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In this paper the authors discuss the meaning and relevance of making plans. They conclude that although plans may initially be meaningful, paradoxically the relentless completion of plans can render life meaningless. They can inhibit personal growth if stuck to rigidly and can also inhibit our freedom and the freedom of others, freedom being a fundamental aspect of consciousness. An alternative type of plan is proposed that is more flexible and relational, and a model of the process of modifying plans in light of one's own experience, the world and others is suggested. [ABSTRACT FROM AUTHOR]

This study explores the lived experience of clients in existential therapy. The research points to the value of the learning perspective for understanding the outcomes of existential therapy. It facilitates a model of learning in existential therapy to help us understand learning outcomes based on learning processes and design. [ABSTRACT FROM AUTHOR]

This research report follows on from three previous theory-based papers in which the authors explored connections between existentialism, education and psychotherapy teaching, and identified a distinction between teaching about existentialism and teaching existentially. Here, they describe a phenomenological research study in which the primary research question was 'What is it like to teach existential therapy in the UK?'. [ABSTRACT FROM AUTHOR]

This paper documents an online discussion conducted during the COVID-19 pandemic. In the course of this, the authors note that psychotherapy teaching is extremely under-documented, under-researched and under-evaluated, and they formulate some preliminary ideas about how existential therapy can be taught in a way that is congruent with the ethos of existential philosophy with the aim of encouraging further work on this important area. [ABSTRACT FROM AUTHOR]