{"paper_id":"34c8d710-0f9a-43cc-a78c-5b2190072a70","body_text":"An Interpretive Phenomenological Analysis on Person-Centered Thinking Trainer Training in a Korean Context | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article An Interpretive Phenomenological Analysis on Person-Centered Thinking Trainer Training in a Korean Context JAE YOUNG YOON, Hyungjin Ahn, Jaesung Park This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3970320/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Aim : This study aimed to interpret the experiences of Korea's first trainers in Person-Centered Thinking (PCT) training and provide guidelines for future contextually relevant programs. Design : Utilizing Interpretative Phenomenological Analysis (IPA), the research explored subjective experiences of four pioneering PCT trainers in Korea, emphasizing the importance of subjectivity within the training process. Findings : Four distinct themes emerged, representing the trainers' transformative journey: \"Ignition: The Spark of Change,\" \"Illumination: Lighting the Path Ahead,\" \"Guidance: Navigating Progress,\" and \"Introspection: The Destination of Transformation.\" These encapsulate the nuanced dimensions of their training. Discussion : The study unravels the complexities of becoming a PCT trainer in Korea, emphasizing training as a transformative journey, surpassing mere skill acquisition. It underscores the need for tailored, contextually-appropriate PCT training. Conclusion : The findings are vital for developing context-specific PCT training in Korea. They offer insights shaping PCT's future direction, particularly highlighting the significance of understanding and addressing relationships within the training system. Person-Centered Thinking Trainer Training Interpretative Phenomenological Analysis Person-Centered Planning INTRODUCTION In the current academic climate, there is a growing significance placed on the interpretation of the subjective meaning of existence [ 4 , 8 ]. The subjective approach to the essence of existence has also influenced the field of human services, prompting changes to its practice. Phenomenology, grounded in the philosophical discourse of understanding one's lived experiences, has gained prominence in contemporary academia and is increasingly informing practices in the human services sector [ 7 , 21 , 24 , 25 ] The recognition of individual perspectives, awareness, and personal experiences regarding human service practices has prompted an increased emphasis on understanding the subjective experiences of both recipients and providers of human services. In turn, the shift has given birth to the concept of Person-Centered Planning (PCP). In sharp contrast to the traditional approach, which identifies individuals failing to meet certain standards by their deficiencies and shortcomings and targets rectification efforts towards these areas, PCP recognizes the individual's right to establish diverse relationships [ 2 ]. This strategy allows individuals to live a life that values their mundane daily experiences while respecting their preferences and aspirations [ 12 , 14 ]. Person-Centered Thinking (PCT) is a pivotal element in the development of planning practices, firmly upholding the value of respecting and addressing individuals’ unique experiences and needs. In this manner, PCT stands above the traditional and system-centric models[ 12 , 13 , 14 , 15 ]The framework demonstrates widespread application across the human services field, extending beyond the confines of disability services to encompass mental health and elderly care areas. This bears testament to PCT’s flexibility and adaptability in catering to diverse human needs [ 1 , 28 ]. Moreover, this approach diverges from the emphasis on the empirical aspects of PCP [ 5 , 6 ]. PCT is a comprehensive paradigm that deviates from conventional service models focused on correcting perceived deficiencies. Instead, it posits that each individual, irrespective of their circumstances, possesses the potential to live a meaningful life given the appropriate support [ 19 , 28 ]. At the heart of PCT lies the focus on dialogic learning, which prizes diverse viewpoints and nurtures a culture of empathy, mutual respect, and continuous growth [ 1 ]. Furthermore, implementing PCT within intricate organizations demands a critical and reflective approach, necessitating tailored strategies that uphold its ethos while adapting to diverse contexts [ 22 ]. Essentially, PCT embodies an empathetic and pragmatic approach, recognizing the intrinsic worth of each individual, promoting dialogic learning, and encouraging a thoughtful, adaptable application in complex organizational structures. In the cultural landscape of South Korea, the integration of PCT in human services is relatively recent, yet it has demonstrated substantial promise. Significantly, PCT resonates with the sociocultural evolution that places increasing value on individual experiences and conscious awareness, paralleling the broader academic transition towards the subjective interpretation of existence. Since 2014, American practitioners have actively held international conferences, seminars, and study tours to introduce PCP practices into South Korean organizations. For instance, the advent of the Person-Centered Practice Conference in 2020 fostered the growth of PCT by facilitating the sharing of experiences and challenges in applying PCP in various fields. In 2021 and 2022, the holistic PCT Trainer training further exemplified this advancement, leading to the emergence of four certified South Korean PCT trainers in 2021 and an additional six in 2022. Although the implementation of PCT within the realm of human services in South Korea is still in the early stages, it has demonstrated significant potential. Notably, the enduring impact of valuing individual experiences and conscious awareness resonates with the sociocultural evolution, representing a paradigm shift that aligns with the broader academic transition toward the subjective interpretation of existence [ 29 ]. However, the true meaning of PCT implementation lies in accurately delivering its essence within this context, achieved through trainer training and corroborated through certified trainers. The purpose of this study is two-fold. Firstly, it aims to explore and elucidate the essence of Person-Centered Thinking (PCT) training through the lens of Korean certificated trainers. Secondly, it seeks to derive valuable implications for disseminating PCT training within the Korean context in response to its growing relevance. Focusing on Korea’s unique cultural nuances, the study aspires to develop a roadmap for seamlessly integrating PCT principles into Korean human service practices. METHODOLOGY Design Interpretive Phenomenological Analysis (IPA) was used in this qualitative research design to investigate the training experiences of the inaugural group of certified Person-Centered Thinking (PCT) trainers in South Korea. IPA, known for its focus on personal and subjective phenomena, aligns effectively with the objective of this study: to gain a profound understanding of these trainers' experiences, their perceived challenges, triumphs, and the significance they attribute to these experiences [ 26 , 27 ]. Sampling The four participants of this research study successfully graduated from Person-Centered Thinking (PCT) trainer training in South Korea, each bringing a distinct point of view due to their varied professional backgrounds. Eminent mentors, including Michael Smull and associates from the Support Development Associates (SDA), supervised their training. By completing this process, they were accredited as the inaugural PCT trainers in Korea by The Learning Community for Person-Centered Practices (TLCPCP). A profile of each participant is summarized in the subsequent Table 1 , providing an overview of their professional backgrounds and experiences: Table 1 Profiles of the First Korean PCT Trainers Participant Age Gender Professional Role Years of Experience 1 51 Male Activist in the Independent Living movement 23 2 66 Female Special education expert and residential service provider 42 3 52 Female Social worker and community rehabilitation service expert 25 4 52 Male Professor and researcher in disability studies 15 Data collection The data were collected through a one-on-one remote interview with participants via Zoom. Prior consent was obtained, and an interview guide was provided. Subsequently, the interview contents were transcribed for an accurate textual account of the trainers’ experiences. The interview questions explored several fundamental areas: the participants' motivations for participating in the Person-Centered Thinking (PCT) Trainer Training, their expectations for the program, the emotions encountered from initiation to completion of the training, their perceptions of the overall process, and their most memorable experiences during the training along with the reasons why they were so impactful. The participants were also asked about the most challenging aspects of the training, instances where they noticed tangible differences between the realities of the United States and South Korea, the changes and meanings the training imparted to them, their personal definitions of the training process, and, finally, their future plans or tasks as certified PCT trainers. Data analysis The data were analyzed utilizing the stages of Interpretative Phenomenological Analysis (IPA) to uncover the significant meanings attributed to participants’ experiences. Firstly, the transcribed interview contents were read multiple times with an open mind to immerse the researcher in the data. During this process, emergent thoughts and notable words were documented and subsequently grouped based on similarity. Encompassing phrases were crafted to represent these clusters and coded according to similar patterns, which were then further grouped into higher-order themes. Finally, interview quotes corresponding to the higher-order themes were extracted from the transcribed data [ 27 ]. Through this IPA analysis process, the study aimed to interpret the meaning of Person-Centered Thinking (PCT) trainer training as perceived by the participants. Quality criteria and demonstrating trustworthiness This study's trustworthiness was upheld through several strategies. Based on Liebow's (1993) concept, the researcher established long-term rapport with the participants by leveraging a three-year relationship initiated through Person-Centered Practice. The researcher's approach demonstrated phenomenological sensitivity, using literary, insightful expressions and detailed anecdotal writing to represent participants' experiences authentically. Furthermore, a peer support group was formed, as suggested by Lincoln and Guba(1985). The group comprised experts from TLCPCP who served as PCT training mentors in Korea, ensuring the study's credibility through their continuous engagement. Additionally, consistent advice was obtained from the Korea Gathering's executive members, a learning community of PCP, to bolster the study's rigor and trustworthiness. Ethical consideration To safeguard participants, ethical compliance was ensured through the completion of ethical training courses by KIRD (Certification No. 10672487) and KDCA (Certification No. 22CAA03370). The Institutional Review Board approved the research plan (IRB, Approval No. SYU 2022-04-017-001). FINDINGS The results of this investigation shed light on the lived experiences of four participants who underwent Person-Centered Thinking (PCT) trainer training in Korea. Comprehensive analysis of their responses produced four central themes, each encapsulating a critical aspect of their journey and providing valuable insights for future enhancements of PCT training. The emergent themes capture the transformational nature of the participants' experiences, painting a vivid picture of their unique educational journey. Table 2 summarizes the themes and associated keywords. Table 2 Core Themes and Sub-themes in PCT Trainer Training Super-ordinate Themes Sub themes keywords and concept Ignition: The Spark of Change Yearning: The Desire for Novelty Trust: The Assurance in Companionship“ Challenge, Shared values, Togetherness Illumination: Lighting the Path Ahead Discovery: Unveiling New Values Passion: The Drive for New Practices Enlightenment, Learning, Community Guidance: Navigating Progress Flexibility: Embracing Diversity in Thought and Attitude Inclusivity: