"As far as it can be enriching, it can also be challenging to navigate...": An Interpretative Phenomenological Analysis Exploring Child and Adolescent Psychotherapists' Experiences of Practicing in a Second Language and Culture

Aims: In recent years, therapists are encouraged to develop greater sensitivity to the socio-cultural contexts that shape therapeutic relationships. Over the last decades, there has been growing interest in the experiences of foreign-born adult therapists, particularly in how their cultural and linguistic differences influence clinical practice, their professional identity and sense of self-efficacy. This remains an under-researched area in the field of Child and Adolescent Psychotherapy, and this study aims to address this gap in knowledge by exploring the experiences of Child and Adolescent Psychotherapists in the UK who practice in a second language and culture. Methods: Semi-structured interviews were conducted with four foreign-born, qualified Child and Adolescent Psychotherapists. The interview transcripts were analysed through Interpretative Phenomenological Analysis (IPA), which allowed the in-depth exploration of the participants’ experiences and attempts at sense-making. Results: Three group experiential themes were identified: 1. Affective dimensions of foreignness 2. Negotiating otherness in the therapeutic encounter “Where are you from?” 3. “A developmental trajectory”. Conclusions: The participants reported a range of personal and professional challenges arising from their position of not belonging in the dominant culture and having to navigate themselves within a liminal space between two identities. Greater professional experience and stronger integration within the psychotherapy community seemed to ameliorate these challenges over time. Overall, difference was regarded as a valuable therapeutic tool, with the potential to enrich and deepen therapeutic relationships with children, young people and families.