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European Journal for Qualitative Research in Psychotherapy
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  3. Vol. 12 (2022)

Vol. 12 (2022)

Published: 07-04-2022

Editorials

  • Editorial

    Linda Finlay (Author)
    • PDF

Articles

  • Being a therapist- Becoming a researcher A collaborative autoethnography study

    Lennart Lorås, Sari Lindeman, Andreas Breden, Hege Almeland Hansen (Author)
    • PDF
  • Who are we protecting? Exploring counsellors’ understanding and experience of boundaries.

    Peter Blundell, Lisa Oakley, Kathryn Kinmond (Author)
    • PDF
  • The transformative experience of finding a relational home with a psychotherapist

    Linda Finlay, Joanna Hewitt Evans (Author)
    • PDF
  • Exploring whiteness in the context of anti-racist practice: A mixed methods survey

    Frances Basset (Author)
    • PDF
  • “Are you analysing me?” A story completion exploration of having a friend who is becoming a psychotherapist

    Alan S. McPherson (Author)
    • PDF
  • The Reflective Online Practitioner Survey: The value in harvesting both qualitative and quantitative data

    Alistair McBeath (Author)
    • PDF
  • Processing of Self-concept and Identity in Individuals with Borderline Personality Disorder: Findings from a Content-Analytic Follow-up Study

    Maaria Koivisto, Tarja Melartin, Sari M. Lindeman (Author)
    • PDF
  • The therapist’s personal therapy: What influence does it have on their clinical practice?

    Frederico Bento, Daniel Sousa (Author)
    • PDF
  • A story of psychotherapy

    Megan Hayes (Author)
    • PDF

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We are grateful for the continuing support and sponsorship offered by the European Association for Integrative Psychotherapy (EAIP) (http://euroaip.eu/) to maintain this journal online. The journal remains independent of the commercial interests of the EAIP, and any views expressed in the journal by authors will not necessarily reflect those of the EAIP organisation. The relationship is one of partnership, dialogue, and collaboration, with reciprocal independence for both partners. We share a joint mission to encourage practitioner-orientated research. 

ISSN: 1756-7599

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