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CHAPTER 41

DoCultivating Psychotherapist Artistry Modelnot Existential-Humanistic Training Programs

J. Fraser Piersoncopy, Orah T. Krug Jeffrey G. Sharp Troy Piwowarski post,

he education and training of depth psychotherapists is multifaceted and lifelong, an ethic esteemed by those who espouse an existential-humanisticor (E-H) orientation. T Such an orientation represents an integrated theoretical, philosophical, and value system—a compass rose or point of reference—to navigate through the complexities of psychotherapy and life. Heeding the call to this vocation requiresdistribute successful completion of a substantial body of formal coursework and supervised field experience consonant with the prevailing scientist-practitioner or professional school models of graduate training in clinical and counseling psychology and mental health counseling. In equal measure, its whole-person perspective requires an ongoing commitment to personal and professional development as well as the pursuit of meaningful work, relationships, and avocational interests—in other words, a commitment to being a “pro” (Bugental, 1978, p. 35). The existential-humanistic- integrative perspectives encourage the practitioner to creatively weave together the science, philosophy, and art of psychotherapy; the capacity to do so is the trademark of the “virtuoso” (Bugental, 1987, p. 264).

Authors’ Note: With deep gratitude, we thank our beloved mentor and friend James F. T. Bugental for his vision and verve in creating “The Art of the Psychotherapist” (Arts) courses. He stoutheartedly offered this innovative five-course series on an existential-humanistic approach to psychotherapy for more than a decade to younger colleagues, who now carry the torch of this illuminating perspective. Jim, we salute you for being a wise and spirited pioneer who opened new territories in psychotherapy and in the holistic education of psychotherapists. Your legacy ripples through us to our students and through them to future generations who value the art of life-changing psychotherapy.

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The initial phase of adopting an E-H students at the master’s level are encouraged orientation begins when the student is first to read original sources, they may not be introduced to the wellspring of inspiration required reading on course syllabi. Course provided by the existential philosophers texts typically cover substantial amounts of (e.g., Søren Kierkegaard, Martin Buber, material designed to meet the standards set Gabriel Marcel, Friedrich Nietzsche, Jean- by accrediting bodies, such as the American Paul Sartre, Martin Heidegger, and Maurice Psychological Association (APA) and the Merleau-Ponty) or practitioners identified as Council for Accreditation of Counseling and Dodrawing on a humanistic, existential, phe- Related Educational Programs (CACREP). nomenological, or E-H orientation, from Well-written overviews of a variety of theo- Carl Rogers to the present (e.g., Charlotte ries and practice perspectives are offered in Bühler, notJames Bugental, Clark Moustakas, the typical graduate text with the hope of Viktor Frankl, Rollo May, Sidney Jourard, tempting readers to study at greater depth Kirk Schneider, and Irvin Yalom). However, on their own. actualizing one’s interest in the E-H perspec- Another challenge for the student is that tive may be fraughtcopy, with challenges pertain- faculty members, clinical supervisors, and ing to the acquisition of advanced education mentors identified as primarily drawing on and training. Although humanistic propo- an E-H perspective can be difficult to find nents appear to be represented within aca- in mainstream psychology graduate pro- demic institutions across the United States, grams. For the graduate student enrolled in there are currently relatively few programs an APA- or CACREP-approved program, leading to master’s or doctoral degreespost, course offerings in humanistic, existen- (Churchill, 1994) “centered around a tial, phenomenological, constructivist, and humanistic orientation” (Arons, 1996, p. 5).1 transpersonal psychology are likely to be Traditional clinical or counseling training scant (e.g., see Heatherington et al., 2012, programs do not tend to foster “third force” p. 365, lamenting the 80% “allegiance” to attitudes such as education of the whole cognitive-behavioral therapy among the fac- person, value placed on client and therapist ulty inor APA-approved doctoral programs). subjectivity, and egalitarianism in the thera- To compound the problem, there is a dearth peutic relationship (Gendlin, 1994, p. 339) of E-H–orienteddistribute practicum and internship characterized by participants who embark placements (Gendlin, 1994), although indi- on the journey as “fellow travelers” (Yalom, vidual supervisors may offer modeling and 2003, p. 6). Furthermore, academic text- mentoring in the approach. Consequently, books often represent humanistic psychol- postgraduate training programs become an ogy in limited and historically encapsulated essential resource for psychotherapists who ways (Churchill, 1994). For example, Elkins wish to integrate E-H perspectives into clini- (2009) observes that Rogers’s theoretical and cal practice, teaching, and research. Ensuring research contributions on client-centered the availability of courses and training pro- psychotherapy are often marginalized or grams at the graduate and postgraduate even ignored in clinical training programs. levels is a mission for those who support Our observation of introductory psychol- this orientation and its current renaissance ogy and survey courses at the undergraduate within the field of psychotherapy, especially level is that they typically do not provide the in light of the exciting new research that sug- student with examples of the diversification gests that “humanistic practice principles that exists within the E-H orientation or are a pivotal (and needed) dimension of its dynamic evolution. Although graduate therapeutic training” (Schneider & Längle,

