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Abstract Objectives Psychotherapeutic integration has been a source of contentious debate and increasing authorship for over five decades. Yet, the challenge remains as to how practitioners learn to integrate their practice according to the philosophical, theoretical and practical procedures of their chosen modalities. Pedagogically, there is also a challenge for educators to support trainees to develop their own congruent model of integrative practice, which may change over time. The objectives of this study were to critically explore the traditional models of integration, highlighting their gaps and limitations, and to propose a new model of integration, which is befitting to contemporary psychotherapeutic and pedagogical practice. Methods Rigorous methods of analysis were employed utilising a three‐phased approach, which included survey data analysis from a convenience sample of 104 counselling psychologists, and critical theoretical analysis of the traditional models of psychotherapeutic integration. A duoethnographic method was then employed to analyse the data further, illuminating the gaps and limitations. Results The results make a significant contribution to the knowledge and theoretical framework in the field of integration by offering a new model of ‘Integration by Immersion’. This model is an alternative approach steeped in a framework of love and relationship as a foundation for unifying integrative practice. It flexibly fits and flows with practitioners' personal and professional development, making it applicable to evolving psychotherapeutic practice. Conclusion The impact of ‘Integration by Immersion’ is that it offers an alternative model that advances psychotherapeutic trainees', practitioners' and educators' knowledge, skills and practice, enabling them to develop their own idiosyncratic model of integration.
O’Brien et al. (Sun,) studied this question.