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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]