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2012b, p. 480; see also Chapter 26, a special the prevailing notion that particular modali- section titled “The Renewal of Humanism in ties and techniques are primarily responsible Psychotherapy: A Roundtable Discussion,” for therapeutic effectiveness (Duncan, Miller, this volume). Wampold, & Hubbell, 2010; Norcross, 2002; Mounting research evidence affirms Wampold, 2001, 2007). After reviewing a sub- (Norcross & Wampold, 2011; Wampold, stantial number of meta-analyses concerning 2013) what E-H–oriented practitioners have the therapy relationship, the interdivisional long articulated (see Bugental, 1978, 1987; second Task Force on Evidence-Based Therapy DoElkins, 2009; May, 1983; May & Yalom, (Norcross & Wampold, 2011) came to the 1995; Rogers, 1980; Schneider & Krug, conclusion that “the therapy relationship 2010): An effective therapeutic relationship makes substantial and consistent contribu- requiresnot something more profound than tions to psychotherapy outcome independent technical skill or theoretical understanding. of the specific type of treatment [and that it] Effective psychotherapy, regardless of ori- accounts for why clients improve (or fail to entation, is predicated on a humanistic rela- improve) at least as much as the particular tionship (Wampold,copy, 2012). Elkins (2009) treatment method” (Norcross & Wampold, notes that “psychotherapy is more than sci- 2011, p. 98). Norcross and Wampold (2011) ence, and mechanistic techniques. It is also go on to state that “practice and treatment poetry and art” (p. 124). He advocates for guidelines should explicitly address therapist less emphasis on the science of psychother- behaviors that promote a facilitative therapy apy in training programs and more on the relationship” (p. 98), which points to the art of psychotherapy because it is thepost, cre- need for training programs that cultivate ative aspects of the work that support “the the evolution of the therapist’s capacity for experience in which the client begins to feel presence, mindfulness, and attunement (see the flow of her own creative becoming” (p. Siegel, 2010). 120). Similarly, Elkins (2009) describes psy- The training programs highlighted in this chotherapy “that is more mysterious, circled chapter are grounded on the notion that the about with awe, an experience in soul, one developmentor of the therapist as a person that touches the heart, nourishes the soul, and the acquisition of the skills and tech- and makes both client and therapist more niques of psychotherapydistribute should be given human” (p. 119). To engage in such life- equal emphasis. Elkins (2012) advocates for changing psychotherapy, the therapist must training that helps students develop supe- “prepare” by cultivating “subjective readi- rior personal and interpersonal skills by ness” in tandem with acquiring traditional valuing empathy, acceptance, attunement, academic and applied training (Bugental, and connection. Elkins’s views on train- 1987, p. 269). ing dovetail with the skills demonstrated The call for balanced training is supported by master therapists in the APA-sponsored by research dating back to the landmark film Qualities and Actions of Effective comprehensive reviews of therapy outcome Therapists (2011). Throughout the film, research conducted by Bergin and Lambert Bruce Wampold beautifully describes and (1978) and Lambert and Bergin (1994) and illustrates the core capacities of effective the fascinating “comparative study of psy- therapists as illuminated through cur- chotherapy” and the healing arts across rent psychotherapy outcome research. He orientations and cultures by Frank and relates that effective therapists demon- Frank (1991). Groundbreaking, current strate the ability to (a) facilitate a robust psychotherapy outcome research challenges therapeutic alliance permeated with

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empathic attunement; (b) help the client and the Existential-Humanistic Institute’s expand emotional engagement and modu- (EHI) certificate programs in E-H therapy: lation; (c) provide an explanation for the training programs designed to both explic- client’s distress that is compatible with his itly and implicitly teach an E-H approach to or her worldview and provides avenues for psychotherapy. The courses immerse the psy- change; (d) convey hope for the efficacy of chotherapist in an environment permeated the therapeutic plan and optimism about with the humanistic values of compassion, improved outcome for the client; (e) identify courage, creativity, love, spiritedness, intel- Doand focus on clients’ strengths and assets lectual and personal growth, and “I–thou” and help clients harness them to facilitate relationships as characterized by Buber the desired changes; and (f) continuously (1970). The programs provide learning envi- cultivatenot self-awareness through reflec- ronments that invite authenticity, cultivate tion, supervision, and personal therapy. attunement to subjectivity, and stimulate the Wampold also notes that distinctly skillful capacity to be more fully present, moment therapists seek continual improvement in a to moment, to what is most alive within variety of ways throughoutcopy, their careers. oneself and within the client and to what is Psychotherapist preparation from an E-H emergent in the therapeutic relationship. We perspective is incomplete to the extent that believe that the Arts series, the EHI certifi- it neglects the development of the therapist cate programs, and the other programs and as a person—the wellspring and instrument organizations highlighted in this chapter of creativity and artistry. Bugental (1987) provide valuable models for educators and posited, “The most mature psychotherapistspost, clinical supervisors interested in designing are more artists than technicians [in that] experientially based psychotherapist prepa- they bring to bear a wide variety of sensi- ration programs. The highlighted programs tivities and skills so that their clients can and organizations also provide valuable release their latent potentials for fuller liv- examples for students, interns, and practi- ing” (p. 264). The seasoned therapist deftly tioners interested in further developing their integrates a sound knowledge base acquired artistryor as psychotherapists. through formal academic study and exten- The philosophy, content, and process of sive supervised clinical experience with the Arts series distributeand EHI certificate programs finely honed perception, interpersonal sensi- are described in the next sections of the tivity and attunement, intrapersonal aware- chapter. This summary is followed by high- ness, and intuition (see Duncan, Chapter 29, lights of the results of informal surveys of “The Person of the Therapist: One participants in both programs conducted to Therapist’s Journey to Relationship,” and explore the influence of the courses on per- Edelstein, Chapter 27, “Frames, Attitudes, sonal and professional development and to and Skills of an Existential-Humanistic illuminate the factors that make the courses Psychotherapist,” this volume). The subjec- attractive. We then briefly discuss and illus- tive realm is trusted, and access to this sensi- trate the most prominent themes observed in tive resource within is increasingly fluid and the survey respondents’ narrative answers to reflexive (Bugental, 1987). The “intimate our questions. We include a brief discussion journey” (Bugental, 1990) that constitutes of the relationship of the Arts series and EHI life-changing depth psychotherapy requires certificate programs to other E-H institutes such artistry. and organizations and share our reflections In this chapter, we describe The Art of the on the importance of E-H training programs Psychotherapist (or Arts) Workshop Series in today’s world.

