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Training in Emotion-Focused Therapy (EFT) is a multifaceted learning process that many trainees find to be challenging. In order to develop a fuller understanding of the process of learning EFT, we carried out a qualitative interview study focused on practicing psychotherapists who had completed at least the four-day level one EFT training. Transcripts of twelve semi-structured interviews focused on facilitative factors and challenges in learning EFT were analysed using the descriptive-interpretive method (Elliott & Timulak, 2005) to identify the main learning experiences and themes. Revealing a continuum driven by therapist motivation, our results depict learning EFT as a synthesis of personal and professional growth. The experiential activity of engaging with the many aspects of EFT training promotes a learning process that spans five broad domains of Personal Motivation for Learning & Development, Experiences of Formal EFT Training, Informal Learning Activities, and Learning & Development via both Supervision and Professional Practice. Grounded in the search for meaningful and fruitful practice, and generating a deep and sustained commitment, EFT training is an immersive process fuelled by experiencing the effectiveness of the approach. This study maps the complexity of the modality, its learning pathways and the overall experience of EFT in action. In addition, we summarize steps that can be taken to enhance formal EFT training. Whilst participants highlighted its emotionally demanding complexity, dedication and enthusiasm for this model of therapy remained unabated due to 'in practice' observable effects and enhanced understanding of the therapeutic process.

Objectives: The project investigated the experiences of ambulance paramedics in applying the principles and protocols of prehospital multiple casualty triage at the scene of motor vehicle accidents. Key objectives included investigation of the situational cues and other contextual factors influencing triage practice and the development of recommendations for the future education of ambulance paramedics. Methods: A triangulated approach was used incorporating demographic data, the use of focus groups and in-depth interviews. A thematic analysis was undertaken following the well established practices of human science research. Results and conclusions: The research describes an extended and broadened triage process returning to a more authentic definition of triage as the practice of sorting of casualties to determine priority. The findings highlight the need to consider triage as an extended and complex process that incorporates evidence based physiological cues to assist decision making and the management of the process of triage from call out to conclusion including assessment of contextual and situational variables.

AimThis study explored the impact that the research process has on individual clients and their progress in therapy.MethodThis was a relatively small-scale qualitative study (N=17). The data consisted of an archive of semistructured interviews from a university-based psychotherapy research clinic that were analysed using a version of grounded theory analysis.FindingsSome clients described as helpful the use of questionnaires, particularly the Personal Questionnaire (PQ) and Helpful Aspects of Therapy (HAT) Form, and the Qualitative Change Interview. Research procedures reported by other clients included the use of recording equipment, questionnaires (particularly the HAT Form), and interviews. The meaning that the research process had for clients was also considered, and provided evidence for a ‘moral trade-off’ experienced by participants.DiscussionThere appears to a great diversity of client experiences of the research process, some positive and some negative. Questionnaires, recording equipment and interviews were the most commonly discussed aspects of the research process.ImplicationsThese findings give us some indication of the issues that should be considered when planning research in the counselling psychology field.

Emotion-Focused Therapy is an integrative, humanistic, empirically-supported approach; it emerged from the Person-Centered tradition and in particular its experiential branch (i.e., late Rogers and Gendlin). It integrates active process-guiding therapeutic methods from gestalt therapy and focusing within the frame of a person-centred relationship, but gives emotion a central role in therapy as a source of meaning, direction and growth. In this chapter we describe the core assumptions and values of EFT, EFT emotion theory and practice principles, and some of the main kinds of therapeutic work in EFT (“markers and tasks”). We conclude with a summary of EFT emotion change principles and a brief case example

WE have recently observed1 a regularity in the diffusion coefficients in air of some normal alkanes. A plot of diffusion coefficient against reduced molecular weight for each alkane-air pair was linear and the intercept on the reduced molecular weight axis approximated the molecular weight of air. This discovery prompted an analysis of literature data to see whether the phenomenon was exhibited by other homologous series.