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Becoming a qualified therapist should bring a sense of confidence and readiness. After months, sometimes years, of study and practice, stepping into professional practice should feel like a natural next step. Yet, many newly qualified therapists find themselves facing an unexpected reality—they don’t feel ready.
Instead of feeling prepared to support clients effectively, some experience hesitation, doubt, and even anxiety about whether they have the necessary skills. Some assume it’s imposter syndrome, but if so many therapists feel this way, perhaps the issue runs deeper.
What if the real problem isn’t confidence, but a gap in training? What if some therapy qualifications don’t provide enough depth or practical experience to ensure that newly qualified professionals feel competent in their work?
This article explores why so many therapists struggle after qualifying, the issues within certain training models, and what can be done to bridge the gap between qualification and true competence.
Is It a Confidence Issue or a Training Flaw?
It’s normal to feel a little nervous in any new profession. But in therapy, where clients rely on a practitioner’s ability to guide them through deep emotional and psychological challenges, confidence is more than just a personal concern—it’s an ethical issue.
Many therapists I’ve spoken to describe similar experiences. Some say they left their training courses with a theoretical understanding but limited real-world experience. Others mention that, despite passing their exams and assessments, they felt unprepared when faced with actual clients.
A common theme is a realisation that they were missing something—often, practical skills that weren’t fully developed during training. While most training courses include practical exercises, the effectiveness of these is largely dependent on the competence and experience of the trainer. If the trainer lacks real-world experience, how much can they truly offer? Furthermore, if there are 25-30 people in a class, how does one trainer competently observe and provide meaningful feedback to every student?
If so many therapists have this experience, it raises an important question: are some training courses more focused on getting students through a qualification than on ensuring they are truly ready to work?
How Some Training Models Leave Therapists Underprepared
Many therapy courses prioritise theoretical learning but may not provide sufficient depth in practical application. This can create a situation where new therapists have plenty of knowledge but struggle to apply it in practice. Some common gaps in training include:
Limited opportunities for supervised practice before qualifying – In most cases, students cannot work with real clients before qualifying, as they are not insured, qualified, or legally able to do so. Some courses offer supervised practice through placements, but these are typically only available for certain types of therapy and often involve working for free with those who cannot afford therapy.
Reliance on training notes over independent study – Books are often recommended, but how many students actually read them? Without structured checks on understanding, much of the learning may come down to the quality of the training notes provided.
Minimal discussion about what to do when a client doesn’t respond as expected – This is particularly challenging when training hours are limited and the focus is on covering core material rather than developing adaptability.
A shortage of guidance on handling complex cases or ethical dilemmas – For new therapists, recognising and managing complex cases is difficult if they haven’t had exposure to real-world examples during training. If a trainer lacks significant hands-on experience, students may miss out on valuable insights and real-life case discussions.
The real world of therapy is rarely as straightforward as case studies in a classroom. A technique that works perfectly in training might not be effective with a real client. But if therapists haven’t been given the opportunity to test and adapt their skills under meaningful supervision, their first experience of real-world complexity might be in a session where they are expected to be the expert.
One of the biggest issues with some training programmes is the assumption that therapists will develop these skills on the job. The problem is, clients aren’t practice material—they are real people with real challenges, and therapists need to be fully prepared before they start working with them.
The Business of Therapy Training
Therapy training is also an industry, and like any industry, some providers prioritise business success over student outcomes. This can lead to practices such as:
Encouraging students to sign up for multi-year programmes, ensuring ongoing revenue for the school
Using last-minute discounts to fill places rather than focusing on selecting the right students
Pressuring trainers to pass students even if they are not fully ready
Hiring trainers based on availability rather than experience or teaching ability
In some cases, training schools recruit trainers simply to meet demand, rather than ensuring they have the depth of experience needed to guide new therapists. I have personally seen training schools send mass emails inviting therapists to apply for trainer positions. While this does not necessarily mean they lack the required qualifications, it does raise questions about the selection process.
For students, this can mean that the quality of training is inconsistent. Some trainers are highly experienced, while others may meet the minimum qualification period but lack substantial real-world practice. I have heard complaints from students who felt they didn’t gain the benefit of genuine case experience because their trainer had no real-life stories to share.
The result of all this is that many therapists enter the profession with knowledge but without the confidence that comes from real hands-on experience.
The Hidden Gaps in Therapy Training
Beyond the lack of practical training, there are other key gaps in some therapy courses. These include:
Limited discussion on handling difficult or resistant clients
Minimal training on recognising when a case is beyond the therapist’s competence
A lack of focus on how to adapt techniques when they don’t work as expected
Little to no support once a therapist has qualified and starts working
Many new therapists find themselves facing these issues alone, with no structured way to seek support once their training is complete. In some cases, this leads to therapists making mistakes that could have been avoided if they had been better prepared.
What Can Be Done?
For those who have completed their training and feel unprepared, there are ways to bridge the gap between qualification and competence.
Choose Further Training Carefully – If your original course didn’t provide enough practical experience, look for additional training that includes real-world application. Consider whether the course offers supervised practice, live demonstrations, or ongoing mentorship.
Seek Supervision and Mentorship – One of the best ways to develop confidence is to work under the guidance of an experienced therapist. Supervision provides a space to discuss challenges, reflect on cases, and get expert input before making decisions.
Know Your Limits – If a client presents with issues beyond your training or experience, referring them to another professional isn’t a failure—it’s responsible practice. Recognising your own boundaries is a key part of ethical therapy.
Continue Developing Your Skills – Confidence grows with time, experience, and ongoing learning. No therapist knows everything when they first start, but those who continue learning and improving will naturally become more competent in their practice.
If you’re a therapist who doesn’t feel ready after qualifying, you’re not alone. Many new professionals find themselves in the same position, not because they lack ability, but because their training left gaps that still need to be filled.
Competence isn’t something that happens overnight—it’s developed through experience, mentorship, and ongoing learning. For therapists, the key is to seek additional support and training where needed. For training providers, there is a responsibility to ensure that qualifications truly prepare students for the reality of working with clients.
Therapy training should be about developing highly skilled professionals, not just getting students through a course. If we want better outcomes for clients, we need to ensure that new therapists enter the profession feeling confident, prepared, and ready to make a difference.
About the Author
Karen Ferguson is an experienced hypnotherapist and trainer with 25 years in the therapy field, specialising in providing resources and support to therapists and therapy-based businesses. She offers ready-to-go workshops, workbooks, and other practical tools, alongside training licences that enable hypnotherapists to run their own training schools using a fully accredited diploma course. Karen’s approach combines her extensive experience in therapy and coaching with tailored strategies to help professionals build sustainable and successful practices. Based in Cambridgeshire, UK, Karen is committed to supporting therapists in achieving their professional goals.
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