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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]

The methods operated by UK healthcare regulators when investigating claims of practitioner wrongdoing exhibit judicial irregularities and morally questionable methods. Highlighting how and where regulators fail to execute their fitness-to-practice mandates ethically provides an opportunity for fairer and safer systems of regulatory oversight to be contemplated. Taking into consideration concepts of bad faith, this paper is an analysis of how the regulatory establishment administers fitness-to-practice procedures, and seeks to illustrate how existing approaches harm the credibility and efficacy of healthcare regulation. [ABSTRACT FROM AUTHOR]

This paper is a brief phenomenological description of the polarities and paradoxes emerging in people's day-to-day lives, within the context of the COVID-19 pandemic. It uses a collection of vignettes to explore the ways that people in the UK are making sense of the early stages of the COVID-19 public health measures. It concludes by suggesting there is an existential importance of working with paradox and polarities, both personally and professionally, as psychotherapists at this time. [ABSTRACT FROM AUTHOR]