Facilitating Mutual Support Networks Active Listening, Respect, Partnership Introspection: The Destination of Transformation Self-Reflection: An Authentic Examination of Self Verstehen: Understanding Others Lebenswelt, Release from Anxiety, Self-confidence Super-ordinate theme one: \"Ignition: The Spark of Change“ \"Yearning: The Desire for Novelty\" (1.1) The desire for novelty was a shared motivation among the participants in undertaking PCT trainer training. Participant 1, who worked at a center for independent living for people with disabilities, was drawn to the training believing that PCP would provide a fresh vision for the center, which was at a standstill. This yearning for something new reflects a desire for innovative solutions and novel approaches to redefine and improve current practices supporting individuals with disabilities. The independent living movement arrived in our country 30 years ago, and I have always been curious about other U.S. developments since then. It was during such contemplation that I came across PCP. I believe that introducing it to the Center for Independent Living could reignite its vitality. (Participant 1) Participant 3 sought a novel practice when observing users who, despite receiving appropriate services from the agency, did not experience substantive changes. In my 20 years of working at a rehabilitation center for the disabled, we have offered numerous programs and services. However, I have often wondered why real changes do not occur in people's lives even after the services end. Why do they keep coming back? I’ve pondered on these questions substantially. (Participant 3) \"Trust: The Assurance in Companionship\" (1.2) The research participants conveyed that their companionship with others enabled participation in the training process. Despite initially having a limited understanding of PCT, Participant 2 reported being able to partake in training with encouragement and support from those around them, affectionately urging and assisting them. Studying the Disability and Community Living policy by Arie Rimmerman in 2018 motivated and challenged me. I got to meet many people working in various organizations in Gangdong City. For further study, I traveled to the United States with these individuals, and we ended up doing the PCT trainer training together. (Participant 2) Similarly, Participant 4 decided to participate in the PCT trainer training with a desire to be a source of strength and support for their colleagues partaking in the same journey. I'm not a practitioner who directly applies PCT in the field, but rather a researcher. However, I wanted to participate to support and encourage my colleagues going through the training. (Participant 4) Super-ordinate theme two: \"Illumination: Lighting the Path Ahead“ \"Discovery: Unveiling New Values\" (2.1) By actively participating in the training, the participants experienced a range of enlightening moments. Participant 1 realized the importance of adopting a flexible approach to understanding others' lives through the 11 PCT tools. I always thought the balance between 'to' and 'for' had to be equal. But it's not like that. Through the training and learning of the 11 tools, I realized that the concept of balance varies from person to person. Some individuals may completely prioritize one side and choose only one, yet even that can be a form of balance. I gained a deeper understanding of this. (Participant 1) Participant 2 gained a noteworthy insight through the training process. They realized the importance of seeing the 'person' before the 'disability', shifting the focus from a preconceived label to the individual's intrinsic humanity. The training profoundly explored the significance of seeing the person before the disability, and that message truly resonated with me. While I've been on a quest to understand the 'to', and I consider that vital, this particular aspect of the training struck a chord with me. The whole concept of seeing the person first was just so incredibly fulfilling, you know? (Participant 2) \"Passion: The Drive for New Practices\" (2.2) After gaining valuable insights from the PCT training, the participants were fueled with a passion to undertake new practices. Participant 1 noted that this transformation led them to approach and support the residents of the supportive housing they served in a significantly different manner. You know, the person in room 201 kept wanting to change his bankbook. At first glance, it may seem like he simply enjoys changing bankbooks, but that's not the case. A closer glance shows that he enjoys pondering what he can buy with the spare change. Listening deeply, I think, is something that truly permeates PCT. Initially, I considered it to be of great importance. But to explain its significance adequately, you need to experience and feel it. (Participant 1) Participant 3 responded that their mindset and attitude towards approaching people with disabilities shifted after the PCT Trainer training. In the past, during case meetings, my focus was on confirmed problems and how to address the deficiencies. However, now, I pause to consider the meaning of the behavior, the environment behind it, and whether the person genuinely expressed it. It empowered me to delve into these aspects a bit deeper. As a practitioner, I had an opportunity to pause and adopt a more person-centered approach in my thinking, actions, and attitude. (Participant 3) Super-ordinate theme three: \"Guidance: Navigating Progress\" \"Flexibility: Embracing Diversity in Thought and Attitude\" (3.1) The insights gained through the training had an impact on the thoughts and attitudes of the study participants as well. Participant 1 shared that they became more open and flexible in accepting the words of others. Going through the PCT trainer training, one substantial change was becoming more open to what others said. I mean, it led me to contemplate living my life a bit more freely. (Participant 1) Participant 2 stated that the training notably intensified their contemplation regarding respect and consideration. You know, until now, whether showing care or respect to someone, I did it in my daily life without consciously thinking, 'This is caring' or 'This is respect'. But now, through the training, I guess these aspects have become more pronounced. (Participant 2) \"Inclusivity: Facilitating Mutual Support Networks” (3.2) The training process led participants to a strong recognition of the importance of horizontal and inclusive relationships. Participant 3 emphasized that 'partnership' plays a crucial role in the PCT Trainer training process. PCT genuinely values partnership, you know? It wasn’t forced during the training process but rather something you naturally end up doing. I paid close attention to this part. It's not just about my individual success, but also managing what I need to do for my partner’s success. I honestly enjoyed that process more than the outcome. (Participant 3) Participant 2 also conveyed that the support and assistance from partners greatly influenced the entire training process. Honestly, I believe I couldn't have completed this properly without my partner’s help. Sure, others might have started earlier and potentially learned more, but I felt learning on my own was insufficient. I wasn't prepared, which led to much fear and tension. (Participant 2) Super-ordinate theme four: \"Introspection: The Destination of Transformation“ \"Self-Reflection: An Authentic Examination of Self\" (4.1) The practice and lifestyle modifications gained through PCT Trainer training profoundly impacted participants’ lived worlds. Participant 1 stated that, unlike other training, each theme in this training was entirely tailored to oneself, requiring personal assimilation. In other training, you can just sit and listen, right? But you cannot become a competent trainer by sitting still in this trainer training. The initial step of the process demands that you draw from your own experiences and stories. Progressing to the mastery of the training requires a total understanding and expression of self. Only then can you become a trainer. (Participant 1) Participant 3 also emphasized that the PCT Trainer training requires intensely focusing on oneself, as it entails communicating content developed from one's innermost thoughts, emotions, and experiences to others. This training wasn't just about blindly following a well-prepared script. Instead, it was structured in a way that required acknowledging the sensitive meanings within me and explaining them through my experiences. Because of this, it wasn't an easy task. (Participant 3) Participant 4 also asserted that the PCT training is not solely about acquiring knowledge but about the ability to listen attentively to one’s inner experiences. You know, it's not so much about gaining new knowledge or information but rather about experiencing things moment by moment. Amidst my thoughts of ‘I just can't do this. I think I won't be able to.’ I noticed myself drowning. The thoughts threw me in deep waters, and I struggled to stay afloat under the weight of my expectation. It felt like too much, like I might get pulled under at any moment. (Participant 4) \"Verstehen: Understanding Others\" (4.2) The PCT Trainer training extends beyond self-reflection. Participants noted the importance of not only respecting and loving oneself but also prioritizing the respect and understanding of others. Participant 3 mentioned that the focus should shift from self-reflection to respecting and understanding the training participants. The challenging part was getting stuck in my own head, you know, too focused on my need to do well. But in reality, it's not about me. The focus should be on the training participants. It was tough when I realized I wasn't doing that. (Participant 3) Participant 2 shared that throughout the entire training process, they deeply experienced the consideration and understanding of the mentors who accompanied them. Honestly, the joy I felt surpassed any guilt from receiving help from those around me. It was quite a revelation to realize the extent of support they provided. I felt deeply grateful instead of feeling inadequate and forced to accept help. I kept thinking, 'I'm truly fortunate to have these people in my life.' And you know what? It dawned on me that this attitude aligns more with Person-Centered Thinking. (Participant 2) DISCUSSION The trainer’s transformational journey during the Person-Centered Thinking (PCT) Trainer training can be envisioned as unfolding across three sequential stages, each characterized by distinct thematic elements. The first stage, \"Ignition: The Spark of Change,\" represented by the sub-themes \"Yearning: The Desire for Novelty\" and \"Trust: The Assurance in Companionship,\" is characterized by a strong desire for change, novelty, and the beginning of a journey supported by mutual trust. As the journey progresses, trainers transition into the second stage, marked by the themes \"Illumination: Lighting the Path Ahead\" and \"Guidance: Navigating Progress\". This stage emphasizes navigating the transformational journey, defined by discovering new values and igniting passions for novel practices while embracing diversity and fostering an inclusive support network. The third and final stage, \"Introspection: The Destination of Transformation\", manifests as trainers internalize the new values and practices, reflect on their transformative experiences, and envision their future aspirations. In summary, the PCT Trainer training process signifies a three-stage journey. It starts with an initial ignition, progresses through transformative navigation, and culminates in introspective internalization. Throughout the process, participants were all guided by the newly discovered values and visions. The initial phase, themed \"Ignition: The Spark of Change\", commenced with the trainers' realization of the limitations in existing practices within their respective domains, which included centers for independent living, rehabilitation centers, and residential facilities. They acknowledged that these practices, often depersonalized and standardized, were struggling to bring about meaningful changes in the lives of the people with disabilities they served. The vision of Person-Centered Planning (PCP) as a potential alternative ignited their desire for innovation, motivating them to participate in the PCT Trainer training process. This yearning stemmed from their perception of a gap