Table 4.

Qualitative Research on the Effect of Mindfulness and Compassion-Based Interventions on the Therapists’ Self-Compassion

Study	Sample Size (N) and Type	Program Type	Duration of Training	Qualitative Methodology	Main Ideas/Results
Bell et al (2017).68	N=6. Trainee cognitive-behavioural therapists	Adapted version (“internal supervisor”) of Compassion Focused Therapy (CFT)	4 weeks	Interpretative Phenomenological Analysis	Increased ability to be self-compassionate: (a) increased awareness and sensitivity to one’s own difficulties (expressions of care, empathy and support); (b) their self-talks were “affirming”, “reassuring” and encouraging; (c) the change in internal dialogue was identified as a change in mind-set rather than solely an alteration to the verbal content of cognitions; (d) all participants identified a change in their self-to-self relationship and an increased ability to provide, and be open to, self-care (characterised as “kind” and “warm”)
Bibeau et al (2020).62	N=3. Psychotherapists with regular practice in mindfulness	Compassion meditation	4 weeks	Phenomenological Analysis	Improved therapist’s relationship with self: (a) self-compassion appeared to be the foundation of the compassion for others, the key factor that allow to be present, more accepting, and more tolerant toward the suffering of the clients, as well as more empathetic; (b) to feel less pressure to perform or to offer a quick fix that would alleviate the client’s suffering.
Boellinghaus et al (2013).61	N=12. Psychological therapists in training	Loving-kindness Meditation (LKM)	6 weeks	Interpretative Phenomenological Analysis	(a) all participants were more accepting of themselves in relation to difficult feelings, and distanced themselves more from self-critical thoughts; (b) they were more compassionate when feeling stressed by work, and gave themselves permission to be “a good enough student” and “take the pressure off”; (c) some used positive self-talk, and others encouraged themselves to set a better work-life balance and to engage in nurturing activities; (d) however, not all participants found it easy to be self-compassionate.
Dorian & Killebrew (2014).63	N= 21. Female psychotherapists in training	Course on mindfulness	10 weeks	The Constant Comparative Method of analysis (Glaser, 1965) Dedoose™ software program	(a) most students stated that practice helped them gain compassion for self and others: letting go of negative judgments; (b) this theme covers a range of qualities that allow participants an understanding of self or other in a thoughtful way; (c) it also touches the concept of “loving-kindness”, which centers on sensitive and benevolent contemplation.
Felton et al (2015).65	N=41. Master’s-level graduate students in mental health counselling	Program based on Mindfulness-Based Stress Reduction program (MBSR)	15 weeks	Content Analysis (Hsieh and Shannon 2005).	(a) increased acceptance and non-judgmental attitude toward their own clinical abilities and limits; (b) to put less pressure to perform, reply instantly, offer amazing insight, use the right skill, and to “do something”; (c) importance of boundaries when reflecting on self-compassion: “being more gentle with myself and respect my mind and body, giving myself space and time to feel vulnerable, sick, or tired, without trying to always fight it or push my limits all the time”
Gale et al (2017).67	N=10. CFT-trained therapists	Compassion Focused Therapy (CFT)	Advanced training in CFT; personal practice workshops; CFT-specific supervision	Inductive Thematic Analysis	Personal practice improved both compassion for others (particularly their clients), and self-compassion: (a) they were more aware of how they were relating to themselves; (b) enabled them to face their emotions and to cope with difficult emotions; (c) being self-compassionate also felt to be important as it meant that participants were able to be compassionate toward others.