Student training experiences within applied master’s in psychology programmes in South Africa during the COVID-19 pandemic: a professional development perspective

The COVID-19 pandemic caused interruptions to traditional teaching and training methods in academic programmes, which forced a quick move to online platforms. This qualitative study investigates the experiences of psychology master’s students in South Africa during this time. Using Rønnestad and Skovholt’s counsellor development model, we investigated students’ views on how their professional identities were impacted. Thematic analysis was used to examine data from semi-structured interviews with eight psychology master’s students from various South African universities. The results revealed several challenges, including feelings of loss, uncertainty, ‘virtual adjustment’, and unmet needs. Students, however, also mentioned developing resilience, flexibility, and new skills, particularly in self-directed learning and teletherapy. The results imply that, while online learning posed challenges towards professional development, it also helped students develop skills that are becoming more valuable in modern psychological practice. This study highlights the importance of incorporating blended learning strategies and enhancing institutional support systems to ensure the consistency and effectiveness of professional psychology training. This research adds to a more thorough understanding of professional identity development in crisis times, by framing these findings within a broader developmental framework. The implications go beyond the pandemic, providing insights into the future of psychology training in resource-constrained and digitally integrated environments.