Svitlana Otenko

  • PhD in Psychology, Associate Professor of the Department of Psychology, Social Work, and Pedagogy of the Open International University
  • University of Human Development “Ukraine” (Kyiv, Ukraine)
  • Master Trainer for Positive Psychotherapy

Email: svet1608@gmail.com

Psychotherapy as an educational process involves not only the acquisition of theoretical knowledge and methods, but also the personal development of the future therapist. This process is multifaceted and includes self-discovery, the development of emotional intelligence, the formation of professional identity, and the creation of a personal style of work.

The self-discovery essay is an important part of the educational process in the Basic and Master courses of Positive Psychotherapy. It allows students not only to master the method theoretically, but also to deeply explore their own experiences, recognize their strengths and weaknesses, and determine directions for further development. By the standards of the World Association for Positive and Transcultural Psychotherapy (WAPP), this process covers various aspects of personal development.

The purpose of this study is to analyze the personal development process of students within the framework of the Basic and Master courses in Positive Psychotherapy, with a focus on self-discovery and preparation for writing the essay.

This study is based on the analysis of students’ reflections and experiential learning. It involved five groups of students who participated in the Positive Psychotherapy program over two years.

Main Body / Analysis

The study was conducted among students enrolled in the Basic and Master courses of Positive Psychotherapy.

The primary research methods were:

  • Performing exercises on each topic according to the balance model (Peseschkian, 2016).
  • Reflection in the form of essays and group discussions.
  • Collecting feedback from students.

Each aspect of personal development was explored through the proposed exercises, allowing students to reflect on changes within themselves and their attitudes toward various areas of life.

The results of the study revealed key trends in personal transformation throughout the learning process.

The Main Sections of the Self-discovery Essay and Exercises According to the Balance Model

  1. Relationships

Theoretical Justification

Relationships are a central theme in self-discovery. They include the ability to interact effectively, awareness of attachment styles, differentiation of needs, setting boundaries, and understanding one’s place in social groups.

Exercises

  • Body: “Physical Boundaries” — An exercise aimed at increasing awareness of personal physical boundaries by focusing on bodily sensations. The goal is to distinguish between comfortable and uncomfortable physical contact.
  • Activity / Achievement: “My Social Space” — An exercise to map out one’s social roles and zones of interaction. The goal is to identify the roles in which a person feels most natural and at ease.
  • Contacts: “Virtual Mirrors” — Paired work where one participant describes the other based on their first impression. The goal is to understand how others perceive you and to compare this with your self-perception.
  • Meaning / Future / Fantasy / Senses: “My Meaning in Relationships” — Writing a short essay about the importance of relationships in your life and the values they hold for you.
  • Questions for Independent Work or Pair Exercises (as tools for psychotherapists) (Peseschkian, 2016):
  • Write a list of things your body does for you every day (e.g., breathing, walking).
  • Analyze how your clothing and appearance help establish or convey boundaries (e.g., a restrained business style vs. an expression of individuality). Consider the link between appearance and self-presentation.
  • Explore physical symptoms that may signal violations of personal boundaries (e.g., headaches, fatigue). How do you cope with these symptoms?
  • Reflect on your work rules (e.g., no work after 7:00 PM, taking breaks every 2 hours). Are you able to set and maintain boundaries in the workplace?
  • Recall a situation where someone crossed your boundaries (e.g., through passive-aggressive behavior). What was your reaction then, and how would you respond now?
  • Explore your needs and those of a partner or friend. Where do they overlap? Where do they differ? How do you feel about these differences?
  • Reflect on your most recent decision. Was it based on your feelings or the expectations of others? What was your motivation—internal or external?
  • Choose a symbol that best represents relationships during your training, and explain its meaning.
  • While working with these questions, keep in mind that we are exploring all aspects of relationships through the lens of the balance model.

Student Reflections:

  • “I realized how important emotional openness is for me in relationships. I am learning to listen more than I speak — and this changes the quality of the dialogue.”
  • “I used to avoid conflicts; now I can express my opinion gently, without fear of rejection.”
  • “Through the exercises, I became aware of how much my family influences me, even in professional contexts. This gave me new insights.”
  • “During the exercises, I started to understand how my usual reactions to criticism affect the quality of communication. The training helped me develop the ability to take criticism constructively.”

Conclusion

Developing skills in interaction and learning to differentiate between one’s own and others’ needs enables students to understand themselves better and enhances their ability to form therapeutic relationships.

