Akademisierung und Professionalisierung Personzentrierter Psychotherapie: Eine praxeologische Perspektive

Abstract

The article focuses on the opportunities and risks of the academization of psychotherapy for the personcentered approach. The disciplinary independence of psychotherapy and the relationship between theory and practice are first discussed against the backdrop of the differences in legal regulations in Germany and Austria. The Documentary Method is used in an empirical study to identify different forms of knowledge as a central element of professionalization and to shed light on the different logics of theory and practice. The relationship between therapis-ts and clients is thereby revealed to be radically heterarchical, a commonality with praxeological sociology of knowledge in relation to its subjects and thus an epistemic commonality. Against this backdrop, the authors argue for a multiparadigmatic constitution of academic psychotherapy and for the promotion of practical knowledge, especially in academic training.