between conventional service practices and the transformative possibilities presented by PCP, reflecting the divergence highlighted by PCP pioneers [ 18 ]. Often guided by professional expertise, technicalities, or revenue, traditional practices aim to establish hierarchical relationships with service recipients. Although the absence of a vital element of intimacy may address perceived deficiencies in these practices, it still poses challenges in enhancing individuals' quality of life experiences [ 12 ]. Participants’ frustrations in their respective domains resonated with the criticism articulated by PCP pioneers. Conventional practices disregarded individuals' subjective well-being, focusing instead on molding them to fit the efficiency and standardization of the services. Thus, the initial phase of their journey in the PCT Trainer training process was fueled by a desire to bridge this disconnect, as the transformative potential of PCP inspired them. In the second stage of the training, characterized by the themes \"Illumination: Lighting the Path Ahead\" and \"Guidance: Navigating Progress\", the participants acknowledged a transformative vision and value anchored in a novel understanding of human respect [ 14 , 16 , 11 , 20 ]. This new perspective postulates that an individual's desires, preferences, and aspirations are intricately interconnected with their actions and words. The participants grasped the importance of deciphering, manifesting, and ensuring the sustainable realization of these desires through relentless communication and learning. The deeper grasp led to a departure from the conventional bureaucratic stance of instruction and control, fostering a deeper connection with individuals [ 17 ]. This realization contributes to authentic Person-Centered Planning (PCP), which emerges from a shared journey with the individual - encompassing exchanges of looks, dialogues, and countless footsteps taken together. In PCP, respect signifies companionship, avoiding the elevation of individuals to pre-established standards and instead co-journeying toward the life the individual aspires to live. The understanding of respect engendered by the training goes beyond mere acknowledgment of the individual. It involves actively supporting the individual in their pursuit of a path toward their desired life. The participants integrated the newly discovered values regarding human respect into their practice, transitioning from a standardized approach to actively listening to the individuals they serve in the field [ 18 ]. This effort entails interpreting the underlying meanings in every action and word of the individual and striving to support their autonomy in choosing meaningful roles. Active listening denotes shedding professional knowledge, authority, and subjective norms, while fully respecting and engaging with the individual's aspirations, identity, dreams, and everyday life [ 14 ]. This form of active listening catalyzes individuals leading controlled lives due to social isolation, enabling the complete realization of their choices. The PCT Trainer training process instilled attentive listening in the participants' services, embodying the recognition and affirmation of individuals' desires, dreams, and rituals. They acknowledged the profound role that their relationships in catalyzing the discovery of these new values. The people around them, including their mentors, significantly influenced their training experiences. Through partnerships and the application of PCT tools, participants engaged in introspection, uncovering previously unrecognized aspects of themselves, which coincides with the tenets of PCP-related training that emphasize teamwork and mutual reflection [ 3 , 23 ]. In the final stage of the PCT trainer training process, \"Introspection: The Destination of Transformation\", participants emerged with deepened introspection and a renewed vision. As they apply the tools of PCT to themselves throughout the training process, participants are encouraged to contemplate their shortcomings and reevaluate their relationships with others, including family members. This act of self-reflection fosters a stance of deep understanding, or \"verstehen\", toward others. The ultimate stage draws attention to the inherent need for a profound self-reflection on one's own \"lebenswelt\", or life-world, to cultivate a rich understanding of subjective life-worlds underpinning PCT. This parallels teachings from the pioneers of PCP, who asserted that the energy and passion to listen attentively to others and deeply understand them ultimately emanate from one's soul [ 18 ]. The participants pledge to dedicate their newfound insights and attitudes to serving people and society, armed with values gleaned from the PCT trainer training process. Inspired by their experience, participants strive to initiate positive change in the lives of individuals with disabilities within their professional spheres, promote the principles of PCP more extensively, and contribute to crafting disability policies imbued with the tenets of PCT. CONCLUSION – IMPLICATION FOR THE TRAINING In conclusion, this study sought to shed light on the essence of Person-Centered Thinking (PCT) training through the perspective of Korean certified trainers. The two-pronged objective-focused research dove deeply into the transformative journey of the PCT training and explored the intricate experiences of the trainers. By investigating the core of the training process, we unveiled the profound impact of PCT on trainers’ perceptions, practices, and interactions with the world. The exploration has enriched our understanding of PCT as a powerful tool for personal and societal change, accentuating the trainer's vital role in translating these principles into tangible reality. The narratives and insights shared by the trainers offer valuable guidance for future practitioners and policy-makers to serve as a testament to the transformative capacity of PCT. The study expounded on the transformational journey of PCT trainers, meticulously examining each developmental stage: the initial ignition, the period of transformative navigation, and the introspective internalization. The nuanced evolution of the trainers' understanding and application of PCT principles came to light throughout this training process. As they progressed through each stage, the trainers developed a heightened sense of empathy and a steadfast commitment to respect and support the desires, dreams, and identities of the individuals they serve. These findings underscore the profound influence PCT training had on the trainers' perceptions and practices. Evaluating the specified levels and corresponding themes led to the implications of PCT training can be interpreted as follows: At the micro level, it is essential that PCT training takes place outside the confines of a system. This is because system-led training tends to inherently prioritize stability over fostering sparks of change. Therefore, it is important to recognize that training planned entirely within a system may have limitations. Efforts to regulate the training within public service delivery systems or expert structures must be approached cautiously, and prioritizing establishing a spontaneous learning community is crucial. Trust in peers and individual aspirations motivates participation in PCT training, leading to a challenging yet rewarding journey of change and growth. Secondly, at the mezzo level, PCT training should involve collaboration across systematic boundaries. Activities such as \"Lighting the path ahead\" and \"Navigating progress\" cannot exist in isolation from the system. Novel values, practices, thoughts, attitudes, and networks cannot emerge in the absence of a system and only gain significance when aligned with it. Therefore, facilitators of person-centered practice enabling such collaborations should operate at the system’s edge. Administrators in this context must embrace a high professional understanding and sophisticated support techniques. Lastly, PCT training should aim for systematic change at the macro level. The emergence of a new person-centered system indeed originates from PCT training occurring outside the system. The role of facilitators, who undergo such training, lies between the service delivery systems and everyday communities. Diverse stories of anomalies appearing in these areas will drive the pursuit of systemic change. In fact, the goal of PCT training is the transformation of a system, manifesting from within. This seemingly paradoxical journey, which does not conform to the system yet contributes to it, reinforces the necessity of maintaining a self-examining approach to avoid losing sight of its destination. This consciousness arguably becomes the essence of the training. Reflexivity This study views PCT Trainer training as a transformational journey deeply rooted in individual life worlds. By employing Interpretative Phenomenological Analysis (IPA) to interpret values subjectively, we explored the experiences of the inaugural group of trainers who completed the training in South Korea. Through these explorations, we propose a direction for PCT training specifically tailored to the Korean context through these explorations. These results offer an innovative perspective on the training process and can guide the approach and adaptation of future training within the unique sociocultural context of South Korea. Limitations Despite the valuable insights provided by this study into the experiences of PCT Trainer training in Korea, some limitations must be acknowledged. Firstly, the findings are drawn from a relatively small sample size, potentially limiting the generalizability of our conclusions and calling for further validation through larger, more diverse studies. Additionally, given that this study utilized Interpretative Phenomenological Analysis (IPA), it emphasizes subjective interpretations of the participants' experiences, which may not entirely capture the complexity of the PCT training environment. Lastly, the study did not incorporate the perspectives of other stakeholders, such as trainees or administrators, in the PCT training process, leaving room for a more comprehensive future examination. Nonetheless, this study provides a pioneering insight into PCT Trainer training in Korea, forming a significant foundation for future research in this field. Recommendations As a concluding recommendation, considering the viewpoints of multiple stakeholders involved in the training process is essential. The voices of trainees, administrators, and trainers provide an enriched and well-rounded comprehension of the overall system. Diverse insights from these participants can illuminate unseen facets of the PCT training landscape, highlighting areas of success and pinpointing potential obstacles that might be otherwise overlooked. Including a multi-stakeholder perspective facilitates the development of a comprehensive, adaptable, and contextually relevant PCT training. Creating a more inclusive training environment involves understanding and accommodating all parties' unique needs, experiences, and aspirations of all involved parties. Arguably, future research and program development should endeavor to integrate these different perspectives systematically. By doing so, PCT training initiatives in Korea can be significantly more effective, responsive, and contextually appropriate. Declarations Acknowledgements Not Applicable. Author contributions Jaeyoung Yoon collected and analyzed all the data and is the primary author and corresponding author of the manuscript. Hyungjin Ahn and Jaesung Park both contributed to the analysis process and the final manuscript. All authors have approved the contents of the final manuscript. Funding This paper was supported by the Sahmyook University Research Fund in 2022 Data availability The dataset of the present study is available upon request from the corresponding author. Ethics approval and consent to participate To safeguard participants, ethical compliance was ensured through the completion of ethical training courses by KIRD (Certification No. 10672487) and KDCA (Certification No. 22CAA03370). Informed consent was obtained from all the participants. The Institutional Review Board approved the research plan (IRB, Approval No. SYU 2022-04-017-001). The studies involving human participants were reviewed and approved by the Research Ethics Review Committee at Sahmyook University. Consent for publication Not applicable. Competing interests The authors declare no competing interests. References Acraman, C. 