Training to become a therapist or counselor is stressful and involves significant changes in identity, self-knowledge and confidence. Most of these changes appear to be related to starting work with clients (Edwards & Patterson, 2012). The practical or clinical experience part of training a therapist or counselor is undoubtedly the most important part of the program. It is also one of the most stressful and overwhelming periods in a trainee therapist's academic career. Trainees' clinical placements involve multiple challenges; developing skills with clients is just one of the challenges beginning students face. They must also begin to navigate their new practice environment, develop new working relationships with supervisors and colleagues, continue to expand knowledge of models and theories, as well as navigate the influence of personal issues and life challenges as they begin to understand that everything in their lives ultimately influences therapy with clients (Edwards & Patterson, 2012; Folkes-Skinner, Elliott & Wheeler, 2010). The Therapist's Self It is considered inevitable that therapists evaluate and judge problems through the lens of their own worldview, due to the fact that it is impossible to be entirely value-neutral if a therapist is active in the therapy role (Aponte & Winter, 2000). From this perspective, the therapist has a responsibility not only to learn their own techniques and clinical models from the academic institution in which they are trained, but also to examine the therapist's self and work to be aware of their own biases and personal issues that have the potential to influence their work. The therapeutic relationship is considered an important component of... halfway through the article ...... in the professional lives of first-year MFT students. Contemporary family therapy: An International Journal, 23(1), 51-61. McCarthy, J., Pfohl, A. H., & Bruno, M. (2009). Help seeking among counseling trainees: An exploratory study. Journal of Counseling Research & Practice, 1(1), 53-63.McCollum, E.E., & Gehart, D.R. (2010). Using mindfulness meditation to teach therapeutic presence to novice therapists: A qualitative study. Journal of Marital & Family Therapy, 36(3), 347-360.Mehr, K. E., Ladany, N., & Caskie, G. L. (2010). Supervision trainee non-disclosure: what don't they tell you?. Counseling and Psychotherapy Research, 10(2), 103-113. Trepal, H. C., Bailie, J., & Leeth, C. (2010). Critical incidents in practical supervision: supervisees' perspectives. Journal of Professional Counseling: Practice, Theory, and Research, 38(1), 28-38.