note as
the researcher you are expected to act within ethical guidelines and data protection protocols
when conducting this research including storing data safely following the below requirements:

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 Only recording on MSc teams

 Deleting the recordings of your two interviews once you have your transcript.
 Anonymising all identifying material on the transcript to protect your
participants’ confidentiality.
 Deleting the transcript of the two interviews once you have received notification
you have successfully passed your assignment.

15. Keep this document for your own record

We encourage you to please keep a copy of this document for your own records.

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Participant Debrief Form

Title of study: Trainee Counsellor Voices: Understanding Motivations for Becoming a
Professional Therapist

Name of investigator: Email of investigator:

Name of supervisor: Email of supervisor:

1. Thank you for participating in our study.

2. This study will explore trainee counsellors motivations for wanting to train as a counsellor and
their reasons for choosing an integrative training programme. Participation in this study is voluntary.

3. If you like to know more about the topics covered in the study, you may find the following
sources useful: Research Methods Module (PY7217) WeLearn site.

4. The Participant Information Sheet that you read prior to participating in this study is
available on the Research Methods Module (PY7217) Weblearn site under week 8.

5. Your data will be stored securely and analysed anonymously, as detailed in the
Participant Information Sheet.

You are entitled to request, modify or delete your data at any time by emailing the
researcher.

We take the opportunity to reiterate that your participation in this study is entirely voluntary,
that you can leave this study at any time without giving a reason, and that leaving this study
will not affect your progress on the MSc Counselling and Psychotherapy training
programme.

However, because the student carrying out the research will submit their assignment on the
8th May 2024, you can exercise your right to access/modify/erase your data only until 30th
April 2024.

6. If you have any questions or queries about our research, please feel free to contact any
of the researcher or research supervisor named above. If you would like more information or
feel uneasy about any of the questions you answered, please do not hesitate to contact one
of the researchers who will be happy to provide further information.

7. If you experience any distress about any aspect of your participation in this study, please
raise it with Dr Jane Hunt, the researcher’s supervisor.

8. If you feel your concerns are more serious or complex, you may wish to contact the
following support services:

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Name Counselling Service

WWW https://student.londonmet.ac.uk/life-at-london-
met/student-services/counselling-service/

studentservices@londonmet.ac.uk

Email Address 0207 320 2848

Tel

Name Disabilities and Dyslexia Service (DDS)

https://student.londonmet.ac.uk/life-at-london-
WWW met/student-services/disabilities-and-dyslexia-
service-dds/

dds.studentservices@londonmet.ac.uk

0207 320 2848

Email Address

Tel

 If you feel that you need help with your approach to learning at the University, you may
consider getting in touch with your discipline-specific Academic Mentor – contact details are
available at: https://student.londonmet.ac.uk/your-studies/study-resources/academic-
mentors/

9. Please keep this document for your own record.

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Module (PY7217): Research Methods for Counselling and Psychotherapy

Interview Questions for Assessment

1) Tell me a little bit about your course

<How long is it? What university? Etc.>
2) What in your life experience has motivated you towards counselling? If any?
<Wounded healer – definition and resonance> <Childhood> <People you know> <Social
context>
3) Have you any prior experience in counselling theory / practise? As a client or therapist? Or
in any other capacity?
<Tell me a little bit about your journey into/with counselling>
4) Your course in integrative, what does this mean to you? What motivated you towards
choosing this course?
<Are you already a counsellor?> <What led you to becoming an integrative
counsellor/counsellor?>
5) Dream Question – Where do you ideally see yourself in 10 years re: Therapeutic
counselling?
<Location> <Career> <Further training>

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THEME TABLE:
What factors motivate trainees to become professional counsellors
And train in an integrative approach?
Themes Codes Extracts/ Evidence
Wounded Healer
Theme 1: "Transformation Through
Extracts/ Evidence
Adversity.”
Overcoming Childhood Trauma