THE ART OF THE 1987), and Psychotherapy Isn’t What You PSYCHOTHERAPIST COURSES Think (Bugental, 1999). A gifted educator as well as a psychotherapist, Bugental ele- The Arts program was an intensive five- gantly translated his reflections on psycho- course series based on an E-H approach to therapy into a highly effective curriculum depth psychotherapy. The courses were con- with original teaching materials and experi- ceived and developed by Bugental and sev- ential exercises. eral associates (J. F. T. Bugental, personal Docommunication, February 2000).2 Partici- Context and Atmosphere pants, many of whom were seasoned psychotherapists, came from throughout the The content, structure, and atmosphere of United Statesnot and Canada and dedicated 6 the Arts courses reflected the philosophy and or more days each year over a 4-year period values described previously. The structure of to these trainings. Although the Arts series is the retreats, held in rural settings, not only no longer offered, we believe that Bugental’s facilitated focused, intensive clinical training vision of postgraduatecopy, E-H education con- sessions but also allowed time for reflection, tent and process will be of inspiration to relaxation, hiking, the expressive arts, and both educators and students. various group activities that typically fall Reflecting Bugental’s ongoing scholar- outside of professional roles. Clinical train- ship and more than 40 years of clinical ing included lectures, demonstrations, role- practice, the Arts courses incorporated and plays, group exercises, review of audiotapes enhanced values, beliefs, and practicespost, from and videotapes, and the practice of journal- the rich traditions of existential and human- ing to capture the evolving personal inte- istic psychologies (Bugental & Kleiner, gration. Emphasis was placed on listening 1993; Bugental & Sterling, 1995; Sharp & closely to one’s ongoing subjective experi- Bugental, 2001). The emphasis of the Arts ence and one’s evolving sense of self, others, courses was on illuminating the subjec- and possibilities. tive experience and attitude of each par- A centralor goal of the Arts program was to ticipant’s evolving self-and-world construct create an atmosphere in which participants system (i.e., his or her “implicit vision of felt encourageddistribute and safe to explore their sub- [his or her] own identity and the character jective reactions to various aspects of clini- of [his or her] envisioned world”) rather cal work, including what it means to be a than on prescribing a rigid set of techniques psychotherapist in our contemporary world (Bugental, 1999, p. 109). From humanistic (Sharp & Bugental, 2001). That is, partici- psychology, there was an emphasis placed pants were encouraged to fully experience on possibilities, hope, and potential; from and convey to others as they felt comfort- existential traditions, there was an empha- able the hope, awe, fear, dread, excitement, sis placed on awe, limits, anxiety, terror, and confusion, frustration, and exhilaration that the tragic aspects of life (Sharp & Bugental, are inherent aspects of conducting psycho- 2001). The courses evolved from Bugental’s therapy—and that are considered by some to lifelong practice and study of depth psycho- be unprofessional, unacceptable, or unsafe therapy, particularly as elucidated in the fol- to discuss with colleagues. lowing texts: Psychotherapy and Process: Time was also allotted during the evenings The Fundamentals of an Existential- for singing, dancing, poetry reading, story- Humanistic Approach (Bugental, 1978), telling, creative presentations, and (given The Art of the Psychotherapist (Bugental, that the Arts courses evolved in California)

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relaxing with one’s peers in a hot tub. Thus, presentation. Arts II initially focused on participants reaped the benefits not only of the primacy of the subjective—the thera- working closely and collaboratively but also pist’s inner experience, client readiness and of laughing, crying, imagining, playing, and reluctance, and intersubjectivity. Familiar otherwise fully sharing their humanity. difficulties, such as specific client patterns Another powerful element of the Arts that concern therapists, were examined courses was the ongoing opportunity to (e.g., therapist responses to clients with hair- study and work closely with Bugental, a trigger anger patterns, clients who collect Dohighly respected mentor, elder, and sage. and embrace injustice perceptions, clients His presence added an immense richness to who consistently express disproportionate the Arts programs. He shared his extensive dependency, and clients who seem unwill- knowledgenot of the history of psychology and ing to take responsibility for their actions demonstrated consummate skills in fostering or life). Attention was paid to clarifying and trust, awareness, and growth. In addition, he mobilizing implicit elements of psychother- disclosed aspects of his humanity that stirred apy such as client concern and intentionality the heart—his courage,copy, humor, struggles and the therapist’s pou sto or philosophical with aging, and ongoing commitment to life stance (Bugental, 1999, p. 85). Core tenets of as a quest. He remains a profound inspira- Bugental’s E-H perspective were expanded tion to Arts participants. and interwoven throughout the remainder of the Arts courses. The structure and process of the program emphasized that each thera- Overview of Course Content post,pist must incorporate and amend these ideas Arts I introduced Bugental’s (1987, 1978) in accord with his or her values, beliefs, and E-H perspective on depth psychotherapy. cultural and historical context. Through a mixture of didactic presenta- Arts III focused on discovering one’s own tions and experiential exercises, participants needs as a therapist and a person and on developed greater sensitivity to the process how these needs affect one’s work. Included dimensions of psychotherapy. Participants was emphasisor on exploration of the thera- extended their range of communication pist’s self-and-world construct system, sexu- skills, particularly in relation to monitoring, ality, and unwittingdistribute tendencies to keep the paralleling, and engaging client presence. work shallow. Participants were encouraged Therapeutic resistance was described and to examine tendencies to objectify clients, to worked with as an essential obstacle and resist being present, and to become preoccu- window to change. Bugental’s perspective on pied with theory, technique, or diagnosis. The fundamental concepts such as presence, sub- crucial importance of deepening the thera- jective awareness, searching, resistance, and peutic alliance was addressed, as was client the self-and-world construct system was pre- or therapist efforts to collude in sabotaging sented (Bugental, 1987). Participants were this process. Participants continually refined encouraged to continually reflect on the and maintained the therapeutic “container” meaning and influence of these dimensions through addressing the ongoing business, in their work and lives. legal, and ethical aspects of therapy. Arts III Arts II and the ensuing courses built on through Arts V could be taken in any order. and enhanced the material of Arts I. The ebb Arts IV was specifically adapted to the and flow between the courses in nonlinear needs and interests of the participants. A fashion allowed material to be expanded menu of possible topics was presented to and deepened within the context of each enrollees in advance of the program, and

coverage of the various topics was based fundamental task at hand in Arts V was to on participants’ requests. The general goals develop an ongoing program that sustained of Arts IV were to explore and extend the the growth and development of the partici- scope of one’s E-H orientation, to recognize pants rather than bolstering the authority or special circumstances in which one’s work power of its creator. may require adaptations, and to acknowl- A tremendous sense of community edge personal limitations. Topics included emerged out of participation in the Arts assessing and taking into account client ego series. Two groups have continued to meet Dofunction, working with special populations independently for more than 20 years. (e.g., children, elders, and mandated cli- Participants develop deep friendships and ents), teaching and supervising, developing provide mutual support for the growth and shorter-termnot models of E-H psychotherapy, emergence of one another. This includes and working with couples. In addition, tech- support for ongoing professional develop- nical skills were refined (e.g., establishing ment, such as providing an opportunity the therapeutic contract, coping with act- to present a paper in progress, coteaching, ing-out impulses, modulatingcopy, intimacy and writing for publication (Bugental & Bracke, eroticism, and preparing for termination). 1992; Bugental & Heery, 1999; Bugental During Arts V, the master course, an even & Sapienza, 1994; Schneider, Bugental, & more significant shift in the teaching ori- Pierson, 2001; Sharp & Bugental, 2001), entation occurred. The emphasis of Arts V and taking part in peer consultation groups was on further developing and refining indi- (M. Heery, personal communication, August vidual styles and interests. Consequently,post, not 2000; M. M. Sterling, personal communica- only was the content based on the needs and tion, August 2000). interests of the enrollees, but the participants also did most of the teaching. Participants volunteered to present conceptual materials, SURVEY OF ARTS PARTICIPANTS learning exercises, or related artistic produc- tions. Current issues in the profession were A surveyor conducted by Pierson and Sharp the subject of debates or the focus of exer- (1999) was designed to investigate what it is cises during this retreat. One cohort group about participationdistribute in the Arts courses that incorporated a process group into its train- repeatedly beckoned friends and colleagues, ing, with the goals of refining participants’ what participants considered to be their skills in group facilitation, expanding aware- most valuable learning experiences, and how ness of group dynamics, and deepening the Arts courses influenced participants’ interpersonal and intrapersonal attunement. work as therapists, their overall professional An integral element of Arts V was the development, and their lives in general. The acknowledgment and integration of the responses of our “coresearchers” (Rogers, fundamental change from primarily fol- 1985/1989, p. 285) reflected their personal lowing the teachings of a revered mentor experiences and, as such, provide the reader to taking more initiative and responsibility with an immeasurably enriched view of the for the content and direction of the ongoing courses. They also serve to illuminate impor- Arts courses. It was testimony to Bugental’s tant aspects of the series that others might wisdom that he designed the Arts courses wish to consider in the design of similar in such a way that autonomy and author- programs for the training and continuing ity were increasingly transferred to the education of E-H psychotherapists. What group. He made it abundantly clear that a follows is an abbreviated presentation of the

