Why do people choose to become psychologists? A narrative inquiry Ly Huynh & Paul Rhodes

Research suggests that mental professionals have more problematic family backgrounds than those in other professions, but little is known about the role that early experience has on choice. This is of particular importance for the of psychologists, given the current emphasis on skills and research training and the call for a greater focus on personal development. This study aimed to explore connections between distressing events and career choice, using a qualitative narrative inquiry research design. Fifteen students participated, each undertaking junior courses. For many distressing experiences in childhood, adolescence or early adulthood were directly related to career choice, supporting the development of empathy for others and inspiring them through both good and bad encounters with helping professionals. While a majority of participants followed this route to psychology training others were inspired by positive experiences, particularly in the satisfaction and the recognition of personal suitability gained from a variety of helping roles. More research is required, to assess the personal development needs of students, to map their occupational prognoses and to trial personal development initiatives in university settings. Keywords: personal development; reflective practice; therapy.

HILE THE training of psycho- One of the complexities involved in logists has traditionally focussed on developing a focus on personal development Wthe development of clinical and in psychology training is the lack of a clear research skills (Larner, 2001) there is an understanding of the psychological needs of increasing recognition that personal devel- students. It has been suggested that students opment is also a critical component in the are in fact inspired by the desire to resolve development of competent clinicians personal psychological distress (Goldberg, (Hughes & Youngson, 2009). Many factors 1986), a wish to fulfil unmet childhood are responsible for this, including a substan- needs for intimacy (Wheelis, 1958), or the tial body of psychotherapy research which need to maintain caretaking roles adopted stresses that the therapeutic relationships in the family of origin (Friedman, 1971). A plays a more significant role in determining number of studies have compared the back- treatment efficacy than specific skills or grounds of psychotherapists and other intervention models (Hubble, Duncan & mental health professionals to those of physi- Miller, 1999). While the development of cists (Fussell & Bonney, 1990), social psychol- technique is important, there is an increas- ogists (Murphy & Halgin, 1995), and a ing call for training programmes to focus on combination of other professionals (Elliott reflective-practitioners (Schon, 1991), who & Guy, 1993). Those in the mental health have a high degree of both personal and fields reported significantly higher rates of professional development. This call comes adverse childhood experiences than from consumers themselves (Hughes et al., comparison groups, including parentifica- 2009), students (Dozier, 2003) and those tion (Elliott & Guy, 1993), and evaluated concerned with the prevention of burnout their childhoods in significantly more nega- amongst professionals (Skovholt & Rønnes- tive terms (Fussell & Bonney, 1990). It has tad, 2003, Smith & Moss, 2009). been argued, however, that these findings might be due to a greater ability to recognise

64 Psychology Teaching Review Vol. 17 No. 2 © The British Psychological Society 2011 Why do people choose to become psychologists? and report these experiences as a result of selves as Anglo-Australian, and ten consisted training and professional practice (Nikcevi´c, of a variety of other cultural and ethnic back- Kramolisova-Advani & Spada, 2007). To grounds. address these concerns, a number of studies sampled counselling or clinical psychology Procedure students rather than practitioners. Students Data analysis too experienced greater dysfunction in their Narrative construction family of origin than comparison groups Narratives were constructed according to (Brems et al., 1995; Kier & Lawson, 1999), methods described by Connelly and Clan- had more negative perceptions of their dinin (1990) and Howie (2010). Chronolo- family of origin (Kier & Lawson, 1999), and gies listing major events discussed in the reported higher rates of adverse childhood interviews were written first to provide a scaf- experiences (Brems et al., 1995). fold. Headings reflecting major topics of Despite these findings little is known interest relevant to the research questions about the processes that lead people who were then derived from the transcripts. Text have experienced difficulties in childhood to within transcripts was collated according to pursue the field of psychology. A more these headings, and extraneous material was substantial and richer understanding of the excluded. Narratives were then created using lives of students is required if these experi- the chronology and headings as a guide, in ences are to inform the education and train- the third person past tense and using partici- ing of psychologists. The current study will pants’ own words. Narratives were then feature junior psychology students who presented to participants at a second meeting aspire to a career conducting psychological to determine whether they were authentic therapy. The study will employ an innovative reflections of their experience. Participants qualitative methodology called narrative were also given the opportunity to make addi- inquiry, one that is ideally suited for an tions, deletions, or alterations (Chase, 2000). exploration of the connections between Where necessary, revisions were checked with distressing events and career choice across participants through email. Without excep- the life span (Bleakley, 2005). Data collec- tion, participants affirmed their narratives, tion and analysis will focus on the question: and while a small number of minor alter- How does your decision to want to become a ations were requested, these were not perti- practicing psychologist conducting therapy nent to the research questions. After relate to the story of your life so far? narratives were finalised, participants were assigned pseudonyms and all identifying data Method was de-identified. Participants Fifteen university students undertaking Analysis of narratives undergraduate psychology courses and Thematic analysis was applied to the final intending to complete a major in psychology narratives to identify patterns across partici- were recruited through an online research pants and to develop themes in accord with participation system and email. Inclusion the research questions (Howie, 2010). In this criteria required that the participants’ ideal process, each sentence in a narrative was future career was as a practicing psychologist interpreted and summarised, resulting in a conducting therapy and that they were distilled phrase reflecting the major fluent in English. Participants were aged elements relevant to the research questions. from 18 to 37 years, including 10 recent The distilled elements from each narrative school leavers as well as five mature age were then provisionally assigned codes students. Ten participants were female and according to their content and meaning. five male. Five participants identified them- Across narratives, elements with a shared