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Toronto: Inclusion Press. O’Brien, J. (2002). Person-centered planning as a contributing factor in organizational and social changing. Research and practice for persons with serve disabilities . 32(3), 261-264. O’Brien, J. (2007). Commentary Planning with open eyes and open hearts: An Alternative to Excessive positivism. Research and practice for persons with serve disabilities . 32(3). 173-176. O’Brien, J. & Lovett, H. (1992). Finding a way toward everyday lives: The contribution of Person Centered Planning. In J. O’Brien and C. L. O’Brien(Eds.), A little book about person-centered planning (Volume Ⅰ) (pp. 113-132). Toronto: Inclusion Press. O’Brien & O’Brien, C. L., (1995). Listen to Listen. In J. O’Brien & C. L. O’Brien(Eds.), A little book about person-centered planning (Volume Ⅰ) (pp. 15-18). Toronto: Inclusion Press. O'Brien, J., & O'Brien, C. L. (2010). The origins and nature of person-centered planning. In J. O'Brien (Ed.), Person-centered planning: Research, practice, and future directions (pp. 13-38). Brookes Publishing Company. Pearpoint, J., & Forest, M. 1998. “The ethics of MAPS and PATH. In J. O’Brien & C. L. O’Brien(Eds.), A little book about person-centered planning (Volume Ⅰ) . pp. 93-103. Toronto: Inclusion Press. Pease, B and Fook, J. (1999) Transforming Social Work Practice: Postmodern Critical Perspectives. London: Routledge. Sanderson, H. (2000). Person centered planning key features and approaches Sanderson, H. (2002). A plan is not enough: Exploring the development of person centered team. In Holburn & Vietze(Eds). Person centered planing: Research, practice, the future and future directions pp. 97-126. Baltimore: Paul H. Brookes Sheppard, M., (1995), Social work, social science and practice wisdom. British Airways Journal of Social Work 25, 265-293. Sheppard, M. (1998) ‘Practice validity, reflexivity and knowledge for social work’, British Journal of Social Work, 28, pp. 763–781 Smith, J. A. (2004). Reflecting on the development of interpretative phenomenological analysis and its contribution to qualitative research in psychology. Qualitative Research in Psychology 1. 39-54. Smith, J. A., Flowers, P., and Larkin, M. (2022). Interpretive phenomenological analysis analysis 2 nd edition. Sage. Smull, M, and Sanderson, H., 2005. The Learning Essential lifestyle planning for everyone. The Learning Community for Person Centered Practices Yoon, J. Y. & Ahn, H. J. 2022. A study on the process of change to a person-centered organization: Focusing on rehabilitation welfare centers. Journal of Disabled and Welfare Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {\"props\":{\"pageProps\":{\"initialData\":{\"identity\":\"rs-3970320\",\"acceptedTermsAndConditions\":true,\"allowDirectSubmit\":true,\"archivedVersions\":[],\"articleType\":\"Research Article\",\"associatedPublications\":[],\"authors\":[{\"id\":274486616,\"identity\":\"ec7926b8-07f8-4d07-9c8b-6393412d11eb\",\"order_by\":0,\"name\":\"JAE YOUNG YOON\",\"email\":\"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAvUlEQVRIiWNgGAWjYBACxgYwZQPjJxCtJY0ELVBwmAQtzO1nDB983HHe3uBGAuOHHwxp+YQd1pNjbDjzzO3EDTcSmCV7GHIsGwhqacgxk+Ztu50AtIVBmoGhwoCwLf1vQFrOgRzG/Js4LTPAthxgBDqMDWhLDjFanhUbzmxLTpx55mGbZY9BGmEthv3JGx98bLOz5zuefPjGj4pkIrQ0cEAUKRwAxSphDQwM8gzsDyCMBiJUj4JRMApGwcgEAIj8O3rDHIOfAAAAAElFTkSuQmCC\",\"orcid\":\"\",\"institution\":\"Sahmyook University\",\"correspondingAuthor\":true,\"prefix\":\"\",\"firstName\":\"JAE\",\"middleName\":\"YOUNG\",\"lastName\":\"YOON\",\"suffix\":\"\"},{\"id\":274486617,\"identity\":\"13697db9-4224-43d3-9918-56795849ebd0\",\"order_by\":1,\"name\":\"Hyungjin Ahn\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Sahmyook University\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Hyungjin\",\"middleName\":\"\",\"lastName\":\"Ahn\",\"suffix\":\"\"},{\"id\":274486618,\"identity\":\"727e4c54-9282-4eb0-8358-bdcc98fafefd\",\"order_by\":2,\"name\":\"Jaesung Park\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Sahmyook University\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Jaesung\",\"middleName\":\"\",\"lastName\":\"Park\",\"suffix\":\"\"}],\"badges\":[],\"createdAt\":\"2024-02-19 15:35:29\",\"currentVersionCode\":1,\"declarations\":\"\",\"doi\":\"10.21203/rs.3.rs-3970320/v1\",\"doiUrl\":\"https://doi.org/10.21203/rs.3.rs-3970320/v1\",\"draftVersion\":[],\"editorialEvents\":[],\"editorialNote\":\"\",\"failedWorkflow\":false,\"files\":[{\"id\":64365184,\"identity\":\"66468ea7-8b5a-4dd9-9494-f89aa8abeb7b\",\"added_by\":\"auto\",\"created_at\":\"2024-09-12 07:59:38\",\"extension\":\"pdf\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"manuscript-pdf\",\"size\":502995,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"manuscript.pdf\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-3970320/v1/732c4c17-dafa-4bd3-a5ec-c3e4576ed99a.pdf\"}],\"financialInterests\":\"No competing interests reported.\",\"formattedTitle\":\"An Interpretive Phenomenological Analysis on Person-Centered Thinking Trainer Training in a Korean Context\",\"fulltext\":[{\"header\":\"INTRODUCTION\",\"content\":\"\\u003cp\\u003eIn the current academic climate, there is a growing significance placed on the interpretation of the subjective meaning of existence [\\u003cspan citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e4\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR8\\\" class=\\\"CitationRef\\\"\\u003e8\\u003c/span\\u003e]. The subjective approach to the essence of existence has also influenced the field of human services, prompting changes to its practice. Phenomenology, grounded in the philosophical discourse of understanding one's lived experiences, has gained prominence in contemporary academia and is increasingly informing practices in the human services sector [\\u003cspan citationid=\\\"CR7\\\" class=\\\"CitationRef\\\"\\u003e7\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR21\\\" class=\\\"CitationRef\\\"\\u003e21\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e24\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR25\\\" class=\\\"CitationRef\\\"\\u003e25\\u003c/span\\u003e]\\u003c/p\\u003e \\u003cp\\u003eThe recognition of individual perspectives, awareness, and personal experiences regarding human service practices has prompted an increased emphasis on understanding the subjective experiences of both recipients and providers of human services. In turn, the shift has given birth to the concept of Person-Centered Planning (PCP). In sharp contrast to the traditional approach, which identifies individuals failing to meet certain standards by their deficiencies and shortcomings and targets rectification efforts towards these areas, PCP recognizes the individual's right to establish diverse relationships [\\u003cspan citationid=\\\"CR2\\\" class=\\\"CitationRef\\\"\\u003e2\\u003c/span\\u003e]. This strategy allows individuals to live a life that values their mundane daily experiences while respecting their preferences and aspirations [\\u003cspan citationid=\\\"CR12\\\" class=\\\"CitationRef\\\"\\u003e12\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e14\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003ePerson-Centered Thinking (PCT) is a pivotal element in the development of planning practices, firmly upholding the value of respecting and addressing individuals\\u0026rsquo; unique experiences and needs. In this manner, PCT stands above the traditional and system-centric models[\\u003cspan citationid=\\\"CR12\\\" class=\\\"CitationRef\\\"\\u003e12\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR13\\\" class=\\\"CitationRef\\\"\\u003e13\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e14\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR15\\\" class=\\\"CitationRef\\\"\\u003e15\\u003c/span\\u003e]The framework demonstrates widespread application across the human services field, extending beyond the confines of disability services to encompass mental health and elderly care areas. This bears testament to PCT\\u0026rsquo;s flexibility and adaptability in catering to diverse human needs [\\u003cspan citationid=\\\"CR1\\\" class=\\\"CitationRef\\\"\\u003e1\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR28\\\" class=\\\"CitationRef\\\"\\u003e28\\u003c/span\\u003e]. Moreover, this approach diverges from the emphasis on the empirical aspects of PCP [\\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e5\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e6\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003ePCT is a comprehensive paradigm that deviates from conventional service models focused on correcting perceived deficiencies. Instead, it posits that each individual, irrespective of their circumstances, possesses the potential to live a meaningful life given the appropriate support [\\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e19\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR28\\\" class=\\\"CitationRef\\\"\\u003e28\\u003c/span\\u003e]. At the heart of PCT lies the focus on dialogic learning, which prizes diverse viewpoints and nurtures a culture of empathy, mutual respect, and continuous growth [\\u003cspan citationid=\\\"CR1\\\" class=\\\"CitationRef\\\"\\u003e1\\u003c/span\\u003e]. Furthermore, implementing PCT within intricate organizations demands a critical and reflective approach, necessitating tailored strategies that uphold its ethos while adapting to diverse contexts [\\u003cspan citationid=\\\"CR22\\\" class=\\\"CitationRef\\\"\\u003e22\\u003c/span\\u003e]. Essentially, PCT embodies an empathetic and pragmatic approach, recognizing the intrinsic worth of each individual, promoting dialogic learning, and encouraging a thoughtful, adaptable application in complex organizational structures.\\u003c/p\\u003e \\u003cp\\u003eIn the cultural landscape of South Korea, the integration of PCT in human services is relatively recent, yet it has demonstrated substantial promise. Significantly, PCT resonates with the sociocultural evolution that places increasing value on individual experiences and conscious awareness, paralleling the broader academic transition towards the subjective interpretation of existence. Since 2014, American practitioners have actively held international conferences, seminars, and study tours to introduce PCP practices into South Korean organizations. For instance, the advent of the Person-Centered Practice Conference in 2020 fostered the growth of PCT by facilitating the sharing of experiences and challenges in applying PCP in various fields. In 2021 and 2022, the holistic PCT Trainer training further exemplified this advancement, leading to the emergence of four certified South Korean PCT trainers in 2021 and an additional six in 2022.\\u003c/p\\u003e \\u003cp\\u003eAlthough the implementation of PCT within the realm of human services in South Korea is still in the early stages, it has demonstrated significant potential. Notably, the enduring impact of valuing individual experiences and conscious awareness resonates with the sociocultural evolution, representing a paradigm shift that aligns with the broader academic transition toward the subjective interpretation of existence [\\u003cspan citationid=\\\"CR29\\\" class=\\\"CitationRef\\\"\\u003e29\\u003c/span\\u003e]. However, the true meaning of PCT implementation lies in accurately delivering its essence within this context, achieved through trainer training and corroborated through certified trainers.\\u003c/p\\u003e \\u003cp\\u003eThe purpose of this study is two-fold. Firstly, it aims to explore and elucidate the essence of Person-Centered Thinking (PCT) training through the lens of Korean certificated trainers. Secondly, it seeks to derive valuable implications for disseminating PCT training within the Korean context in response to its growing relevance. Focusing on Korea\\u0026rsquo;s unique cultural nuances, the study aspires to develop a roadmap for seamlessly integrating PCT principles into Korean human service practices.\\u003c/p\\u003e\"},{\"header\":\"METHODOLOGY\",\"content\":\"\\u003cdiv id=\\\"Sec3\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eDesign\\u003c/h2\\u003e \\u003cp\\u003eInterpretive Phenomenological Analysis (IPA) was used in this qualitative research design to investigate the training experiences of the inaugural group of certified Person-Centered Thinking (PCT) trainers in South Korea. IPA, known for its focus on personal and subjective phenomena, aligns effectively with the objective of this study: to gain a profound understanding of these trainers' experiences, their perceived challenges, triumphs, and the significance they attribute to these experiences [\\u003cspan citationid=\\\"CR26\\\" class=\\\"CitationRef\\\"\\u003e26\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR27\\\" class=\\\"CitationRef\\\"\\u003e27\\u003c/span\\u003e].