  • Biography (Changes in Your Life During Your Studies)

Theoretical Justification
Biographical analysis helps in understanding life stages, conflicts, losses, and gains, as well as in identifying patterns of relationships formed in childhood and later in life.

Exercises:

  • Body: “Body Biography” — Creating a diagram that illustrates how bodily changes have influenced self-esteem and self-perception at different stages of life.
  • Activity / Achievement: “Chronology of Changes” — Building a life timeline that reflects significant changes during your studies, with a description of how these changes contributed to self-discovery.
  • Contacts: “Letter of Gratitude” — Writing a letter to yourself or an important person, acknowledging their contribution to your development. The goal is to recognize how social connections influence personal growth.
  • Meaning / Future / Fantasy / Senses: “Change of Values” — An exercise comparing your values at the beginning and end of your studies, reflecting on what has become more important.
  • Questions for Independent or Paired Work (as tools for the psychotherapist) (Peseschkian, 2016):
  • Were there any changes in your body during your studies, and how were these reflected in your life story?
  • Did your sphere of activity (social, domestic, environmental, etc.) change during your studies? How did this impact your well-being?
  • Which contacts did you maintain, and which did you let go of for the sake of your development?
  • Create a symbol that best represents the biographical changes you experienced during your studies, and explain its meaning.

Student Reflections:

  • “While studying my biography, I realized how many stages of life I lived on ‘autopilot.’ Now, I am learning to live more consciously.”
  • “Writing a letter of gratitude to my late father allowed me to resolve many unspoken issues and accept his influence on my journey.”
  • “For the first time, I saw that many of my decisions were not truly mine—they were the result of old patterns. It is painful, but freeing.”

Conclusion:
Exploring my biographical experience helped me recognize how key events, decisions, and influences from the past have shaped my present identity. Becoming aware of my life narrative allowed me to rethink, rewrite, or let go of the parts of my story that no longer align with who I am today.

  • Body Sphere

Theoretical Basis
This section focuses on understanding the connection between physical condition, bodily sensations, and emotional well-being. Working with the body enables deeper self-awareness, emotional regulation, and the ability to recognize the body’s signals.

Exercises:

  • Body: “Relaxation Diary” — Keeping a journal of bodily sensations before and after relaxation practices. The goal is to learn how to recognize and interpret body signals.
  • Activity / Achievement: “Movements of Emotions” — A movement practice set to music, where each movement is linked to a specific emotion. The goal is to explore how the body responds to different emotional states.
  • Contacts: “Touch and Distance” — A group exercise in which participants explore their comfort with physical proximity and reactions to touch.
  • Meaning / Future / Fantasy / Senses: “Body Reflection” — Writing an essay about how the body reflects inner experiences and emotional states.
  • Questions for Independent or Paired Work (as tools for the psychotherapist) (Peseschkian, 2016):
  • How have your physical habits changed during your studies (e.g., sleep, movement, nutrition)?
  • Do you notice when your body is tired or tense?
  • How have the changes in your life during your studies affected your physical activity?
  • Name three people who became important during your studies. How did they influence you?
  • Have you maintained contact with old acquaintances? Whose needs were being met—yours or theirs?
  • What physical activity could you add to your routine to feel better? What else could you do to develop consistency in caring for your body?
  • How close can people come to you before you start feeling uncomfortable?
  • Do you notice your posture and gestures during online meetings? What do they express?
  • Choose a symbol that best represents your relationship with your body during your training, and explain its meaning.

Student Reflections:

  • “I started noticing how my body warns me about stress. Now, I no longer ignore fatigue—I try to understand its source.”
  • “The movement exercise helped me realize how stuck I was in certain emotions. Letting my body move freely was difficult, but it was a turning point.”
  • “I began to treat my body as something valuable, not just a tool. That shift changed how I see myself.”

Conclusion:
Bodywork opened the door to deeper self-connection. I discovered that the body is not only a carrier of tension and emotion, but also a source of strength, resources, and self-regulation. By paying attention to bodily processes, I gained a clearer understanding of my boundaries, needs, and inner world.

  • Achievements / Career

Theoretical Justification
In the development process of a future psychotherapist, the conscious recognition of one’s own achievements and career aspirations plays a crucial role. This contributes to the formation of professional motivation and the ability to navigate both success and failure. Career development is closely linked to self-esteem and one’s attitude toward professional growth, which in turn affects the effectiveness of therapeutic work.