Psychology Teaching Review Vol. 17 No. 2 65 Ly Huynh & Paul Rhodes focus were placed in the same code, and her experience, Cheryl felt very strongly that code definitions were maintained and ‘other people should not have to feel like this’, and refined to ensure they correctly represented asserted, ‘if someone else goes through this, I want participants’ narratives. Codes were then re- to be the person they can talk to.’ Amanda also examined with a senior colleague, and believes that her experience inspired her finalised. Relationships between the codes desire to help others: ‘reflecting back on that and attributes of participants were then age and the trouble I had as a young child … explored. I realised that I wanted to help people.’ Having had to negotiate coming out by himself, Results Nicolas asserted, ‘I don’t want other people to go The influence of distressing events. through the same thing’, so much so that he A significant number of participants in this insisted, ‘that’s what I want to dedicate myself to, study described the experience of distressing helping people through that life experience.’ events in childhood, adolescence or early adulthood as an important influence on The influence of seeing helping professionals career choice. These events varied greatly in Other participants were influenced to nature and severity and included: falling out become psychologists because of help they with a close friend, self-esteem issues in received from professionals. Sara, for exam- adolescence, sibling and parental suicide, ple, saw two general practitioners after her immigration, coming out as a homosexual, sister’s suicide, and her mother’s subsequent the death of a family friend and childhood mental illness. Compared to other helping neglect and abuse. From these experiences, professionals, Sara found their assistance ‘the participants developed compassion and a most helpful’, and thought, ‘I really admire what strong desire to help others. you do, I want to become a GP.’ However, she Participants emphasised the feelings of later ‘realised the role that they played in my life isolation that accompanied their psychologi- was more one of a psychologist’, and decided cal distress. Describing the aftermath of a that she would like to help others in the way major falling out with her former best friend, they had helped her by becoming a psycho- Cheryl said, ‘I just could not understand like I logist. Similarly, Janice was inspired to got really hurt and I was really depressed and become a psychologist after a positive expe- down for ages’, and also felt that she ‘didn’t rience with a helping professional. Feeling have anyone to talk to about this.’ Similarly, overwhelmed by culture shock after immi- Amanda recalled her issues with self-esteem: grating to Australia from Asia, Janice ‘went to ‘I wasn’t happy with the way I looked, I wasn’t see the counsellor and she kind of helped me happy with how I acted, my personality’, and in through.’ After her experience of being retrospect, laments having ‘gone through this helped through her own problems, Janice whole journey by myself.’ Analogous concluded that ‘it’s such a good profession to were involved in Nicolas’ experience of actually help people get used to the culture and preparing to come out as a homosexual. He environment’, and ‘thought helping people in this admits, ‘that was probably the lowest part in my way would be a really worthwhile thing to do.’ life’ and ‘one of the most traumatic things that Others were motivated because of nega- someone could go through.’ Because of the tive experiences with professionals. Radha, inherent secrecy involved in his situation, for example, decided to seek help after Nicolas also ‘didn’t know where to turn … who engaging in self-harm and attempting to talk to.’ suicide, and was referred to a psychiatrist. For these participants, the combination She recalls, ‘after telling my whole story for like of psychological distress and isolation an hour, so she just say okay, these are the medica- resulted in the development of empathy for tion I prescribe, you take it this much.’ Radha others in similar circumstances. Regarding considered the experience ‘traumatising’ as

