Nel, L.Molete, Keitumetse2024-11-062024-11-062023http://hdl.handle.net/11660/12799Dissertation (M.Soc.Sc.(Psychology))--University of the Free State, 2023The 2020 COVID-19 pandemic posed challenges to Applied Master’s programmes in Psychology, altering traditional teaching and training methods. While extensive research has explored the pandemic’s broader implications for higher education, insights into its influence on postgraduate Psychology education remain limited. This study addresses this gap, employing Rønnestad and Skovholt (2003) counselor development model to analyse the impact on students’ developmental paths. This study uses a qualitative research design to investigate eight distinct cases of Applied Master’s Psychology students across various South African universities. Through semistructured interviews, data were gathered and subsequently analysed through thematic analysis. Five main themes emerged from this exercise: 1) Lose and lost, 2) Not knowing, 3) Going virtual, 4) I am in need, and 5) Rising from the experience. Collectively, these themes highlight the multiple influences of the pandemic on the academic experiences of Applied Master’s in Psychology students. This research’s significant contribution is how it aligns the identified themes with Rønnestad and Skovholt (2003) model, offering deeper insights into how the transition affected key aspects of counselor/therapist development. Additionally, the study emphasises the significant role of institutional support and innovative teaching methodologies in enhancing learning experiences amidst a sudden virtual transition. The findings highlight the need for adaptive strategies and reforms within Applied Master’s Psychology programmes, advocating for flexible educational strategies that equip future psychologists to navigate global crises effectively.enApplied Master’sCOVID-19Online learningPsychologyTeachingDissertationUniversity of the Free State