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survey and discussion of the results. For an settings mentioned included social service expanded version with narrative examples agencies (18.2%), university counseling cen- of participant responses, please refer to ters (13.6%), and academic departments Schneider et al. (2001, Chapter 40), the first (4.5%). In addition, 1 person indicated work edition of The Handbook of Humanistic in another profession. Psychology: Leading Edges in Theory and Practice. Do Themes Observed Method Distillation of the collection of narrative responses to each of the survey questions Everyone (N = 45) who had completed yielded one or more themes that seemed to five or morenot Arts courses by June 1999 was capture the essence of what the respondents invited to participate in our survey. We devel- conveyed. For clarity and brevity, in this sec- oped a questionnaire that consisted of seven tion, we present the most prominent themes open-ended questions and five questions observed (Table 41.1) among the answers to that requested demographiccopy, information. three of the survey questions:3 E-mail was selected as the primary medium for our survey. Heuristic and phenomenolog- 1. What compels you to continue to partici- ical methods were employed to analyze the pate in the Arts program? survey responses (Pierson & Sharp, 1999). 2. What impact does participation in the Arts program have on your (a) work as a thera- Results post, pist, (b) professional development, and (c) nonprofessional life? Participant Characteristics 3. What stands out for you as the most sig- Nearly half (49%, n = 22) of those que- nificant learning experience that you have ried responded to our survey. Demographic had at an Arts training? information provided by the 12 women and 10 men represented in the sample yielded a or general picture of those who elected to par- DISCUSSION ticipate in the Arts series and the ongoing distribute autonomous cohort groups that continue to Our survey respondents impressed us as being meet on a yearly basis. Respondents ranged men and women who demonstrate a lifelong in age from 41 to 59 years, with a mean age commitment to becoming master therapists— of 51 years. (Keep in mind that the majority artists engaged in “the constant challenge to of the respondents completed their first Arts move past where one is and to explore where course 10 or more years prior to the sur- one is becoming” (Bugental, 1987, p. 5). They vey.) The highest academic degree completed expressed that they deeply value the synergis- for half of the group was the PhD, and for tic company of others on the same quest. the other half, it was the master’s. Years of experience as a counselor or psychotherapist Cultivation of Therapist Artistry ranged from 5 to 32 years, with a mean of 12 years and a median of 18 years. A majority The Arts courses were perceived to cultivate of respondents (73.0%) indicated that they the personal qualities and skillful artistry that draw on the Arts courses in their work as characterize therapists who seek to effectively therapists in private practice settings. Other practice life-changing psychotherapy from

Table 41.1 Prominent Themes Observed Among Arts Participants’ Answers to Survey Questions

Question Focus Themes

Motivation to participate 1. Sense of connection and belonging to an intentional community

2. Opportunity for professional and personal development Do 3. Opportunity to learn directly from Bugental Impact of the Arts 1. Increased understanding of the theoretical perspective, its efficacy, courses and its power not 2. Clarification and solidification of professional identity 3. Increased confidence in the ability to practice from an E-H perspective

4. Heightened sensitivity to one’s subjective experience in the flow copy,of therapy

5. Generalization of the sensitivities and skills cultivated in the courses to daily living practices

Significant learning 1. Experiences that stimulated professional and personal experiences development (e.g., brought out potentials, enhanced effectiveness, and evokedpost, fresh ways of being) 2. Experiences that enhanced specific aspects of the therapeutic process and revealed or cultivated qualities related to the self as a therapist-artist

3. Experiences that occurred in the context of relationship with Bugental or

NOTE: Arts = The Art of the Psychotherapist. Refer to the Results section of thedistribute text for the actual survey questions posed to the participants.

an E-H perspective. Participants accepted I find that I can sit with people with the invitation to become immersed in the more respect; less judgment; [and] more intimate retreat environment and perceived honesty, hope, and willingness to follow that it evoked more of what is potential in their growth. I also find myself going to them as whole persons and more of what is places [and] levels of pain and despair potential in them as psychotherapists. To be that challenge me personally. I really care deeply for my clients. I am chal- sure, skills and techniques were practiced and lenged to grow constantly in order to honed throughout the courses, but accent was match the growth they exhibit in my given to developing therapists’ capacity to be presence. As I am increasingly in touch fully present and to have fluid access to their with deeper, subtler layers of my own subjectivity in service to clients. Following is experience, I can model that for my cli- a sampling of the ways in which this transfor- ent and facilitate the client’s deepening mation was expressed: awareness as well.

