Book•
Handbook of Psychotherapy and Behavior Change
01 Jan 1986-
TL;DR: The NIMH Treatment of Depression Collaborative Research Program: Where We Began and Where We Are (I. Elkin, et al. as discussed by the authors ) presents a methodology, design, and evaluation in psychotherapy research.
Abstract: Methodology, Design, and Evaluation in Psychotherapy Research (A. Kazdin). Assessing Psychotherapy Outcomes and Processes (M. Lambert & C. Hill). The NIMH Treatment of Depression Collaborative Research Program: Where We Began and Where We Are (I. Elkin). The Effectiveness of Psychotherapy (M. Lambert & A. Bergin). Research on Client Variables in Psychotherapy (S. Garfield). Therapist Variables (L. Beutler, et al.). Process and Outcome in PsychotherapyNoch Einmal (D. Orlinsky, et al.). Behavior Therapy with Adults (P. Emmelkamp). Cognitive and Cognitive-Behavioral Therapies (S. Hollon & A. Beck). Psychodynamic Approaches (W. Henry, et al.). Research on Experiential Psychotherapies (L. Greenberg, et al.). Psychotherapy for Children and Adolescents (A. Kazdin). The Process and Outcome of Marital and Family Therapy: Reseach Review and Evaluation (J. Alexander, et al.). Experiential Group Research (R. Bednar & T. Kaul). Research on Brief Psychotherapy (M. Koss & J. Shiang). Behavioral Medicine and Health Psychology (E. Blanchard). Medication and Psychotherapy (G. Klerman, et al.). Research on Psychotherapy with Culturally Diverse Populations (S. Sue, et al.). Overview, Trends, and Future Issues (A. Bergin & S. Garfield). Indexes.
Citations
More filters
TL;DR: A new meta-analysis of specific methods used to teach helping skills within these programs found that training methods substantially outperformed no training conditions, and effect sizes did not vary as a function of trainee educational level or the type of criterion measure.
Abstract: The authors review previous narrative and meta-analytic reviews on the effectiveness of overall helping skills training programs. The authors then review narrative reviews and conduct a new meta-analysis of specific methods used to teach helping skills within these programs. Our meta-analysis found that, in the aggregate, training methods substantially outperformed no training conditions, and that effect sizes did not vary as a function of trainee educational level (graduate vs. undergraduate students) or the type of criterion measure (interview-based vs. analogue-based empathy measures). Direct comparison of the training methods revealed that modeling outperformed instruction and feedback, and multimethod outperformed single-method training. The authors critique the literature and suggest that the studies in the helping skills literature generally fail to meet contemporary methodological standards, thereby limiting the conclusions that can be drawn. The authors appeal for better research on helping skills training, especially as it is currently practiced. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
147Â citations
Cites background from "Handbook of Psychotherapy and Behav..."
...In addition, research on helping skills training was prolific at that time, helping to establish the empirical basis for the training programs (see reviews by Alberts & Edelstein, 1990; Baker & Daniels, 1989; Baker, Daniels, & Greeley, 1990; Ford, 1979; Kurtz, Marshall, & Banspach, 1985; Matarazzo, 1971, 1978; Matarazzo & Patterson, 1986; Matarazzo, Wiens, & Saslow, 1966; Russell, Crimmings, & Lent, 1984)....
[...]
TL;DR: The authors suggest that by experiencing helpful conditions in their own therapy, participants seemed better able to provide them for their clients.
Abstract: Surveys have tended to conclude that personal therapy for therapists is useful, but they have offered little information about how it is useful. The authors interviewed 7 practicing therapists about their personal therapy and how it affected their clinical work. In an intensive qualitative analysis of the interview transcripts, the authors identified 12 common themes, which they organized into the following 3 domains: (a) orienting to the therapist: humanity, power, boundaries; (b) orienting to the client: trust, respect, patience; and (c) listening with the third ear. Within each domain, participants appeared to translate their experiences as clients into skills and attitudes used in their practice. Thus, the authors suggest that by experiencing helpful conditions in their own therapy, participants seemed better able to provide them for their clients.
147Â citations
Cites background from "Handbook of Psychotherapy and Behav..."
