A Path Towards Self‐Awareness: A Longitudinal
IPA
Study Exploring Hindering Self‐Focused Attention in Counsellors‐in‐Training
Catherine M.‐H. Toh, Joanna Barlas, Smita Singh ABSTRACT
Background
Hindering self‐focused attention (HSA) refers to momentary experiences of internal self‐focus involving cognitive, emotional and bodily disruptions that may heighten vulnerability to stress among counsellors‐in‐training. Previous research has primarily been cross‐sectional and conducted in Western training contexts, limiting understanding of its temporal and cultural dimensions.
Aim
This study explored experiences associated with HSA and how these experiences evolved over time within the Singapore training context.
Method
A longitudinal designed was adopted, with semi‐structured interviews conducted at two time points over an 18‐month period with 10 participants. The transcribed interviews were analysed using interpretative phenomenological analysis (IPA), resulting in seven subthemes organised into two Group Experiential Themes (GETs).
Findings
GET 1. HSA as a Vulnerability Shaped by the Developing Self: (a) Manifestations of HSA through thoughts, emotions, bodily sensations and behaviours; (b) Cultural and familial foundations of HSA; (c) Childhood experiences shaping HSA; and (d) HSA as a learned coping strategy; and GET 2. HSA as a Meaningful Signal Within the Developing Professional Self: (a) HSA in negotiating developing professional competence; (b) HSA in embracing professional vulnerability; and (c) HSA as a catalyst for professional growth. HSA is used as an interpretative lens to organise recurrent experiential patterns of self‐focused attentional disruption across cognitive, emotional, somatic and relational domains. Findings suggest that such experiences, shaped by cultural and developmental contexts, may initially challenge trainees' emerging professional identity, particularly amid concerns about hierarchy, face, achievement and emotional expression. Over time, participants described increasingly reflective and integrated ways of engaging with these experiences, alongside greater professional consolidation in advanced training stages.
Conclusions
The findings highlight the importance of culturally responsive approaches to counsellor training and supervision that attend to the developmental transformation of self‐focused attentional experiences.