The similarity of process in psychotherapy and in the interpersonal dynamics of tertiary teaching is of interest in attempting to maximise student interest and success. This article reviews the similarities in predictors of positive outcome in both psychotherapy and tertiary education, and suggests that the two processes have a great deal in common. This suggestion is tested by comparing the personality variables (as measured by the Adjective Check List) which predict success in two dissimilar medical courses, Physical Chemistry and Counselling Skills. Results indicate that, in both courses, variables which predict success include aspects of personal adjustment and intellectual style which also would predict success in psychotherapy. It is concluded that the interaction of personal and interpersonal factors in success in tertiary courses may be based on similar processes as success in psychotherapy, and that these processes warrant further research.
Psychotherapy and tertiary teaching may at first sight appear to have few points of similarity. However, in the goals and in the interpersonal dynamics which appear to best predict the achievement of those goals, the two processes may have a great deal in common. What dynamics best facilitate achievement of goals in teaching? What personality characteristics in the patient or in the student may facilitate a positive outcome? And does it appear that there is a common underlying process involved which may shed light on how interpersonal dynamics may be used to facilitate attainment of goals in tertiary teaching? This article reviews the characteristics of both patients and therapists in psychotherapy research with regard to their effect on outcome, and compares findings with those reported in the literature on interpersonal dynamics in tertiary teaching, and attempts to synthesise the findings.
Definitions of psychotherapy, regardless of whether the school of therapy is psychodynamic, behavioural, client-centred or rational-emotive, all have two