Within the USA, ideal psychotherapist characteristics of clinical psychologists can be traced to a report of the Committee on Training of Clinical Psychologists (1947) who compiled a list of ideal qualities of trainees: superior intellect, originality, insatiable curiosity, interest in others as individuals, self-insight, a sense of humour, tolerance, a lack of arrogance, an ability to establish warm relationships, methodical work habits, an acceptance of responsibility, tact, integrity, self-control, a sense of ethical values, being broadly educated and having a deep interest in clinical psychology (McFall, 2006). This list still holds sway seven decades later as such qualities are rated in referee reports and in selection procedures within South Africa (which is to be further outlined in 2.9.2.).
In terms of providing a depiction of a sought-after psychotherapist a ‘list of ingredients’ outlining desired personal attributes for psychotherapists has been proposed (Ackerman & Hilsenroth, 2003; Ahn & Wampold, 2001; Jørgensen, 2004; Kahr, 2005; Orlinsky & Rønnestad, 2005). Orlinsky and Rønnestad (2005) identified the following key characteristics of
psychotherapists: strong interpersonal skills, intellectual strength, curiosity, flexibility, openness to experience, a reflective temperament and not having severe psychopathology. Jennings and Skovholt (2004) have identified a three-pronged depiction of a master psychotherapist. Firstly, on a cognitive level, master psychotherapists expect to encounter complex ambiguity, possess insatiable curiosity and a love of learning, demonstrate profound understanding of the human condition, and are guided by this accumulated wisdom. Secondly, in terms of the emotional dimension of personality, master psychotherapists possess deep self-acceptance, humility, high self-awareness, quiet strength, an intense will to grow, vibrancy, and a passion for life. Thirdly, in the relational dimension, master psychotherapists prioritise intensively engaging with others, possess acute interpersonal perception, work from a nuanced ethical compass of virtue ethics,
33 demonstrate generosity within limits towards clients, utilise varied relationship stances, and actively seek out feedback.
The following characteristics have been highlighted across Psychodynamic (e.g., Freudian, Sullivanian, Ego Psychology, Self Psychology), Humanistic (e.g., Rogerian,
Existential, Gestalt), or Learning (e.g., Behavioural, Cognitive-Behavioural, Social Learning) orientations namely; self-integration, anxiety management, conceptualising skills, empathy and self-insight have been found to be evident in excellent psychotherapists (Van Wagoner, Hayes, Gelso, & Diemer, 1991). Najavitst and Strupp (1994) emphasise that effective psychotherapy hinges upon the warmth and affirmation capacities of the psychotherapist and ensuring that attacking and blaming is kept to a minimum.
Personal characteristics of psychotherapists have been studied particularly by
psychotherapists from the vantage point of depth psychology (Israelstam, 2011; Kelly, 2007; Klein et al., 2011). Israelstam (2011) asked fifty four members of the Australian Society of Psychoanalysts, ranging from training candidates, junior members (five years or less experience after qualification) and senior members, to provide “a list of indicators of analytic capacities that they believed a candidate should be able to demonstrate and aspire to, in order to eventually be thought of as a competent analyst” (p. 1290). The results of this study of Australian
psychoanalysts showed that the personal characteristics of the psychoanalyst and emotional regulation were regarded as the most important capacities according to the participants. Identified personal characteristics included: empathic understanding, attunement, humility, acceptance, respect, frustration-tolerance, patience, firmness, curiosity, creativity, authenticity, integrity, trust, ethics and a quest for truth. Management of boundaries, perceptual awareness, maintenance of an analytic stance, interpretative and conceptual (capacity for symbolic thought) abilities were then rated as necessary. The candidates, unlike the junior and senior analysts, held that management of boundaries was of slightly more importance than perceptual awareness.
Kelly (2007) argues that Jungian analysts are shaped by whom analysed them and in turn analysts teach and train in the ways that they were shaped, thus creating an analyst lineage by virtue of the personal analysis being central to training and qualification. Though the training analysis is separate from any other training or evaluation context, candidates qualify based on their personal development and maturity that has grown out of the training analysis as well as their knowledge base acquired in coursework. In terms of selecting suitable candidates, Kelly
34 (2007) proposes the following key questions: Does the applicant have the capacity to make use of what is offered in the training programme and show sufficient potential to warrant the
investment? If someone dear to me or I myself needed help, would I consider consulting with or referring to the applicant? What is the quality of their presence and of relatedness? and, Does the applicant show a capacity to reflect on their process and be receptive to feedback?
With specific reference to psychoanalytic-orientated psychotherapists from an American vantage point, Klein et al. (2011) list good relational skills, love of learning, tolerance of
ambiguity, capacity for little or delayed gratification, flexibility, resilience and inherent attitude, ethical and values suited to the profession of psychotherapy. Despite pinpointing ideal
characteristics, Klein et al. (2011, p. 289) concede that candidates cannot possess all desirable qualities but rather trainers need to prioritise the candidate having most of the characteristics present resulting in “the more natural fit” between the candidate and the career of a
psychotherapist. Klein et al. (2011) strongly advocate that trainers “have a responsibility to graduate only those who meet a reasonably high standard of competence and character to qualify them to practice” (p. 290).