Exercises:

  • Body: “Posture of Success”
    Task: Students take a confident posture and declare their professional achievements aloud.
    Goal: To develop awareness of the bodily expression of confidence and success.
    Result: Establishing a connection between physical posture and a sense of achievement.
  • Activity / Achievement: “Career Growth Tree”
    Task: Draw a tree where the roots represent professional values, the trunk symbolizes skill development, the branches show achievements, and the leaves illustrate future goals.
    Goal: To visualize career growth and set professional goals.
    Result: Deeper awareness of personal development within a professional context.
  • Contacts: “Career Networking”
    Task: Create a map of contacts—people who have influenced your professional development.
    Goal: To recognize the importance of social support and its role in growth.
    Result: Enhanced awareness of professional connections.
  • Meaning / Future / Fantasy / Senses: “The Meaning of Work”
    Task: Write about what work means to you (e.g., development, stability, creativity).
    Goal: To clarify your motivation.
    Result: A clearer understanding of your professional priorities.
  • Questions for Independent or Paired Work (as an aid to the psychotherapist) (Peseschkian, 2016):
  • Determine the time of day when you feel most energetic, and schedule your most demanding tasks during that period.
  • Consider how your achievements impact your body (e.g., self-esteem, health). Do you plan your day (on paper or mentally), including time for work, rest, physical activity, and socializing?
  • Recall whether there are people who supported your career development. If not, explore internal and external reasons for this.
  • Reflect on which colleagues or partners you work with most effectively, and why.
  • What does work mean to you: development, stability, creativity, or something else?
  • Where do you see your career in 5 years?
  • Define what success means to you. Do your current actions align with that definition?
  • Choose a symbol that best reflects your relationship with your field of work during your studies and explain its meaning.

Student Reflections:

  • “The ‘Career Tree’ exercise made me realize how much I have already accomplished. I often underestimate myself—this became clear.”
  • “I discovered that real success, for me, is harmony, not status. That realization changed my focus.”
  • “The contact map revealed that my growth was influenced by people I had not considered significant. I felt unexpected gratitude.”

Conclusion:
This chapter helped me redefine success and reassess my achievements. I became more aware of how internal beliefs, external expectations, and outdated patterns influence my career path. It brought clarity to my professional direction and highlighted what is truly important to me.

  • Life Goals / Meaning of Life [3]

Theoretical Justification
The formation of life goals and an understanding of life’s meaning are central to the personal development of a psychotherapist. During training, it is essential to reflect on one’s value system and personal vision of the meaning of life and work. This reflection supports professional growth and helps maintain emotional stability.

Exercises:

  • Body: “Movement Toward the Goal”
    Task: Take a walk while thinking about your long-term goals. Consider how movement in physical space mirrors movement toward those goals.
    Goal: To deepen awareness of personal goals.
    Result: A more explicit focus on the future.
  • Activity / Achievement: “Five-Year Perspective Plan”
    Task: Write or draw a plan for your life five years from now, divided into the categories of body, activity, contacts, and senses.
    Goal: To create a vision for the future.
    Result: Motivation for future-oriented action.
  • Contacts: “Values Discussion”
    Task: In pairs, discuss your life values and how they have changed during your training.
    Goal: To strengthen the ability to reflect and engage in meaningful dialogue.
    Result: A deeper understanding of evolving values and priorities.
  • Meaning / Future / Fantasy / Senses: “Dialogue About Meaning with Yourself”
    Task: Write a letter to yourself, explaining what is most important to you in life.
    Goal: To connect with your core values.
    Result: A clear understanding of life’s meaning.
  • Questions for Independent or Paired Work (as an aid to the psychotherapist) (Peseschkian, 2016):
  • How does your body signal whether you are on the right or wrong path in life?
  • Do you pay attention to bodily cues, especially when engaging with imagination, creativity, intuition, or planning for the future?
  • Do your short-term goals align with your long-term values? How responsible are you for this alignment?
  • What do you do every day to bring meaning into your life?
  • Who in your life shares your values, and how do they support your goals?
  • Are you able to share your understanding of the meaning of life with others in a group setting?
  • Reflect on one value that has changed during your training.
  • Choose a symbol that best represents your relationship with meaning during your studies, and explain it.

Student Reflections:

  • “During the ‘dialogue with myself,’ I finally gave myself permission to follow the path that feels truly mine—even if it does not align with others’ expectations.”
  • “The values discussion helped me realize how much my priorities have shifted. I now care more about balance than about achievement.”
  • “For the first time, when imagining my life five years from now, I saw an inspiring picture rather than a stressful one. That was a completely new experience.”