66 Psychology Teaching Review Vol. 17 No. 2 Why do people choose to become psychologists? she had sought help and gotten ‘nothing’ ingly, the majority of these participants had from the psychiatrist, and ‘still didn’t have not experienced significantly distressing life anybody to talk to.’ In their consultation, the events, although some described self-esteem psychiatrist informed Radha that ‘she was not or identify stresses in adolescence. a psychologist, she was a psychiatrist’, a distinc- Geraldine highlighted the importance of tion she had been unaware of. This proved the helping role she held while at boarding to be instrumental to Radha’s eventual deci- school, and how it had helped her to realise sion to become a psychologist, as it initiated the impact that talking to people about their her research into the profession. She recalls, problems could have. ‘I think the decision to ‘that’s when the whole thing started developing.’ become a psychologist would come back a lot to the intimate environment we kind of had at school, The continuing need to understand oneself like especially the way that boarding houses were set While many of these students found empa- up. In Year 10 you were kind of the dorm monitors thy for others after distressing events and for the younger girls … we kind of talked to them some sought professional help, they still all individually and went through what was entered training with unanswered questions. worrying them and stuff and that really helped.’ Marcus believed that studying psychology Speaking about her volunteer work in a would help him understand his own unchar- nursing home, Janice emphasised the impor- acteristic behaviour after an acrimonious tance of satisfaction in her decision to break-up. ‘It hurt me so much and made me act pursue psychology. ‘I did drawings of the old out in ways that I know I’m not, I’m hoping study- people and do and play lawn bowls with ing psychology will allow me to understand why I them, it’s great … Yeah, that nursing home experi- did the things I did.’ Marcus also hoped his ence or volunteer work really pushed me towards studies would help him gain insight into this kind of helping profession … It just gives me what it means for him to be homosexual. this enormous amount of satisfaction’. ‘Another reason for wanting to go and venture These experiences were seen as relating into this field is because I want to understand to particular personal characteristics that what makes me gay.’ suited them to a career as a psychologist. Vivian, on the other hand, hoped to make ‘We’ve been given gifts and talent in certain areas better sense of the abuse and neglect she had and I feel like this is the occupation or job which suffered as a child: ‘I hoped I would have a more suits mine in a good way … Not everyone can be scientific picture or theory-based picture into what patient enough or impartial enough to sit down I’ve been going through.’ Radha also perceives and talk to someone’ (Alistair). the pursuit of a career in psychology to be a ‘I know that you need to have an analytical means of understanding of her family mind for psychology. You have to be able to see members and dynamics. Because of her things from a different perspective and I think I’m conflicted relationship with her divorced able to do that …. And that’s another reason why parents, and her troubled childhood, Radha I decided to go into psychology’ (Nicholas). believes that it is important for her to under- stand her family, stating, ‘I guess that’s what’s The influence of role models most important to me, explaining my family first A variety of different types of role models and then [helping] others.’ also influenced career choice. In the case of Victoria, her mother played a central role: The influence of prior helping roles ‘she’s always involved in the community and help- Many participants also nominated positive ing people. I guess that’s why I admire her a lot experiences helping others as influencing and think, you know, maybe that’s where I get it their choice of career, including the provi- from.’ Radha, one the other hand, was influ- sion of peer and family support, volunteer enced by a friend who taught maths in work, and school roles. Interest- underprivileged schools: ‘that’s what pushed