\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec4\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eSampling\\u003c/h2\\u003e \\u003cp\\u003eThe four participants of this research study successfully graduated from Person-Centered Thinking (PCT) trainer training in South Korea, each bringing a distinct point of view due to their varied professional backgrounds. Eminent mentors, including Michael Smull and associates from the Support Development Associates (SDA), supervised their training. By completing this process, they were accredited as the inaugural PCT trainers in Korea by The Learning Community for Person-Centered Practices (TLCPCP). A profile of each participant is summarized in the subsequent Table\\u0026nbsp;\\u003cspan refid=\\\"Tab1\\\" class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e, providing an overview of their professional backgrounds and experiences:\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab1\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 1\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eProfiles of the First Korean PCT Trainers\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"5\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eParticipant\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eAge\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eGender\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eProfessional Role\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eYears of Experience\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e51\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eMale\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eActivist in the Independent Living movement\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e23\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e66\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eFemale\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eSpecial education expert and residential service provider\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e42\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e3\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e52\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eFemale\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eSocial worker and community rehabilitation service expert\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e25\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e4\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e52\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eMale\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eProfessor and researcher in disability studies\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e15\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec5\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eData collection\\u003c/h2\\u003e \\u003cp\\u003eThe data were collected through a one-on-one remote interview with participants via Zoom. Prior consent was obtained, and an interview guide was provided. Subsequently, the interview contents were transcribed for an accurate textual account of the trainers\\u0026rsquo; experiences.\\u003c/p\\u003e \\u003cp\\u003e The interview questions explored several fundamental areas: the participants' motivations for participating in the Person-Centered Thinking (PCT) Trainer Training, their expectations for the program, the emotions encountered from initiation to completion of the training, their perceptions of the overall process, and their most memorable experiences during the training along with the reasons why they were so impactful. The participants were also asked about the most challenging aspects of the training, instances where they noticed tangible differences between the realities of the United States and South Korea, the changes and meanings the training imparted to them, their personal definitions of the training process, and, finally, their future plans or tasks as certified PCT trainers.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec6\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eData analysis\\u003c/h2\\u003e \\u003cp\\u003e The data were analyzed utilizing the stages of Interpretative Phenomenological Analysis (IPA) to uncover the significant meanings attributed to participants\\u0026rsquo; experiences. Firstly, the transcribed interview contents were read multiple times with an open mind to immerse the researcher in the data. During this process, emergent thoughts and notable words were documented and subsequently grouped based on similarity. Encompassing phrases were crafted to represent these clusters and coded according to similar patterns, which were then further grouped into higher-order themes.\\u003c/p\\u003e \\u003cp\\u003eFinally, interview quotes corresponding to the higher-order themes were extracted from the transcribed data [\\u003cspan citationid=\\\"CR27\\\" class=\\\"CitationRef\\\"\\u003e27\\u003c/span\\u003e]. Through this IPA analysis process, the study aimed to interpret the meaning of Person-Centered Thinking (PCT) trainer training as perceived by the participants.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec7\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eQuality criteria and demonstrating trustworthiness\\u003c/h2\\u003e \\u003cp\\u003eThis study's trustworthiness was upheld through several strategies. Based on Liebow's (1993) concept, the researcher established long-term rapport with the participants by leveraging a three-year relationship initiated through Person-Centered Practice. The researcher's approach demonstrated phenomenological sensitivity, using literary, insightful expressions and detailed anecdotal writing to represent participants' experiences authentically.\\u003c/p\\u003e \\u003cp\\u003eFurthermore, a peer support group was formed, as suggested by Lincoln and Guba(1985). The group comprised experts from TLCPCP who served as PCT training mentors in Korea, ensuring the study's credibility through their continuous engagement. Additionally, consistent advice was obtained from the Korea Gathering's executive members, a learning community of PCP, to bolster the study's rigor and trustworthiness.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec8\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eEthical consideration\\u003c/h2\\u003e \\u003cp\\u003eTo safeguard participants, ethical compliance was ensured through the completion of ethical training courses by KIRD (Certification No. 10672487) and KDCA (Certification No. 22CAA03370). The Institutional Review Board approved the research plan (IRB, Approval No. SYU 2022-04-017-001).\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"FINDINGS\",\"content\":\"\\u003cp\\u003eThe results of this investigation shed light on the lived experiences of four participants who underwent Person-Centered Thinking (PCT) trainer training in Korea. Comprehensive analysis of their responses produced four central themes, each encapsulating a critical aspect of their journey and providing valuable insights for future enhancements of PCT training. The emergent themes capture the transformational nature of the participants' experiences, painting a vivid picture of their unique educational journey. Table\\u0026nbsp;\\u003cspan refid=\\\"Tab2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e summarizes the themes and associated keywords.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab2\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 2\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eCore Themes and Sub-themes in PCT Trainer Training\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"3\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSuper-ordinate\\u003c/p\\u003e \\u003cp\\u003eThemes\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eSub themes\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003ekeywords and concept\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIgnition: The Spark of Change\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eYearning: The Desire for Novelty\\u003c/p\\u003e \\u003cp\\u003eTrust: The Assurance in Companionship\\u0026ldquo;\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eChallenge, Shared values, Togetherness\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIllumination: Lighting the Path Ahead\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eDiscovery: Unveiling New Values\\u003c/p\\u003e \\u003cp\\u003ePassion: The Drive for New Practices\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eEnlightenment, Learning, Community\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eGuidance: Navigating Progress\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eFlexibility: Embracing Diversity in Thought and Attitude\\u003c/p\\u003e \\u003cp\\u003eInclusivity: Facilitating Mutual Support Networks\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eActive Listening, Respect, Partnership\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIntrospection: The Destination of Transformation\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eSelf-Reflection: An Authentic Examination of Self\\u003c/p\\u003e \\u003cp\\u003eVerstehen: Understanding Others\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eLebenswelt, Release from Anxiety, Self-confidence\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cdiv id=\\\"Sec10\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eSuper-ordinate theme one: \\\"Ignition: The Spark of Change\\u0026ldquo;\\u003c/h2\\u003e \\u003cp\\u003e \\u003cem\\u003e\\\"Yearning: The Desire for Novelty\\\" (1.1)\\u003c/em\\u003e \\u003c/p\\u003e \\u003cp\\u003eThe desire for novelty was a shared motivation among the participants in undertaking PCT trainer training. Participant 1, who worked at a center for independent living for people with disabilities, was drawn to the training believing that PCP would provide a fresh vision for the center, which was at a standstill. This yearning for something new reflects a desire for innovative solutions and novel approaches to redefine and improve current practices supporting individuals with disabilities.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eThe independent living movement arrived in our country 30 years ago, and I have always been curious about other U.S. developments since then. It was during such contemplation that I came across PCP. I believe that introducing it to the Center for Independent Living could reignite its vitality.\\u003c/p\\u003e\\u003cp\\u003e(Participant 1)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003eParticipant 3 sought a novel practice when observing users who, despite receiving appropriate services from the agency, did not experience substantive changes.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eIn my 20 years of working at a rehabilitation center for the disabled, we have offered numerous programs and services. However, I have often wondered why real changes do not occur in people's lives even after the services end. Why do they keep coming back? I\\u0026rsquo;ve pondered on these questions substantially.\\u003c/p\\u003e\\u003cp\\u003e(Participant 3)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003e \\u003cem\\u003e\\\"Trust: The Assurance in Companionship\\\" (1.2)\\u003c/em\\u003e \\u003c/p\\u003e \\u003cp\\u003eThe research participants conveyed that their companionship with others enabled participation in the training process. Despite initially having a limited understanding of PCT, Participant 2 reported being able to partake in training with encouragement and support from those around them, affectionately urging and assisting them.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eStudying the Disability and Community Living policy by Arie Rimmerman in 2018 motivated and challenged me. I got to meet many people working in various organizations in Gangdong City. For further study, I traveled to the United States with these individuals, and we ended up doing the PCT trainer training together.