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Identification With the Perspective more than any other life experience. . . . [It has] helped me to see that what I call my A hallmark of the professional is “a “self” is not a static unchangeable aspect of sense of personal identity with the work” my life experience. (Bugental, 1978, p. 35). Survey respondents expressed that the Arts series helped them articulate and draw on the E-H theoretical Significance of Community base on which they ground their work as In the midst of the increasingly tech- Dopsychotherapists. This was conveyed in sev- nocratic and often fragmentary discipline eral ways. One person wrote, of psychology, the Arts courses were perceived as offering participants a home The Arts courses have formed the base of base or an intentional community. More my professionalnot growth from 1987 to the than half of the men and women who present. Prior to that, I had a rather loosely responded to our survey specifically men- developed framework. The Arts courses tioned that the feeling of connection with helped me [to] articulate my basic beliefs and to integrate copy,them more consciously others in their Arts cohort and of belong- into my professional life. ing to a larger E-H community was an important factor in their choosing to participate in the Arts courses. Personal Outgrowths Participants in the Arts courses develop The personal dimension of respondents’ tremendous group cohesiveness. As is lives was clearly influenced by participa- true in the working stages of productive tion in the Arts series. Beautifully exemplipost,- groups, this sense of cohesiveness and the fying this notion, one woman expressed, trust on which it is predicated created a “Learnings from my work with Jim climate conducive to profound intraper- Bugental and as part of the [Arts] group sonal and interpersonal exploration and transcends psychotherapy in that the art to giving and receiving the type of con- of psychotherapy is also an art for living.” structiveor feedback that extends therapist Another example illustrates this theme: “I sensitivities and skills. The environment think that this perspective has smoothed fostered an ethic of shared commitment my life, [smoothed] my thinking, and to one another’sdistribute personal and professional has given me tools to be a better family development. This experience was particu- member and community citizen. . . . The larly pronounced in the survey responses emphasis on authenticity seeps into my from those who participated in the two daily life.” longest-running cohort groups. Members A nutrient-rich environment for stretch- felt encouraged to move beyond previously ing and experiencing oneself and others in held creative boundaries in areas such as fresh ways and for becoming more aware of their work as therapists, educators, writ- or enlarging one’s self-and-world construct ers, and workshop presenters. system was provided. [The Arts program] inspires my profes- My relationships with my wife, daughter, sional development. I look at our group as and son have changed in the sense that I the leaders of the next generation of exis- am much more willing to be expressive of tential psychotherapists, so it pushes me my feelings. . . . The Arts program has to contribute on a wider, bigger, broader helped me [to] accept and value who I am scale [in the form of] professional writing,

presenting, [and so on] to our group and RELATIONSHIP OF to the public at large. ARTS TO OTHER INSTITUTES The trainings give me a forum to . . . discuss my own perceptions and try out new The philosophy and design of the Arts pro- ideas with a supportive, nonjudgmental gram inspired collaborative professional group of colleagues. Since it is imperative activities such as teaching, conducting to try to live the stance I am trying to research, and program development. A brief teach, our Arts meetings are a hothouse in review of a few noteworthy activities under- Dowhich to practice what I preach. I get to taken by Arts participants illuminates the watch people I know and respect try out influence of the Arts program on other insti- new material on me, which in turn encour- tutions. For example, early in the 1990s, sev- ages me to take new risks. not eral participants conducted training programs in Russia based on the Arts courses. The invitation to live more authentically Later, a highly successful program was devel- and at one’s growing edge was implicit in oped in California to train 19 psychothera- every activity withincopy, the Arts curriculum, pists visiting from Russia (Boyd, 1997–1998). from participation in therapeutic skill- As a result of these trainings, E-H institutes building exercises to late-night discussions were created in Moscow and St. Petersburg. in the hot tub. As one writer pithily reflected, These institutes are now affiliated with Mos- “Because of some of the self-confrontation cow State University and the Pedagogical that has been my experience of Arts State University of St. Petersburg, respectively. [courses], I feel like I live a bit more existenpost,- Students in St. Petersburg can receive univer- tially in my life, which is to say more sity credit for Arts trainings (M. Heery, per- authentically.” sonal communication, June 2000). The success of these projects led the train- ers, most of whom had been participants in Relationship With the Mentor Bugental’s Arts series, to envision and cre- Bugental’s presence as a mentor, teacher, ate theor Existential-Humanistic Institute or elder was specifically mentioned as being (EHI) located in the San Francisco Bay an essential element of the Arts series for a Area (Schneider,distribute 1997–1998). EHI is a not- number of people in our sample. The oppor- for-profit education, training, and service tunity to study and work with him was cited organization designed to promote the con- as both a compelling reason to participate sideration and teaching of E-H principles in the series and the catalyst for outstanding in psychology and psychotherapy. A panel learning experiences. Bugental was highly of seven members governs the organization. esteemed and, frankly, loved by those who Its advisory board consists of noted schol- participated in the Arts series. This quality ars from throughout the United States and of personal regard was clearly reciprocated Canada. EHI offers workshops and train- and permeated the atmosphere at the Arts ing programs to professionals, students, retreats. The spirit of generativity (Erickson, and the general public, and it publishes a 1982) was consistently demonstrated in newsletter, The Existential Humanist, and Bugental’s way of being in relationship. He maintains a website (http://www.ehinstitute offered younger colleagues profound respect .org/). Its yearly conference provides schol- for their individuality and individuation ars and practitioners with the opportunity processes as psychotherapists. to present evolving work in theory, research,

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and practice to interested individuals from of this trend are the exciting East–West around the country. Many EHI members are dialogues that occurred during the First also affiliated with APA’s Division 32 and International Conference on Existential the Association for Humanistic Psychology. Psychology in Nanjing, China, in May 2010 Inspired by the work of EHI, the Existential- and the Second International Conference on Humanistic Northwest Professional Orga Existential Psychology at Fudan University, nization (http://www.ehnorthwest.org) was Shanghai, China, in May 2012. A third con- catalyzed by the Portland, Oregon, psycho- ference is planned. Schneider and Längle Dotherapist Bob Edelstein and a 12-member (2012a) report that humanistic and existen- development board in 2010. Edelstein served tial training programs are offered through- on the board of EHI for several years and is a out Europe, as well as in Japan, China, and membernot of Arts Omega, an independent group Latin America (see also the special section of psychotherapists with roots in Bugental’s Chapter 26, “The Renewal of Humanism in Arts series. The Existential-Humanistic Psychotherapy: A Roundtable Discussion,” Northwest (EHNW) Professional Organi this volume). zation’s goals and copy,values include education for clinicians, advocacy for E-H psychotherapy, peer support and outreach, and foster- THE EHI CERTIFICATE PROGRAMS ing interdisciplinary dialogue. This energetic organization offers an array of activities Heartened by the recent groundbreaking and events designed for those in the healing research on contextual factors, the faculty of professions and others interested in thepost, E-H the EHI in 2012 launched a yearlong train- perspective. Currently, this association offers ing program leading to a certificate in monthly peer consultation and study groups; “Foundations of Existential-Humanistic a bimonthly, networking luncheon accompa- Practice.” It is the first formal training pro- nied by a psychotherapy-related focal pre- gram in E-H therapy designed for licensed sentation; practice-oriented workshops; and therapists and graduate students yearning to plans to regularly offer conferences showcas- learn therapeuticor principles of practice that ing E-H psychotherapy practice. go beyond behavioral techniques and treat- The International Institute for Humanistic ment protocols.distribute The powerful and effective Studies (http://www.human-studies.com), teaching by their mentors Bugental, Yalom, under the direction of Myrtle Heery, PhD, who and May inspired the EHI faculty and originally co-taught with Bugental, provides guided the development of the certificate a series of courses in existential-humanistic programs. The faculty wanted to bestow on mindful psychotherapy, with a focus on indi- the next generation of therapists their inter- viduals and groups. The institute also offers a pretation of the unique education and train- variety of trainings oriented toward “personal ing that Bugental, Yalom, and May had growth through self-discovery” to profession- given them. als in the helping professions and to lay per- The EHI currently awards two certificates, sons. Like EHI, its sister San Francisco Bay one through EHI exclusively and the other Area institute, the International Institute for in partnership with Saybrook University. In Humanistic Studies offers programs in E-H the fall of 2013, students who have com- therapy to international audiences. pleted the “Foundations” certificate will Interest in E-H practice appears to be begin a 2-year advanced training program, growing around the globe (Schneider & culminating in certification as an existential- Längle, 2012a). Notable among observations humanistic therapist.