Conclusion:
Reflecting on values, motivation, and life priorities opened up more profound questions about the meaning of life. Realizing what truly matters to me became a foundation for inner clarity and emotional stability. It gave me a stronger sense of integrity and direction as I envisioned my path forward.

  • Self-Reflection

Theoretical Justification
Self-reflection is a key component of the personal development of a future psychotherapist. It promotes awareness of emotions, motivations, and professional challenges. Developing the ability to introspect leads to a better understanding of one’s resources and limitations.

Exercises:

  • Body: “My Body Image”
    Task: Describe your body and bodily sensations before and after training.
    Goal: To increase awareness of changes in bodily self-perception.
    Result: Improved self-perception.
  • Activity / Achievement: “My Resource Day”
    Task: Choose your most productive day and write down what contributed to its success.
    Goal: Identify factors that enhance effectiveness.
    Result: Understanding how to organize for greater productivity.
  • Contacts: “Feedback Mirror”
    Task: Receive feedback from colleagues or friends regarding your behavior and personal changes.
    Goal: Compare self-perception with how others see you.
    Result: Increased awareness and critical thinking.
  • Meaning / Future / Fantasy / Senses: “Your Uniqueness”
    Task: Write five points that make you unique as a person.
    Goal: Discover and understand your individuality.
    Result: Strengthened self-confidence.
  • Questions for Independent or Pair Work (as tools for the psychotherapist) (Peseschkian, 2016):
  • What does self-reflection mean to you in the area of the Body?
  • In the area of Activity, what do you notice and what do you ignore? When and how do you apply self-reflection in this area?
  • Choose a habit or behavior pattern and analyze how it impacts your activity.
  • How does your emotional state affect your communication with others in professional settings?
  • Recall a situation when you were criticized. How did it influence your actions?
  • Create a symbol that best represents your self-reflection in the Senses area during your studies and explain its meaning.

Student Reflections:

  • “I never realized how profound and therapeutic internal dialogue could be. Writing the essay helped me meet myself without criticism for the first time.”
  • “Self-reflection gave me a tool I had been missing in everyday life — I started to recognize the cause-and-effect patterns in my reactions and behavior.”
  • “By writing daily notes about my emotions, I began to truly hear myself — not just understand, but feel my inner truth.”

Conclusion:
Self-observation helped uncover how our internal dialogue is formed — how we treat ourselves, and what we criticize or support. This section provided a space for honesty, a vital foundation for personal growth.

  • Group Dynamics

Theoretical Justification
Working in a group helps future psychotherapists develop cooperation, empathy, and conflict-resolution skills. Group dynamics foster communication, collaboration, and the ability to accept different points of view.

Exercises:

  • Body: “Movement Activity in a Group”
    Task: Engage in a warm-up or simple movement exercise within a group. Reflect on its impact on individual and group dynamics.
    Goal: Enhance bodily interaction.
    Result: Improved group communication.
  • Activity / Achievement: “Roles in a Group”
    Task: Identify your typical role in group settings (e.g., leader, organizer, listener). How does this role affect group interactions?
    Goal: Increase self-awareness of your influence within a group.
    Result: Optimized group behavior.
  • Contacts: “Circle of Support”
    Task: Share a personal difficulty, and receive support and advice from the group.
    Goal: Foster emotional support within the group.
    Result: Strengthened trust and a sense of safety.
  • Meaning / Future / Fantasy / Senses: “Group Mission”
    Task: Define your main goal in working with the group.
    Goal: Clarify a shared direction.
    Result: More harmonious collaboration.
  • Questions for Independent or Pair Work (Peseschkian, 2016):
  • How do you position yourself in group settings (e.g., near the camera, center of the screen)? Why?
  • Have you ever offered a solution that considered everyone’s interests?
  • Were you able to empathize with another group member whose views differed from yours?
  • Did you face any group-related challenges during your studies? How did you resolve them?
  • Create a symbol that reflects your group participation during the course, and explain its significance.

Student Reflections:

  • “Group work helped me recognize behavioral patterns — when I stay silent, when I blame, when I withdraw. It became a mirror I could not ignore.”
  • “The group felt like a small world where I could experiment with new behaviors and get honest, supportive feedback.”
  • “I used to fear being open in groups. Here, I learned to accept others’ emotions — and to share my own. That created a deep sense of connection.”

Conclusion:
Participation in the group helped me better understand my interpersonal dynamics: how I initiate contact, what triggers me, what supports me, and what roles I tend to take on. Group dynamics served both as a mirror and as a developmental resource.