\\u003c/p\\u003e\\u003cp\\u003e(Participant 2)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003eSimilarly, Participant 4 decided to participate in the PCT trainer training with a desire to be a source of strength and support for their colleagues partaking in the same journey.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eI'm not a practitioner who directly applies PCT in the field, but rather a researcher. However, I wanted to participate to support and encourage my colleagues going through the training.\\u003c/p\\u003e\\u003cp\\u003e(Participant 4)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec11\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eSuper-ordinate theme two: \\\"Illumination: Lighting the Path Ahead\\u0026ldquo;\\u003c/h2\\u003e \\u003cp\\u003e \\u003cem\\u003e\\\"Discovery: Unveiling New Values\\\" (2.1)\\u003c/em\\u003e \\u003c/p\\u003e \\u003cp\\u003e By actively participating in the training, the participants experienced a range of enlightening moments. Participant 1 realized the importance of adopting a flexible approach to understanding others' lives through the 11 PCT tools.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eI always thought the balance between 'to' and 'for' had to be equal. But it's not like that. Through the training and learning of the 11 tools, I realized that the concept of balance varies from person to person. Some individuals may completely prioritize one side and choose only one, yet even that can be a form of balance. I gained a deeper understanding of this.\\u003c/p\\u003e\\u003cp\\u003e(Participant 1)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003eParticipant 2 gained a noteworthy insight through the training process. They realized the importance of seeing the 'person' before the 'disability', shifting the focus from a preconceived label to the individual's intrinsic humanity.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eThe training profoundly explored the significance of seeing the person before the disability, and that message truly resonated with me. While I've been on a quest to understand the 'to', and I consider that vital, this particular aspect of the training struck a chord with me. The whole concept of seeing the person first was just so incredibly fulfilling, you know?\\u003c/p\\u003e\\u003cp\\u003e(Participant 2)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003e \\u003cem\\u003e\\\"Passion: The Drive for New Practices\\\" (2.2)\\u003c/em\\u003e \\u003c/p\\u003e \\u003cp\\u003eAfter gaining valuable insights from the PCT training, the participants were fueled with a passion to undertake new practices. Participant 1 noted that this transformation led them to approach and support the residents of the supportive housing they served in a significantly different manner.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eYou know, the person in room 201 kept wanting to change his bankbook. At first glance, it may seem like he simply enjoys changing bankbooks, but that's not the case. A closer glance shows that he enjoys pondering what he can buy with the spare change. Listening deeply, I think, is something that truly permeates PCT. Initially, I considered it to be of great importance. But to explain its significance adequately, you need to experience and feel it.\\u003c/p\\u003e\\u003cp\\u003e(Participant 1)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003eParticipant 3 responded that their mindset and attitude towards approaching people with disabilities shifted after the PCT Trainer training.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eIn the past, during case meetings, my focus was on confirmed problems and how to address the deficiencies. However, now, I pause to consider the meaning of the behavior, the environment behind it, and whether the person genuinely expressed it. It empowered me to delve into these aspects a bit deeper. As a practitioner, I had an opportunity to pause and adopt a more person-centered approach in my thinking, actions, and attitude.\\u003c/p\\u003e\\u003cp\\u003e(Participant 3)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec12\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eSuper-ordinate theme three: \\\"Guidance: Navigating Progress\\\"\\u003c/h2\\u003e \\u003cp\\u003e \\u003cem\\u003e\\\"Flexibility: Embracing Diversity in Thought and Attitude\\\" (3.1)\\u003c/em\\u003e \\u003c/p\\u003e \\u003cp\\u003eThe insights gained through the training had an impact on the thoughts and attitudes of the study participants as well. Participant 1 shared that they became more open and flexible in accepting the words of others.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eGoing through the PCT trainer training, one substantial change was becoming more open to what others said. I mean, it led me to contemplate living my life a bit more freely.\\u003c/p\\u003e\\u003cp\\u003e(Participant 1)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003eParticipant 2 stated that the training notably intensified their contemplation regarding respect and consideration.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eYou know, until now, whether showing care or respect to someone, I did it in my daily life without consciously thinking, 'This is caring' or 'This is respect'. But now, through the training, I guess these aspects have become more pronounced.\\u003c/p\\u003e\\u003cp\\u003e(Participant 2)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003e \\u003cem\\u003e\\\"Inclusivity: Facilitating Mutual Support Networks\\u0026rdquo; (3.2)\\u003c/em\\u003e \\u003c/p\\u003e \\u003cp\\u003eThe training process led participants to a strong recognition of the importance of horizontal and inclusive relationships. Participant 3 emphasized that 'partnership' plays a crucial role in the PCT Trainer training process.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003ePCT genuinely values partnership, you know? It wasn\\u0026rsquo;t forced during the training process but rather something you naturally end up doing. I paid close attention to this part. It's not just about my individual success, but also managing what I need to do for my partner\\u0026rsquo;s success. I honestly enjoyed that process more than the outcome.\\u003c/p\\u003e\\u003cp\\u003e(Participant 3)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003eParticipant 2 also conveyed that the support and assistance from partners greatly influenced the entire training process.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eHonestly, I believe I couldn't have completed this properly without my partner\\u0026rsquo;s help. Sure, others might have started earlier and potentially learned more, but I felt learning on my own was insufficient. I wasn't prepared, which led to much fear and tension.\\u003c/p\\u003e\\u003cp\\u003e(Participant 2)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec13\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eSuper-ordinate theme four: \\\"Introspection: The Destination of Transformation\\u0026ldquo;\\u003c/h2\\u003e \\u003cp\\u003e \\u003cem\\u003e\\\"Self-Reflection: An Authentic Examination of Self\\\" (4.1)\\u003c/em\\u003e \\u003c/p\\u003e \\u003cp\\u003eThe practice and lifestyle modifications gained through PCT Trainer training profoundly impacted participants\\u0026rsquo; lived worlds. Participant 1 stated that, unlike other training, each theme in this training was entirely tailored to oneself, requiring personal assimilation.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eIn other training, you can just sit and listen, right? But you cannot become a competent trainer by sitting still in this trainer training. The initial step of the process demands that you draw from your own experiences and stories. Progressing to the mastery of the training requires a total understanding and expression of self. Only then can you become a trainer.\\u003c/p\\u003e\\u003cp\\u003e(Participant 1)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003eParticipant 3 also emphasized that the PCT Trainer training requires intensely focusing on oneself, as it entails communicating content developed from one's innermost thoughts, emotions, and experiences to others.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eThis training wasn't just about blindly following a well-prepared script. Instead, it was structured in a way that required acknowledging the sensitive meanings within me and explaining them through my experiences. Because of this, it wasn't an easy task.\\u003c/p\\u003e\\u003cp\\u003e(Participant 3)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003eParticipant 4 also asserted that the PCT training is not solely about acquiring knowledge but about the ability to listen attentively to one\\u0026rsquo;s inner experiences.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eYou know, it's not so much about gaining new knowledge or information but rather about experiencing things moment by moment. Amidst my thoughts of \\u0026lsquo;I just can't do this. I think I won't be able to.\\u0026rsquo; I noticed myself drowning. The thoughts threw me in deep waters, and I struggled to stay afloat under the weight of my expectation. It felt like too much, like I might get pulled under at any moment.\\u003c/p\\u003e\\u003cp\\u003e(Participant 4)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003e \\u003cem\\u003e\\\"Verstehen: Understanding Others\\\" (4.2)\\u003c/em\\u003e \\u003c/p\\u003e \\u003cp\\u003eThe PCT Trainer training extends beyond self-reflection. Participants noted the importance of not only respecting and loving oneself but also prioritizing the respect and understanding of others. Participant 3 mentioned that the focus should shift from self-reflection to respecting and understanding the training participants.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eThe challenging part was getting stuck in my own head, you know, too focused on my need to do well. But in reality, it's not about me. The focus should be on the training participants. It was tough when I realized I wasn't doing that.\\u003c/p\\u003e\\u003cp\\u003e(Participant 3)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003cp\\u003eParticipant 2 shared that throughout the entire training process, they deeply experienced the consideration and understanding of the mentors who accompanied them.\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eHonestly, the joy I felt surpassed any guilt from receiving help from those around me. It was quite a revelation to realize the extent of support they provided. I felt deeply grateful instead of feeling inadequate and forced to accept help. I kept thinking, 'I'm truly fortunate to have these people in my life.' And you know what? It dawned on me that this attitude aligns more with Person-Centered Thinking.\\u003c/p\\u003e\\u003cp\\u003e(Participant 2)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"DISCUSSION\",\"content\":\"\\u003cp\\u003eThe trainer\\u0026rsquo;s transformational journey during the Person-Centered Thinking (PCT) Trainer training can be envisioned as unfolding across three sequential stages, each characterized by distinct thematic elements.\\u003c/p\\u003e \\u003cp\\u003eThe first stage, \\\"Ignition: The Spark of Change,\\\" represented by the sub-themes \\\"Yearning: The Desire for Novelty\\\" and \\\"Trust: The Assurance in Companionship,\\\" is characterized by a strong desire for change, novelty, and the beginning of a journey supported by mutual trust. As the journey progresses, trainers transition into the second stage, marked by the themes \\\"Illumination: Lighting the Path Ahead\\\" and \\\"Guidance: Navigating Progress\\\". This stage emphasizes navigating the transformational journey, defined by discovering new values and igniting passions for novel practices while embracing diversity and fostering an inclusive support network. The third and final stage, \\\"Introspection: The Destination of Transformation\\\", manifests as trainers internalize the new values and practices, reflect on their transformative experiences, and envision their future aspirations. In summary, the PCT Trainer training process signifies a three-stage journey. It starts with an initial ignition, progresses through transformative navigation, and culminates in introspective internalization. Throughout the process, participants were all guided by the newly discovered values and visions.