In development has been divided into two main

In the last few
decades, the concept of “self” of the therapist has been one of the most
important subjects in the fields of psychotherapy and counselling (Strawbridge
& Woolfe, 2010). Relevant researches have indicated that the degree and the
quality of the relationship between therapists and their patients (Donati,
2003) are determining the success (or failure) of therapy, while others have
accumulated the universal success of therapeutic methods (Cooper & McLeod,
2011; Loborsky, Singer & Luborsky, 1974; Wampold, 2001). The notion of
“common factors” resulting in the determination of therapy’s success focus on
the relationship of the therapist with the client, along with the
professional’s point of view regarding the concept of counselor’s “self”
(Clarkson, 1995). Additionally, the development of the therapist’s self has
been highlighted as an equally important issue, directly linked with the
personal and professional aspects of counselling, thus leading the researchers
in the assumption that personal development of the therapist’s self should be
achieved simultaneously with his/her technical and therapeutic skills and
academic background (Skovholt & Ronnestad, 1992; Wilkins, 1997).

Counsellor
development has been divided into two main categories, so as to emphasize the
importance of the segments “personal development” and “professional
development” (Skovholt & Ronnestad, 1992). 
While the expert aptitudes and academic background focusing into
therapeutic work have generally been the fundamental concentration of training,
the later affirmation of the significance of the advisor’s self in effective
restorative result is likewise spoken to in training, with self-improvement
turning into a mandatory part of preparing for all Counseling Psychology
trainings and most directing courses (Rizq,
2010).

Numerous theories regarding the significance of
self-improvement work have been proposed, which feature the connection between
the personal and professional parts of the 

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