  • Other Topics (Self-Disclosure Azimuth and Self-Disclosure Modules)

Exercises:

  • Body: “Relaxation through Bodily Practice”
    Task: Perform a breathing or movement exercise before engaging in a difficult conversation. Reflect on changes in your readiness to open up.
    Goal: Prepare the body for self-disclosure.
    Result: Greater comfort in sharing.
  • Activity / Achievement: “Planning for Personal Growth”
    Task: Draw your personal “azimuth” — the direction you wish to grow in. Identify three steps to move forward.
    Goal: Structure personal development goals.
    Result: Clear and actionable development plans.
  • Contacts: “The Secret is in Safety”
    Task: Share a personal story with one participant that became significant for you during training. Reflect on how it felt to share.
    Goal: Test the level of trust in your relationships.
    Result: Enhanced interaction and confidence.
  • Meaning / Future / Fantasy / Senses: “My ‘Why?’”
    Task: Ask yourself: “Why am I developing in this direction?” Discuss the answer in the group.
    Goal: Discover deeper motivation.
    Result: Clarity about internal drivers.
  • Questions for Independent or Pair Work (Peseschkian, 2016):
  • Think of a time when you shared something personal. How did your body react?
  • Reflect on when and how you completed your PPT assignments during the course.
  • Share a personal story with your therapist that you have not shared before. What did you feel during this process?
  • Explore: “Why am I growing in this particular direction?”
  • Identify three main lessons you learned during the course, and explain how they affected your senses.

Student Reflections:

  • “In the ‘Creativity’ module, I finally allowed myself to be imperfect. It released so much energy — I rediscovered myself through collages and poems.”
  • “During the body exercise, I first noticed how my bodily tension responded to the topic of intimacy. This helped me understand how, in real life, I avoid contact (Axis II), even though I crave it. It seems to stem from a deep conflict between my need for autonomy and my fear of being abandoned (Axis III).”
  • “Working on ‘Spirituality’ gave me a new perspective — I realized I always had inner support, but I had been drowning it out with daily noise.”
  • “Exploring the ‘Borders of Time’, I saw how much of my life is spent on automatic actions instead of my true values. It inspired me to restructure my day.”
  • “When I was formulating the meanings of learning, I realized that it was the moments of personal self-disclosure that gave me the most. Now, through the prism of OPD-2, I see that these are not just ’emotions,’ but internal processes that shape my professional identity and that I will be able to recognize in clients.”

Conclusion:
These additional topics highlighted the flexibility and depth of personal work. They enriched the self-exploration process, revealing experiences that do not always fit into neat categories but are vital to developing a holistic sense of self.

The use of the OPD-2 model proved especially valuable not only as a tool for professional diagnostics but also as a mirror for self-reflection.

Working with the axes helped to reveal:

Typical patterns in relationships (Axis II),
deep conflicts between needs (Axis III),
The level of internal structure and its dynamics in difficult situations (Axis IV).

_____

The study results confirm that engaging with exercises across various topics is an effective method for personal development in Positive Psychotherapy training.

Writing a self-discovery essay became not just an educational task but a transformative experience. Each theme — from relationships to life purpose — revealed new dimensions of the self, encouraged reflection, and helped shape a professional identity.

This process enabled students not only to integrate theoretical knowledge, but to live it — to explore their inner worlds and how those relate to the outer world. The self-discovery essay became a meeting point with the self, where the psychotherapist begins to form not only as a specialist, but as a whole person.

Student reflections reveal deep personal growth, heightened awareness, greater emotional flexibility, and increased maturity — qualities that form the foundation of empathetic, responsible, and effective therapeutic practice.

References:

[1]. PESESCHKIAN, N. (2016). Positive Psychosomatics: Clinical Manual of Positive Psychotherapy. Bloomington, USA: AuthorHouse. 601 p.

[2]. PESESCHKIAN, N. (2016). Positive Family Therapy, AuthorHouse UK. 428 p. (first published in 1986, Springer-Verlag, Berlin, Heidelberg (Germany).

[3]. PESCHKIAN, N. (2016). In Search of Meaning.  International Academy for Positive and Transcultural Psychotherapy – Peseschkian Foundation, Wiesbaden, Germany. 324 p.

[4]. PESESCHKIAN, N. (2016). Positive Psychotherapy of Everyday Life: A Self-Help Guide for Individuals, Couples, and Families with 250 Case Stories, Bloomington, USA: AuthorHouse UK. 326 p.