The primary faculty members of EHI are issues but also with implicit, unrecognized acknowledged leaders in the field of existen- existential issues underlying the presenting tial and humanistic practice. They include problems. The advanced training deepens Orah Krug, PhD, Director of Clinical Training this learning and also explores how to use the and Certificate Programs and adjunct fac- E-H principles as a foundation on which to ulty, Saybrook University; Kirk Schneider, employ particular modalities or techniques PhD, Vice President and adjunct faculty, such as cognitive-behavioral approaches Saybrook University; Nader Shabajangi, or trauma techniques (see Schneider, 2008; DoPhD, President and CEO, AgeSong Inc.; and Schneider & Krug, 2010). Sonja Saltman, MS, Executive Director. They As mentioned above, the programs dif- have been practicing, teaching, and writing fer from many other training programs in about E-Hnot therapy for more than 25 years. their emphasis not only on the principles of practice but equally on the development of the therapist as a whole person. Of course Focus and Intention of these learning objectives are interrelated. the Certificate Programs copy, The principles of practice often become The programs are intended to steep par- guideposts for participants’ personal and ticipants in the principles of E-H therapy, professional ways of being in the world if but unlike most training programs, they also they are valued and incorporated. Bugental focus on the development of the trainee as (1987) emphatically believed that psycho- a whole person, appreciating not only that therapeutic education must focus as much psychotherapy is an art as much as post,a sci- on the person as on the principles of prac- ence but also that personal development is tice. Recent research reaffirms his position, encouraged by mentoring experiences. Most as discussed in earlier sections of this chap- of the students have expressed a deep reso- ter. Therapy is much more than treatment nance with the existential worldview, having modalities and techniques. Therapy is a read existential philosophers or practitioners very personal encounter between two peo- like May, Yalom, Bugental, and Schneider. ple, requiringor the therapist to possess sen- The learning objectives are grounded in sitive attunement to underlying processes the principles of practice. Consequently, stu- emerging in thedistribute self, in the other, and in the dents learn (a) to be present to the process relationship. To this end, the mature thera- dimension of therapy—presence to process pist must cultivate personal and interper- encourages what is most alive in the moment sonal qualities such as presence, empathy, to emerge; (b) to work with contextualized and compassion. Consequently, we focus meanings and protective life patterns, under- the trainees on their subjective and inter- standing meaning making as an aspect of subjective experiences, including reflections human nature grounded in one’s particular on their historical contexts, their personal context and understanding life protections as narratives, and their attachment styles. a means to cope with overwhelming experi- Participants are encouraged to continually ences; (c) to work relationally with transfer- attend to how these constructs affect their ence and countertransference enactments, personal and professional lives. cocreated by therapist and client, understanding that within a safe and intimate therapeu- Structure of the Certificate Programs tic relationship disowned painful experiences can be faced, resolved, or managed; and In all of our programs, the learning is mul- (d) to work not only with explicit existential tifaceted, combining distance and residential

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learning. This format allows us to work with moments, students access their particular international participants as well as state- emotional reactions, opening themselves to side and local residents. Moreover, the resi- significant, embodied learning experiences. dential time allows participants to put aside Participants experience how they may res- their daily lives and immerse themselves in cue clients, avoid intimacy, focus on con- a supportive, nurturing environment with tent, problem solve, and so on. They begin faculty and students. We work, eat, and play to appreciate that the way they work with together, all the while building an intimate clients is a reflection of their own contexts, Docommunity and a safe container for learn- attachment styles, and protective patterns of ing, personal reflection, and self-disclosure. being. This type of learning is, we believe, Students choose from several online unique and rare. It challenges students to shift courses notand attend two 4-day, residential, their focus from “learning to do” to “learn- experiential courses per year. In addition, ing to be.” It requires a willingness to have there is a yearly 40-hour practicum (students an unknowing attitude, to accept, to risk, determine the location) concurrent with 10 to be vulnerable, and to look deeply within hours of consultationcopy, with an EHI faculty oneself. Not all students are able or willing member by phone, Skype, or in person. to swim in these waters, but those that are have reported life-changing experiences, as the results from the training questionnaires, Overview of Course Content described below, reveal. The learning envi- The online courses are intended not only ronment of this educational program invites to provide the participants with a surveypost, this openness because the faculty values and of E-H psychotherapeutic theory but also cultivates safety, intimacy, acceptance, col- to provide in-depth studies of prominent laboration, and play. practitioners such as May, Bugental, and Yalom. The advanced online courses also include courses on existential philosophy SURVEY OF CERTIFICATE and literature and on more specific top- PROGRAMor PARTICIPANTS ics determined by students’ interests. The experiential, skill development courses The training questionnairesdistribute were intended bring the theories to life. An overarching to assess the efficacy of the training pro- assumption of E-H therapy is that it is the gram and its value to the participants, both client’s in-the-moment experiencing that professionally and personally. Pre- and forms both the underlying and the actual posttraining questionnaires were developed process in therapy. For this reason, we that consisted of 6 open-ended questions focus our students on the process dimen- and 12 evaluative questions. Before the sion of therapy, through a mix of didac- start of the Foundations certificate pro- tic presentations, relevant videos, faculty gram, the incoming students were given the demonstrations, experiential exercises, and pretraining questionnaire, and on comple- role-play practice. tion of the yearlong program, they were The students not only view and practice given the posttraining questionnaire. There how to work with process by cultivating were eight students in the Foundations cer- interpersonal and intrapersonal presence but tificate program. One student was unable also are encouraged to experience and reflect to take the second experiential due to ill- on their own in-the-moment subjective ness and was consequently unable to com- experiencing. By bringing a focus to these plete the program and the posttraining