Psychology Teaching Review Vol. 17 No. 2 67 Ly Huynh & Paul Rhodes me to help, because most of those children he works Discussion with has [sic] nothing.’ She described how her Despite previous research that implicates own history of childhood distress, suicidality psychological distress in career choice for and self-harm, coupled with this role model- psychologists the majority of studies have ling supported her choice to pursue a career failed to provide rich descriptions of lived with disadvantaged children. experience, ones which allow for a more Others described how observing thera- complex understanding of the personal pists at work consolidated their career motives of student psychologists. Results choice. Miriam observed counsellors from this study lend support to the finding supporting a family friend in hospital: ‘I saw that distressing events do play a role in how much of a difference they made and how much career choice. These events had a variety of they could help just by knowing things to say and effects, including the development of empa- things to do, it really just made me feel yeah, you’ve thy and a desire to help others, in some cases chosen the right degree.’ Nisha witnessed the the desire to emulate professionals who have positive effects of psychotherapy on her helped or be better than ones who did not. husband who was suffering from a mental For some this career choice is then consoli- illness. ‘One of the doubts I had was how useful is dated by observing helping role models or by any of it? Does it actually do any good?’ However, specific career advice. Interestingly, in this after seeing improvement she concluded study, not all distressing events related to that, ‘I’ve seen that it actually does do something childhood. Many of the events described useful.’ occurred in adolescence and some in early adulthood. The stereotype of parentified Career advice children still seeking lost needs for intimacy In many cases the choice to become a was not a major theme. psychologist was clarified or consolidated by Of particular interest was the finding career advice. In some cases the advice came that, for a significant number of participants, from loved ones: ‘I was sitting with my dad and distressing events were not related to career my dad was talking about bringing up children. choice. These students were motivated by I made a comment about child rearing or some- positive, satisfying experiences they had in thing and he’s like gosh, you should be a psycholo- helping roles, experiences which for some gist. And that’s when the idea of becoming a demonstrated their personal suitability for psychologist clicked’ (Nicholas). In others it the profession. This mediates against a domi- came from professional advisors at school. nant story of all psychologists as ‘wounded ‘We went to a advisor and she also recom- healers’ (Burns, 2009). mended psychology and so I’m like oh, I’ve got to The question remains, however, as to the do something and so I may as well do this. But needs of psychologists who may have been yeah, like talking about it with the careers advisor, inspired, in part, by distressing events earlier it made the idea more firm in my mind, gave me in their lives. It seems from this study that more kind of thing’ (Gavin). Amanda some may still be entering training with a had a long-standing desire to help people desire to understand themselves further and and was encouraged to select psychology. that many will be disappointed by the lack of ‘I’d never actually really thought about it until such emphasis in much psychology training I went to a counsellor in Year 12, a careers coun- at present. Indeed, Dozier (2003) found that sellor, and he said to me you know what are your clinical psychology students were most dissat- interests, like what do you do outside [school] and isfied with the attention their programme I told him about like my volunteering and he said paid to personal development. Of equal have you ever thought about psychology?’ concern is our lack of understanding concerning the occupational prognosis for these students, if this perceived need for

68 Psychology Teaching Review Vol. 17 No. 2 Why do people choose to become psychologists? personal reflection is not given greater atten- clinicians from harm and ensuring that their tion. It is clear is that all psychologists choos- future clients receive the best possible treat- ing to work therapeutically will face ment. In particular, longitudinal studies significant risks. Adverse psychological would be of benefit, mapping the course of consequences, including compassion fatigue students, from university admission to and burnout, are particularly prevalent , with particular attention paid (Carroll, Gilroy & Murra, 1999), negatively to isolating early signs of occupational stress impacting the professionals themselves, but and burn-out. also increasing the likelihood of unethical behaviour and impaired professional effi- The authors cacy (Neumann & Gamble, 1995; Smith & Ly Huynh & Paul Rhodes Moss, 2009). It is also clear that specific University of Sydney. personal characteristics have been associated with greater susceptibility to occupational Correspondence stress, including when professionals Dr Paul Rhodes conducting therapy are motivated by a desire Senior Lecturer, for intimacy (Farber, 1983), or tend to University of Sydney, become emotionally involved with clients 42 The Sanctuary, (Gomez & Michaelis, 1995), or have unreal- Westleigh, istic expectations of practice which may also NSW 2120, represent a vulnerability (Kottler, 2003; Australia Skovholt & Rønnestad, 2003). More research Email: [email protected] is required to support the role that educators Telephone: 02 9875 2093 in psychology play, in both protecting future

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Psychology Teaching Review Vol. 17 No. 2 69 Ly Huynh & Paul Rhodes

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