“On that journey, healing myself from childhood trauma” A L51

Wounded Healer – pertains to traumatic
events in life that spurred interviewees to
help others / potentially affecting their
Events in the interviewees lives that has
choice to become counsellors / work of
influenced them towards becoming
that nature
counsellors that do not directly involve
counselling. Overcoming Childhood Trauma –
specifically events in early life that
contribute to the interviewees developing
a helping nature / towards becoming a
counsellor
“Childhood trauma plus the people I've come to know” A L72”Going through the
childhood trauma that I did” AL76
“I Hadn’t healed from childhood trauma” AL106
“It was sexual trauma at a very young age” AL77
“You don’t take things outside your community” AL79
“We went into my childhood and certain experiences” AL128
“So that was me as the client, Total Mess needed help and I was helped” AL108-109
“I am very person-centred in the way I approach people, and that's because of my faith
” AL40
“Pick up pain over your life” BL83
“Pick up those wounds” BL84
“Vulnerable time of your life” BL85
“Hey, who’s helping me here?” BL87
“Very unsupported as a kid” BL91
“Empathise with young me” BL92
“Fix these kids … fix me as a child?” BL109-110
“I was looking for support that I never got” BL86

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Theme 2: "Empathetic Engagement
Beyond Therapy"
Personal experience of counselling outside
of the professional or educative arena that
influenced / lead to the professional /
educative arena
Theme 3: "Multifaceted Healing
Approaches"
Experiences within education and
counselling proper that may have
influenced the interviewee towards an
integrative approach and counselling as a
profession. This includes examples of when
experience didn’t lead to the integrative
approach as well, to show variances in this
path.
Ryan Blake / Ryb0084@mylondonmet.ac.uk / LMU MSc Counselling and Psychotherapy
Putting Others First
Non-Counselling Experience
AL37 “It's what we should all be doing, whether we're in counselling or not, putting
Putting Others First – Elements that
promote a compassionate nature in the
interviewee (non-childhood or necessarily
connected to counselling directly)
Non-Counselling Experience – areas where
the interviewee has acted perhaps as an
unofficial counsellor, helping others
informally but with some structure and
expertise, gained formally or informally,
outside of any conscious modality.
“I've now moved into the role of being a nanny slash governess, which is just me as a
Integrative as a choice
Experience w/modalities
Integrative as a choice – Events, actions,
attitudes towards integrative as a course
option, including ignorance of the concept.
Experience w/modalities – direct
knowledge of the various modalities, there
application and how they may have
affected the choice to pursue integrative
paths. Includes attitude towards
integrative contemporaneously.
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Extracts/ Evidence
someone else at the centre”
AL87 “, for me, it's that wanting to help others along their journey to healing”
AL39 “Being non-judgemental and doing this course has solidified that in me”
AL57 “my main focus was helping that person overcome their barriers”
AL165 “But people need help regardless of the country's requirements”
AL23 “I've worked as an advisor for many years”
“My friends always come to me for support” BL137
“I’m really good at supporting people” BL34-135
“Then I kind of would step into the role of therapist” BL151
“Holding, security, safety, they were getting it all from me BL152."
sole worker” BL60
“I like to have a lot of tools in my arsenal” BL234
Extracts/ Evidence
“Learning about myself” AL82
“Self-reflecting” AL83
“That the essence of the course is person-centred” AL29
“It was something new for me” AL32-33
“(Integrative) what we should all be doing” AL37
“Solidified what I'm doing. how I'm doing it” AL118
“Not sticking to any one theory, being flexible in my approach to people” AL138
“Having an integrative approach to people is very important” AL138
“I'm able to tailor my approach to the client's needs” AL143
“No two clients are the same. No two needs are the same” AL144
“I'm a Freudian. by, I would say, by nature” AL132
“I love CBT” x2 AL34

Theme 3: "Multifaceted Healing
Approaches" Cont.
Experiences within education and
counselling proper that may have
influenced the interviewee towards an
integrative approach and counselling as a
profession. This includes examples of when
experience didn’t lead to the integrative
approach as well, to show variances in this
path.
Ryan Blake / Ryb0084@mylondonmet.ac.uk / LMU MSc Counselling and Psychotherapy
Integrative as a choice
Extracts/ Evidence
Experience w/modalities
“encompasses that flexibility (Integrative approach)” AL146
Integrative as a choice – Events, actions,
“I want everybody to have, it would be better decision-making skills” AL237
attitudes towards integrative as a course
option, including ignorance of the concept.
“integrative counselling, which is completely new to me” BL28
“Totally new to me” BL30
Experience w/modalities – direct
“I didn't quite realise what interpretive meant” BL44
knowledge of the various modalities, there
“I've got no formal experience prior to this” BL120
application and how they may have
“I did start with an undergraduate in psychology” BL123
affected the choice to pursue integrative
“Having a bit of knowledge in three different modalities makes me feel a lot more
paths. Includes attitude towards
relaxed” BL244-245
integrative contemporaneously.
“(Integrative) completely takes anxiety away from me … more relaxed” .
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