\\u003c/p\\u003e \\u003cp\\u003eThe initial phase, themed \\\"Ignition: The Spark of Change\\\", commenced with the trainers' realization of the limitations in existing practices within their respective domains, which included centers for independent living, rehabilitation centers, and residential facilities. They acknowledged that these practices, often depersonalized and standardized, were struggling to bring about meaningful changes in the lives of the people with disabilities they served. The vision of Person-Centered Planning (PCP) as a potential alternative ignited their desire for innovation, motivating them to participate in the PCT Trainer training process.\\u003c/p\\u003e \\u003cp\\u003eThis yearning stemmed from their perception of a gap between conventional service practices and the transformative possibilities presented by PCP, reflecting the divergence highlighted by PCP pioneers [\\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e]. Often guided by professional expertise, technicalities, or revenue, traditional practices aim to establish hierarchical relationships with service recipients. Although the absence of a vital element of intimacy may address perceived deficiencies in these practices, it still poses challenges in enhancing individuals' quality of life experiences [\\u003cspan citationid=\\\"CR12\\\" class=\\\"CitationRef\\\"\\u003e12\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003e Participants\\u0026rsquo; frustrations in their respective domains resonated with the criticism articulated by PCP pioneers. Conventional practices disregarded individuals' subjective well-being, focusing instead on molding them to fit the efficiency and standardization of the services. Thus, the initial phase of their journey in the PCT Trainer training process was fueled by a desire to bridge this disconnect, as the transformative potential of PCP inspired them.\\u003c/p\\u003e \\u003cp\\u003eIn the second stage of the training, characterized by the themes \\\"Illumination: Lighting the Path Ahead\\\" and \\\"Guidance: Navigating Progress\\\", the participants acknowledged a transformative vision and value anchored in a novel understanding of human respect [\\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e14\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR16\\\" class=\\\"CitationRef\\\"\\u003e16\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR11\\\" class=\\\"CitationRef\\\"\\u003e11\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR20\\\" class=\\\"CitationRef\\\"\\u003e20\\u003c/span\\u003e]. This new perspective postulates that an individual's desires, preferences, and aspirations are intricately interconnected with their actions and words. The participants grasped the importance of deciphering, manifesting, and ensuring the sustainable realization of these desires through relentless communication and learning.\\u003c/p\\u003e \\u003cp\\u003eThe deeper grasp led to a departure from the conventional bureaucratic stance of instruction and control, fostering a deeper connection with individuals [\\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e17\\u003c/span\\u003e]. This realization contributes to authentic Person-Centered Planning (PCP), which emerges from a shared journey with the individual - encompassing exchanges of looks, dialogues, and countless footsteps taken together. In PCP, respect signifies companionship, avoiding the elevation of individuals to pre-established standards and instead co-journeying toward the life the individual aspires to live.\\u003c/p\\u003e \\u003cp\\u003eThe understanding of respect engendered by the training goes beyond mere acknowledgment of the individual. It involves actively supporting the individual in their pursuit of a path toward their desired life. The participants integrated the newly discovered values regarding human respect into their practice, transitioning from a standardized approach to actively listening to the individuals they serve in the field [\\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e]. This effort entails interpreting the underlying meanings in every action and word of the individual and striving to support their autonomy in choosing meaningful roles.\\u003c/p\\u003e \\u003cp\\u003eActive listening denotes shedding professional knowledge, authority, and subjective norms, while fully respecting and engaging with the individual's aspirations, identity, dreams, and everyday life [\\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e14\\u003c/span\\u003e]. This form of active listening catalyzes individuals leading controlled lives due to social isolation, enabling the complete realization of their choices.\\u003c/p\\u003e \\u003cp\\u003eThe PCT Trainer training process instilled attentive listening in the participants' services, embodying the recognition and affirmation of individuals' desires, dreams, and rituals. They acknowledged the profound role that their relationships in catalyzing the discovery of these new values. The people around them, including their mentors, significantly influenced their training experiences. Through partnerships and the application of PCT tools, participants engaged in introspection, uncovering previously unrecognized aspects of themselves, which coincides with the tenets of PCP-related training that emphasize teamwork and mutual reflection [\\u003cspan citationid=\\\"CR3\\\" class=\\\"CitationRef\\\"\\u003e3\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR23\\\" class=\\\"CitationRef\\\"\\u003e23\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eIn the final stage of the PCT trainer training process, \\\"Introspection: The Destination of Transformation\\\", participants emerged with deepened introspection and a renewed vision. As they apply the tools of PCT to themselves throughout the training process, participants are encouraged to contemplate their shortcomings and reevaluate their relationships with others, including family members. This act of self-reflection fosters a stance of deep understanding, or \\\"verstehen\\\", toward others.\\u003c/p\\u003e \\u003cp\\u003eThe ultimate stage draws attention to the inherent need for a profound self-reflection on one's own \\\"lebenswelt\\\", or life-world, to cultivate a rich understanding of subjective life-worlds underpinning PCT. This parallels teachings from the pioneers of PCP, who asserted that the energy and passion to listen attentively to others and deeply understand them ultimately emanate from one's soul [\\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eThe participants pledge to dedicate their newfound insights and attitudes to serving people and society, armed with values gleaned from the PCT trainer training process. Inspired by their experience, participants strive to initiate positive change in the lives of individuals with disabilities within their professional spheres, promote the principles of PCP more extensively, and contribute to crafting disability policies imbued with the tenets of PCT.\\u003c/p\\u003e \"},{\"header\":\"CONCLUSION – IMPLICATION FOR THE TRAINING\",\"content\":\"\\u003cdiv id=\\\"Sec15\\\" class=\\\"Section2\\\"\\u003e \\u003cp\\u003eIn conclusion, this study sought to shed light on the essence of Person-Centered Thinking (PCT) training through the perspective of Korean certified trainers. The two-pronged objective-focused research dove deeply into the transformative journey of the PCT training and explored the intricate experiences of the trainers. By investigating the core of the training process, we unveiled the profound impact of PCT on trainers\\u0026rsquo; perceptions, practices, and interactions with the world. The exploration has enriched our understanding of PCT as a powerful tool for personal and societal change, accentuating the trainer's vital role in translating these principles into tangible reality. The narratives and insights shared by the trainers offer valuable guidance for future practitioners and policy-makers to serve as a testament to the transformative capacity of PCT.\\u003c/p\\u003e \\u003cp\\u003eThe study expounded on the transformational journey of PCT trainers, meticulously examining each developmental stage: the initial ignition, the period of transformative navigation, and the introspective internalization. The nuanced evolution of the trainers' understanding and application of PCT principles came to light throughout this training process. As they progressed through each stage, the trainers developed a heightened sense of empathy and a steadfast commitment to respect and support the desires, dreams, and identities of the individuals they serve. These findings underscore the profound influence PCT training had on the trainers' perceptions and practices.\\u003c/p\\u003e \\u003cp\\u003eEvaluating the specified levels and corresponding themes led to the implications of PCT training can be interpreted as follows:\\u003c/p\\u003e \\u003cp\\u003eAt the micro level, it is essential that PCT training takes place outside the confines of a system. This is because system-led training tends to inherently prioritize stability over fostering sparks of change. Therefore, it is important to recognize that training planned entirely within a system may have limitations. Efforts to regulate the training within public service delivery systems or expert structures must be approached cautiously, and prioritizing establishing a spontaneous learning community is crucial. Trust in peers and individual aspirations motivates participation in PCT training, leading to a challenging yet rewarding journey of change and growth.\\u003c/p\\u003e \\u003cp\\u003eSecondly, at the mezzo level, PCT training should involve collaboration across systematic boundaries. Activities such as \\\"Lighting the path ahead\\\" and \\\"Navigating progress\\\" cannot exist in isolation from the system. Novel values, practices, thoughts, attitudes, and networks cannot emerge in the absence of a system and only gain significance when aligned with it. Therefore, facilitators of person-centered practice enabling such collaborations should operate at the system\\u0026rsquo;s edge. Administrators in this context must embrace a high professional understanding and sophisticated support techniques.\\u003c/p\\u003e \\u003cp\\u003eLastly, PCT training should aim for systematic change at the macro level. The emergence of a new person-centered system indeed originates from PCT training occurring outside the system. The role of facilitators, who undergo such training, lies between the service delivery systems and everyday communities. Diverse stories of anomalies appearing in these areas will drive the pursuit of systemic change. In fact, the goal of PCT training is the transformation of a system, manifesting from within. This seemingly paradoxical journey, which does not conform to the system yet contributes to it, reinforces the necessity of maintaining a self-examining approach to avoid losing sight of its destination. This consciousness arguably becomes the essence of the training.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec16\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eReflexivity\\u003c/h2\\u003e \\u003cp\\u003eThis study views PCT Trainer training as a transformational journey deeply rooted in individual life worlds. By employing Interpretative Phenomenological Analysis (IPA) to interpret values subjectively, we explored the experiences of the inaugural group of trainers who completed the training in South Korea. Through these explorations, we propose a direction for PCT training specifically tailored to the Korean context through these explorations. These results offer an innovative perspective on the training process and can guide the approach and adaptation of future training within the unique sociocultural context of South Korea.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec17\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eLimitations\\u003c/h2\\u003e \\u003cp\\u003eDespite the valuable insights provided by this study into the experiences of PCT Trainer training in Korea, some limitations must be acknowledged. Firstly, the findings are drawn from a relatively small sample size, potentially limiting the generalizability of our conclusions and calling for further validation through larger, more diverse studies. Additionally, given that this study utilized Interpretative Phenomenological Analysis (IPA), it emphasizes subjective interpretations of the participants' experiences, which may not entirely capture the complexity of the PCT training environment. Lastly, the study did not incorporate the perspectives of other stakeholders, such as trainees or administrators, in the PCT training process, leaving room for a more comprehensive future examination. Nonetheless, this study provides a pioneering insight into PCT Trainer training in Korea, forming a significant foundation for future research in this field.