Features of leading groups in educational personal therapy as a form of professional development of a psychotherapist

Abstract

In the modern system of training psychologists and psychotherapists, the need to combine the specialist’s theoretical, practical, and personal preparation is becoming increasingly evident. Mastering the psychotherapeutic profession presupposes not only command of working methods, but also the development of reflection, emotional stability, professional self-regulation, and ethically responsible presence in contact with another person. In this context, educational personal therapy, including its group format, acquires special significance. A theoretical and analytical consideration of the features of leading groups in educational personal therapy as a specific form of professional development of the psychotherapist. Theoretical analysis of Russian and foreign literature on group psychotherapy, group dynamics, the professional development of the psychotherapist, and educational personal therapy; a comparative analytical comparison of therapeutic, educational, and supervisory group work formats. It was established that a group in educational personal therapy represents an independent format of professional and personal work that is reducible neither to a psychotherapeutic group, nor to a training session, nor to supervision. It is shown that the specifics of its leadership are determined by the need to maintain the therapeutic frame, ensure psychological safety, contain affective processes, accompany group dynamics, support professional reflection, and preserve a balance between the depth of personal work and the educational task. The key functions of the leader, the main risks, and the criteria of professional effectiveness of this format are identified. The scientific novelty of the article lies in the conceptualization of leading groups in educational personal therapy as an independent professional competence located at the intersection of therapeutic, educational, and professionally developmental practice. The functions of the leader, the boundaries of the format, its risks, and its effectiveness criteria are clarified. Leading groups in educational personal therapy should be considered as an independent professional competence requiring a high degree of personal maturity, methodological clarity, and ethical responsibility. The effectiveness of this format is determined not only by the intensity of the participants’ emotional experience, but also by the quality of its comprehension and integration into the specialist’s professional development.