Volkova, Alexandra Kensington2025-11-052025-11-052025https://mro.massey.ac.nz/handle/10179/73766Eye Movement Desensitisation and Reprocessing (EMDR) training programmes are rarely delivered within university settings, with the University of Otago among the first institutions to establish a competency-based, research-informed model. Despite growing demand for EMDR-trained clinicians, no existing studies have explored how university-based training is experienced by trainees and educators. This study qualitatively explored participants’ motivations, expectations, challenges, and feedback to support programme development. Using Thomas’s (2006) General Inductive Method, themes were developed from interviews and focus groups with trainees, educators, and the course administrator. Findings highlight how prior clinical experience shaped engagement, the central role of experiential learning, and the need for stronger safeguards to support emotional safety. Participants emphasised the value of inclusive design, peer connection, and supplementary supervision access. Feedback included suggestions around improvements relating to practicum preparation, course structure, and integration of cultural content. These findings contribute to the development of sustainable, context-responsive EMDR training models. Future research should examine clinical outcomes, supervision models, and trainee preparedness across diverse training environments.enThe authorEMDR traininguniversity-based trainingqualitative researchtrauma educationcultural responsivenessThesis