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec18\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eRecommendations\\u003c/h2\\u003e \\u003cp\\u003eAs a concluding recommendation, considering the viewpoints of multiple stakeholders involved in the training process is essential. The voices of trainees, administrators, and trainers provide an enriched and well-rounded comprehension of the overall system. Diverse insights from these participants can illuminate unseen facets of the PCT training landscape, highlighting areas of success and pinpointing potential obstacles that might be otherwise overlooked.\\u003c/p\\u003e \\u003cp\\u003eIncluding a multi-stakeholder perspective facilitates the development of a comprehensive, adaptable, and contextually relevant PCT training. Creating a more inclusive training environment involves understanding and accommodating all parties' unique needs, experiences, and aspirations of all involved parties. Arguably, future research and program development should endeavor to integrate these different perspectives systematically. By doing so, PCT training initiatives in Korea can be significantly more effective, responsive, and contextually appropriate.\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"Declarations\",\"content\":\"\\u003cp\\u003e\\u003cstrong\\u003eAcknowledgements\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot Applicable.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eAuthor contributions\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eJaeyoung Yoon collected and analyzed all the data and is the primary author and corresponding author of the manuscript. Hyungjin Ahn and Jaesung Park both contributed to the analysis process and the final manuscript. All authors have approved the contents of the final manuscript.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eFunding\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThis paper was supported by the Sahmyook University Research Fund in 2022\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eData availability\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe dataset of the present study is available upon request from the corresponding author.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eEthics approval and consent to participate\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eTo safeguard participants, ethical compliance was ensured through the completion of ethical training courses by KIRD (Certification No. 10672487) and KDCA (Certification No. 22CAA03370). Informed consent was obtained from all the participants. The Institutional Review Board approved the research plan (IRB, Approval No. SYU 2022-04-017-001). The studies involving human participants were reviewed and approved by the Research Ethics Review Committee at Sahmyook University.\\u003cstrong\\u003e\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eConsent for publication\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot applicable.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eCompeting interests\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors declare no competing interests.\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\n\\u003cli\\u003eAcraman, C. (2012). Developing dialogic learning in children\\u0026rsquo;s health and social care teams through the use of person centered thinking \\u0026ndash; An action research study. \\u003cem\\u003eUniversity of Central Lancashire. thesis for a doctorate.\\u003c/em\\u003e\\u003c/li\\u003e\\n\\u003cli\\u003eCapra. F. (1982). The Turning Point: Science, Society, and the Rising Culture. Bantam Books.\\u003c/li\\u003e\\n\\u003cli\\u003eGaskins, D. (2005). Supports and constraints of in-services training on facilitating person centered plaining at the public school level.\\u003cem\\u003e University of South California. thesis for a doctorate.\\u003c/em\\u003e \\u003c/li\\u003e\\n\\u003cli\\u003eHeidegger, M. 1927. SEIN UND ZEIT. Max Niemeyer Verlag GrnbH co. \\u003c/li\\u003e\\n\\u003cli\\u003eHolburn, S. (2002). How science can evaluate and enhance person-centered plaining. \\u003cem\\u003eResearch and practice for persons with serve disabilities.\\u003c/em\\u003e 27(4). 250-260.\\u003c/li\\u003e\\n\\u003cli\\u003eHolburn, S. and Cea, C. D. (2007). 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Research \\u0026amp; Practices for Persons with Severe disabilities 32(3): 177-180.\\u003c/li\\u003e\\n\\u003cli\\u003eMount, B. (1987). More than a meeting \\u0026ndash; Benefits and limitation of Personal future planing. In J. O\\u0026rsquo;Brien and C. L. O\\u0026rsquo;Brien(Eds.), \\u003cem\\u003eA little book about person-centered planning (Volume Ⅰ)\\u003c/em\\u003e (pp. 55-68). Toronto: Inclusion Press.\\u003c/li\\u003e\\n\\u003cli\\u003eO\\u0026rsquo;Brien, J. (1983). Steering in turbulent environments (Available from Responsive associates, 93-D Treeview Lane, Decatur, GA 30038.) \\u003c/li\\u003e\\n\\u003cli\\u003eO\\u0026rsquo;Brien, J. (1984). A guide to Personal Futures Planing. In J. O\\u0026rsquo;Brien and C. L. O\\u0026rsquo;Brien(Eds.), 2007. A little book about person-centered planning (Volume Ⅰ) pp. 133-150. Toronto: Inclusion Press.\\u003c/li\\u003e\\n\\u003cli\\u003eO\\u0026rsquo;Brien, J. (2002). 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O\\u0026rsquo;Brien(Eds.), \\u003cem\\u003eA little book about person-centered planning (Volume Ⅰ)\\u003c/em\\u003e (pp. 15-18). Toronto: Inclusion Press. \\u003c/li\\u003e\\n\\u003cli\\u003eO\\u0026apos;Brien, J., \\u0026amp; O\\u0026apos;Brien, C. L. (2010). The origins and nature of person-centered planning. In J. O\\u0026apos;Brien (Ed.), \\u003cem\\u003ePerson-centered planning: Research, practice, and future directions\\u003c/em\\u003e (pp. 13-38). Brookes Publishing Company.\\u003c/li\\u003e\\n\\u003cli\\u003ePearpoint, J., \\u0026amp; Forest, M. 1998. \\u0026ldquo;The ethics of MAPS and PATH. In J. O\\u0026rsquo;Brien \\u0026amp; C. L. O\\u0026rsquo;Brien(Eds.),\\u003cem\\u003e A little book about person-centered planning (Volume Ⅰ)\\u003c/em\\u003e. pp. 93-103. Toronto: Inclusion Press.\\u003c/li\\u003e\\n\\u003cli\\u003ePease, B and Fook, J. (1999) Transforming Social Work Practice: Postmodern Critical Perspectives. London: Routledge. \\u003c/li\\u003e\\n\\u003cli\\u003eSanderson, H. (2000). Person centered planning key features and approaches\\u003c/li\\u003e\\n\\u003cli\\u003eSanderson, H. (2002). A plan is not enough: Exploring the development of person centered team. In Holburn \\u0026amp; Vietze(Eds). \\u003cem\\u003ePerson centered planing: Research, practice, the future and future directions\\u003c/em\\u003e pp. 97-126. Baltimore: Paul H. Brookes \\u003c/li\\u003e\\n\\u003cli\\u003eSheppard, M., (1995), Social work, social science and practice wisdom. British Airways\\u003cem\\u003e Journal of Social Work\\u003c/em\\u003e 25, 265-293.\\u003c/li\\u003e\\n\\u003cli\\u003eSheppard, M. (1998) \\u0026lsquo;Practice validity, reflexivity and knowledge for social work\\u0026rsquo;, British Journal of Social Work, 28, pp. 763\\u0026ndash;781\\u003c/li\\u003e\\n\\u003cli\\u003eSmith, J. A. (2004). Reflecting on the development of interpretative phenomenological analysis and its contribution to qualitative research in psychology. \\u003cem\\u003eQualitative Research in Psychology \\u003c/em\\u003e1. 39-54.\\u003c/li\\u003e\\n\\u003cli\\u003eSmith, J. A., Flowers, P.,\\u003cem\\u003e \\u003c/em\\u003eand Larkin, M. (2022). Interpretive phenomenological analysis analysis 2\\u003csup\\u003end\\u003c/sup\\u003e edition. Sage.\\u003c/li\\u003e\\n\\u003cli\\u003eSmull, M, and Sanderson, H., 2005. \\u003cem\\u003eThe Learning Essential lifestyle planning for everyone.\\u003c/em\\u003e The Learning Community for Person Centered Practices\\u003c/li\\u003e\\n\\u003cli\\u003eYoon, J. Y. \\u0026amp; Ahn, H. J. 2022. A study on the process of change to a person-centered organization: Focusing on rehabilitation welfare centers. \\u003cem\\u003eJournal of Disabled and Welfare\\u003c/em\\u003e\\u003c/li\\u003e\\n\\u003c/ol\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":true,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":false,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"researchsquare\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":true,\"externalIdentity\":\"\",\"sideBox\":\"\",\"snPcode\":\"\",\"submissionUrl\":\"/submission\",\"title\":\"Research Square\",\"twitterHandle\":\"researchsquare\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"\",\"reportingPortfolio\":\"\",\"inReviewEnabled\":false,\"inReviewRevisionsEnabled\":true},\"keywords\":\"Person-Centered Thinking, Trainer Training, Interpretative Phenomenological Analysis, Person-Centered Planning\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-3970320/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-3970320/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003cp\\u003e\\u003cstrong\\u003eAim\\u003c/strong\\u003e: This study aimed to interpret the experiences of Korea's first trainers in Person-Centered Thinking (PCT) training and provide guidelines for future contextually relevant programs.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eDesign\\u003c/strong\\u003e: Utilizing Interpretative Phenomenological Analysis (IPA), the research explored subjective experiences of four pioneering PCT trainers in Korea, emphasizing the importance of subjectivity within the training process.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eFindings\\u003c/strong\\u003e: Four distinct themes emerged, representing the trainers' transformative journey: \\\"Ignition: The Spark of Change,\\\" \\\"Illumination: Lighting the Path Ahead,\\\" \\\"Guidance: Navigating Progress,\\\" and \\\"Introspection: The Destination of Transformation.\\\" These encapsulate the nuanced dimensions of their training.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eDiscussion\\u003c/strong\\u003e: The study unravels the complexities of becoming a PCT trainer in Korea, emphasizing training as a transformative journey, surpassing mere skill acquisition. It underscores the need for tailored, contextually-appropriate PCT training.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eConclusion\\u003c/strong\\u003e: The findings are vital for developing context-specific PCT training in Korea. They offer insights shaping PCT's future direction, particularly highlighting the significance of understanding and addressing relationships within the training system.\\u003c/p\\u003e\",\"manuscriptTitle\":\"An Interpretive Phenomenological Analysis on Person-Centered Thinking Trainer Training in a Korean Context\",\"msid\":\"\",\"msnumber\":\"\",\"nonDraftVersions\":[{\"code\":1,\"date\":\"2024-02-26 12:17:40\",\"doi\":\"10.21203/rs.3.rs-3970320/v1\",\"editorialEvents\":[{\"type\":\"communityComments\",\"content\":0}],\"status\":\"published\",\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"researchsquare\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":true,\"externalIdentity\":\"\",\"sideBox\":\"\",\"snPcode\":\"\",\"submissionUrl\":\"/submission\",\"title\":\"Research Square\",\"twitterHandle\":\"researchsquare\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"\",\"reportingPortfolio\":\"\",\"inReviewEnabled\":false,\"inReviewRevisionsEnabled\":true}}],\"origin\":\"\",\"ownerIdentity\":\"a350e590-6835-402d-a75a-eecf0a71407e\",\"owner\":[],\"postedDate\":\"February 26th, 2024\",\"published\":true,\"recentEditorialEvents\":[],\"rejectedJournal\":[],\"revision\":\"\",\"amendment\":\"\",\"status\":\"posted\",\"subjectAreas\":[],\"tags\":[],\"updatedAt\":\"2024-09-12T07:51:31+00:00\",\"versionOfRecord\":[],\"versionCreatedAt\":\"2024-02-26 12:17:40\",\"video\":\"\",\"vorDoi\":\"\",\"vorDoiUrl\":\"\",\"workflowStages\":[]},\"version\":\"v1\",\"identity\":\"rs-3970320\",\"journalConfig\":\"researchsquare\"},\"__N_SSP\":true},\"page\":\"/article/[identity]/[[...version]]\",\"query\":{\"redirect\":\"/article/rs-3970320\",\"identity\":\"rs-3970320\",\"version\":[\"v1\"]},\"buildId\":\"qtupq5eGEP_6zYnWcrvyt\",\"isFallback\":false,\"isExperimentalCompile\":false,\"dynamicIds\":[84888],\"gssp\":true,\"scriptLoader\":[]}","source_license":"CC-BY-4.0","license_restricted":false}