questionnaire. Six of the seven remaining understanding, as well as for level of per- students completed both questionnaires. sonal integration and depth. The next section presents themes gleaned from the open-ended, qualitative questions, Participant Characteristics which represents what students valued about The Foundations program consisted of the program. The following section exam- six doctoral students attending Saybrook ines the evaluative aspect of the research, University and two non-Saybrook students: which shed light on specific areas of student Doone a therapist from Malaysia and the other learning. a psychiatric resident from Austria. The range of our participants’ therapeutic expe- Open-Ended Questions rience variednot from just a few years in practice to more than 25 years. Their ages ranged From the postquestionnaires, five main from 28 to 62. They all expressed an affinity themes emerged: (1) relationship to the for the E-H perspective. unknown (3 instances), (2) personal growth copy, and shifts (12 instances), (3) professional growth and shifts (10 instances), (4) deeper Summary of EHI relationship to E-H concepts (10 instances), Training Questionnaire Data and (5) influential qualities of the experien- From a training standpoint, we (i.e., Krug tial training (9 instances). & Piwowarski) were primarily interested in two major qualities of experience. First,post, to Relationship to the Unknown. During the tailor the teaching of E-H theory and prac- check-in of the second experiential training, tice to the students’ needs, we examined their this theme emerged almost unanimously responses to questions such as “What did among the students. It appeared that the first you gain professionally from the progam? training had stirred existential anxiety and a What did you gain personally?” and “Having sense of groundlessness that stemmed from completed the certificate program, how com- the “bigor questions” posed by the existential fortable do you feel with incorporating E-H perspective. Students reported reexamining theory and practice into your professional patterns of relatingdistribute and core life choices, work?” These open-ended questions were such as their place of residence, their rela- intended to help us paint a thematic picture tionship to career, and their given names. of what aspects really took root in the weeks In the postquestionnaire, this theme following the second experiential training. remained present, though it appeared with The second focus was to evaluate which significantly less angst than in the check- E-H constructs students integrated in a in. One participant wrote, “The paradox deeper, broader, and more personal way of knowing and not knowing is much more than the others. This was accomplished by present in my everyday life. . . . I am humbled having students give their personal defini- and excited by all the unknowns.” Similarly, tions of 12 E-H-specific terms, such as pro- another participant wrote, “I feel more com- cess, life-limiting protections, and paradox. fortable with the unknown.” They responded once prior to starting the training and then again after the second Personal Growth and Shifts. The person of experiential session. Each student’s response the therapist has a pervasive presence in E-H was matched from the pre- to postquestion- therapy. E-H therapists understand the naires and examined for overall conceptual importance of self-development as a conduit

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to deeper work with one’s clients. A number There was a resounding increase of con- of students reported experiencing personal fidence in the E-H perspective for most shifts and growth as a result of the certifi- students. Examples included “E-H is the per- cate program. sonal and professional perspective I want to Some of the students found shifts and take,” “I have increased my confidence and growth through confrontation with the pro- reliance upon the E-H orientation—I have gram. For example, one student wrote, “The restructured my entire private practice,” and program has challenged me to walk my talk, “I have a deep enough foundation to continue Doto open to some of the existential questions developing myself as an existential practitio- myself.” A number of others commented ner.” Other comments were directed toward on the value of examining their own con- therapy as a whole—“I feel a greater capacity text. Onenot student’s statement captured well to create healing conditions with the experi- the sense of confrontation within a holding ence of the training”—or simply expressed space: “The program illuminated and deep- gratitude for feeling validated in their preexis- ened my internal conflicts, while the group tent ways of working with clients. served as a place ofcopy, safety.” More specifically, students remarked on Another subset of responses focused “learning to be in the moment with clients, on an increased comfort with vulnerabil- rather than in my head.”Students reflected on ity. “The awareness of how much more “relating in and from the moment” as a new growth I have ahead is no longer intimi- option in their work, even as many expressed dating, and I am more willing to take feeling “halfway to trusting this.” Others risks.” Another student reported, “Ipost, think spoke of the profound effect that grounded I have . . . dropped some of my own pro- presence had on clients they typically worked tections. . . . My heart is more open.” with from a more analytical stance. Finally, An integral part of these statements was a profound shift took place for one student, their partnering with the sense of feeling who learned “not to conceptualize my client’s affirmed and strengthened, which served as struggle as a problem to be solved.” a ground from which to take risks toward In orsum, these responses reflected an exploring new territory. emerging appreciation of the profundity of Finally, a third subset simply celebrated moment-to-momentdistribute process and presence. the depth and breadth of personal change Interestingly, the theoretical constructs of from the program. “It would not be a stretch presence and process emerged as two of to say I am a completely different person the areas of greatest evidence of integration than I was before . . . more secure, present, in the evaluative portion of the research. willing, and mostly, alive.” Or, as another Perhaps this is an unsurprising coincidence, student pithily remarked, “I am experiencing given the previous theme of the personal my Being more fully.” nature of learning.

Professional Growth and Shifts. Several stu- Deeper Relationship to E-H Concepts. Every dents commented on the ways in which they student pointed toward a shift from a dryer, were already incorporating skills learned at more theoretical knowing to a livelier, the training into their professional environ- embodied kind of knowing. The following ments. Generally, these statements fell into examples illustrate the various colorations of categories of overall confidence with the this fundamental movement: “I felt the con- E-H orientation and more specific shifts in cepts come alive,” “We moved from words students’ clinical work. and theory to a lived experience,” and “There

was a shift from theoretical to kinesthetic EVALUATIVE QUESTIONS knowing.” Each of these statements shares a zestful quality that suggests that students revel Students were provided 12 prompts to “pro- in the new life given to old concepts. vide 1–2 sentences describing your current Some students became more specific understanding of the following concepts, as about how the concepts gained new life. One they apply to E-H psychotherapy.” The 12 student “shifted from a ‘doing’ to a ‘being’ concepts included (1) process, (2) presence mode” in the weeks following the certificate (intrapersonal vs. interpersonal), (3) free- Dotraining. Another commented that despite dom, (4) responsibility, (5) experience, (6) years of psychoanalytic training, which paradox, (7) meaning/meaning-making pro- emphasized the importance of the past on cess, (8) choice, (9) being, (10) relational one’s presentnot functioning, she “gained a new style, (11) self-and-world construct, and (12) understanding of how the past is present in life-limiting protections. therapy.” Finally, several students reported The process of evaluating the question- gaining more faith in and respect for process. naires developed somewhat organically. The copy, researchers first independently examined Influential Qualities of the Experiential one sample student’s pre- and postquestion- Training. Much like the previous four themes, naire responses to determine their degree of there seemed to be an undercurrent of appre- agreement over what constituted changes in ciation for the personal touch to the training the understanding, depth, and integration of experience for students. This emerged in the concepts described above. After discover- several ways. post,ing a very high degree of agreement across First, students highly valued the instructors’ all 12 of the sample answers, one researcher ability to model the concepts. One student proceeded with independently evaluating the observed, “The experientials were reflec- rest of the students’ responses. tions of true encounters among like-minded Once an entire reading of all the ques- people . . . willing to relate to one another tionnaires was completed, the researcher at a much deeper level.” Several commented read eachor of the responses a second time, that the instructors allowed the moment to comparing the students’ pretraining answers lead and modeled ways of being that eluded with their posttrainingdistribute answers. Each was description but were deeply valuable. assigned a “yes,” “somewhat,” or “no” to Within the theme of modeling, students denote a significant increase in depth, under- pointed out a cultivation of presence through- standing, and integration; some evidence of out the experiential trainings in particular. an increased depth; or no change from pre to One student summed it up well: “This pro- post answers, respectively. gram was a living laboratory of presence.” Following assignment of these three Finally, students commented on valu- codes, each concept was tallied for the num- ing the live demonstrations, being able ber of instances. For the sake of simplicity, to experience E-H work “in action,” and all “somewhat” answers were placed under having chances to try it out from several the “yes” category. Table 41.2 gives the rank different vantage points—as clients, thera- order that emerged for significant or at least pists, observers, and students in a trial run some evidence of deepening. that included specific instructor feedback. Given the context of such a small sample Overall, students commended the instructors size, it may be helpful to look at this rank order on “balancing theory and relationship” with as a 50:50 split: The items that were ranked great mastery. in the top half were presence, life-limiting

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Table 41.2 Prominent Themes Observed Among EHI Certificate Program Participants’ Answers to Survey Questions

“Yes”—Significant or Some Evidence of Deepening

1 Presence (5)

2–3 Life-limiting protections and being (4)

Do4–6 Process, responsibility, and paradox (3) 7 Choice (2) 8–11 not Freedom, experience, relational style, and self-and-world construct (1) 12 Meaning and meaning-making process (0)

protections, being,copy, process, responsibility, construct, and meaning/meaning-making and paradox. At least half of the students left process more accessible and experiential. the experiential with a deeper understanding There does appear to be a shared qual- of these concepts. Interestingly, these con- ity to the lower half as well. A number of cepts, with the exception of responsibility, these concepts—freedom, choice, experi- are readily apparent throughout the entirety ence, meaning—might be considered rather of the open-ended themes above. post,large, difficult-to-describe concepts. It is This co-occurrence may be viewed a cou- entirely possible that the process of writing ple of ways. First, it could be viewed as a vali- about these particular concepts was not the dation of personalized learning, which states best way to capture students’ understanding. that things are best learned when the student creates an emotional bond with the subject. Second, it demonstrates a profound connec- CLOSINGor REFLECTIONS tion between what students actively value and the degree to which they integrate it into their In this chapter,distribute we have presented the Arts understanding. In essence, the open-ended courses and the contemporary EHI certifi- data state, “This is what I wanted, what I val- cate programs in E-H practice as model E-H ued.” The evaluative data added, “What I val- training programs. The experienced psycho- ued, I learned with greater depth.” therapists who contributed to our surveys From the instructors’ standpoint, the repeatedly underscored the vital role that the lower half is as informative as the upper courses play in their development as E-H half. Where the upper half appears to illu- practitioners. The courses are perceived to minate the true emphasis of the training, the strengthen professional identity and, as once lower half speaks to aspects that may need articulated in an Arts course flyer, the ability strengthening or supplementation. to put “this perspective into clinical actual- This finding is especially intriguing given ity” (J. F. T. Bugental, personal communica- the latest development of a “Part Two” of tion, April 1996). They also appear to further the certificate program for those who wish stimulate participants’ capacity for experien- to advance their E-H training. It may also tial freedom—“the freedom to profoundly inform future “Part One” trainings by finding feel, sense, and think” (K. J. Schneider, per- ways to make concepts like choice, freedom, sonal communication, September 1999)— experience, relational style, self-and-world the lifeblood of artistic expression.

We have discovered that there is a critical has mastered the fundamentals, steeped distinction between knowing about an E-H [oneself] in the diversity of human experi- perspective from a theoretical or scholarly ence, and explored more advanced possibili- standpoint and “knowing” the perspective ties can [one] improvise and create because it has been repeatedly modeled and meaningfully and responsibly. (pp. 297–298) personally experienced and affirmed, not The mission at the heart of the Arts and only in one’s work as a psychotherapist but the present-day EHI certificate programs is also in one’s way of being. to facilitate the actualization of this ethic. DoBecoming an E-H psychotherapist-artist is Within a contemporary psychotherapy cli- predicated on such multidimensional compre- mate heavily influenced by the managed- hension. It is also predicated on an internalized care industry, the medical model, and the ethic that Bugental (1976) expressed beauti- not press for positivistic, natural science–based, fully in The Search for Existential Identity: “empirically supported treatments” (APA, 2000), today, perhaps more than ever, we Psychotherapy is an art form. An art form need psychotherapists who can “create seriously practicedcopy, by an artist worthy of that name calls for cultivated sensitivity, meaningfully and responsibly” in collabora- trained skills, disciplined emotion, and total tive relationships with their clients. personal investment. . . . Psychotherapy Experiential training programs that honor demands discipline from its responsible both the art and the science of our profes- practitioners above all else. Only after one sion are essential. post, NOTES

1. At one time, the interested graduate student could contact schools included in the informative West Georgia Directory of Graduate Programs in Humanistic- Transpersonal Psychology in North America (Arons,or 1996) and the Consortium for Diversified Psychology Programs (Taylor, 1999). Currently, excellent resources for postgraduate or continuing education can be found through Division 32 (Humanistic Psychology) of the American Psychological Association,distribute the Association for Humanistic Psychology, and the EHI. Students may also identify E-H oriented graduate faculty by exploring department websites at institutions of higher learning across the United States, Canada, and the European nations. 2. Elizabeth Bugental, Myrtle Heery, Molly Sterling, and David Young have all made substantial contributions to the development and implementation of the Arts programs. 3. Analysis and discussion were restricted to three questions due to space limitations.

REFERENCES

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