...Failure to distinguish among thesepossibilities can make average effects uninterpretable (Beutler, Machado, & Neufeldt, 1994)....
[...]
TL;DR: In this paper, therapists at a university counseling center were instructed to increase the number of self-disclosures they made during treatment of one client and refrain from making self disclosures during treatment for another client.
Abstract: Theorists have long debated the wisdom of therapists disclosing personal information during psychotherapy Some observers have argued that such therapist self-disclosure impedes treatment, whereas others have suggested that it enhances the effectiveness of therapy To test these competing positions, therapists at a university counseling center were instructed to increase the number of self-disclosures they made during treatment of one client and refrain from making self-disclosures during treatment of another client Analyses revealed that clients receiving psychotherapy under conditions of heightened therapist disclosure not only reported lower levels of symptom distress but also liked their therapist more Such findings suggest that self-disclosure by the therapist may improve both the quality of the therapeutic relationship and the outcome of treatment
146Â citations
Cites background from "Handbook of Psychotherapy and Behav..."
...It should be recognized, however, that the median length of therapy in outpatient clinics is approximately six sessions (Garfield, 1994)....
[...]
TL;DR: In this paper, the authors examine potential reasons why career counseling process research has been infrequently conducted and provide 10 avenues from psychotherapy process research, and the limited pool of existing career counseling processes research, that hold promise for advancing a productive process-research agenda in career counseling.
146Â citations
TL;DR: The authors found that over 20% of doctoral training programs failed to cover empirically validated treatments in didactic courses, and internships typically did not require that students be competent in any of these treatments before completion of the program.
Abstract: Directors of clinical training (83%) and directors of internships with American Psychological Asso-ciation approval (55%) responded to a survey concerning empirically validated psychological treat-ments in which their students received training. Most programs provided supervised clinical experi-ence in a number of these treatments. However, over 20% of doctoral training programs failed toprovide minimal coverage of empirically validated treatments in didactic courses, and internshipprograms typically did not require that students be competent in any of these treatments beforecompletion of the program. The absence of didactic and clinical training in empirically validatedpsychodynamic therapies and interpersonal therapy was most marked. These findings suggest thatprograms need to be more attentive to teaching data-based treatments.PAUL CRITS-CHRISTOPH received his PhD in clinical psychology fromYale University in 1984. He is currently associate professor of psychol-ogy in psychiatry and director of the Center for Psychotherapy Researchat the University of Pennsylvania. At present he is studying the effects ofbrief dynamic psychotherapy and cognitive therapy for cocaine addic-tion and for generalized anxiety disorder and is examining the processof interpersonal psychotherapy and cognitive therapy for depression.ELLEN FRANK received her PhD from the University of Pittsburgh in1979. She is professor of psychiatry and psychology in the Departmentof Psychiatry at the University of Pittsburgh School of Medicine. Shedirects the Depression and Manic-Depression Prevention Program atWestern Psychiatric Institute and Clinic. Her treatment research hasfocused on the prophylaxis of recurrent mood disorders using interper-sonal psychotherapy, pharmacotherapy, and their combination.DIANNE L. CHAMBLESS received her PhD in clinical psychology fromTemple University in 1979. She is currently professor of psychology atThe American University. She conducts research on the psychopathol-ogy and cognitive-behavioral treatment of anxiety disorders and is par-ticularly interested in psychotherapy integration and the impact of in-terpersonal relationships on anxiety.CINDY BRODY received her BA in psychology from the University ofPennsylvania in 1991 and for 3 years was a research assistant at theCenter for Psychotherapy Research. She is currently a doctoral studentin clinical psychology at The American University. Her major researchinterests are in coping, interpersonal problems, and psychotherapy pro-cess and outcome.JORDAN F. KARP received his BA in psychology from Emory University in1992. He completed 2 years as a research associate in the Depression andManic-Depression Prevention Program at Western Psychiatric Instituteand Clinic. He is currently a medical student at the University ofPittsburgh.WE THANK David Barlow, Barry Wolfe, and Division 12 for assistance
146Â citations
Cites background from "Handbook of Psychotherapy and Behav..."
...These investigators, the majority of them psychologists, have demonstrated that there are specific psychological procedures that are beneficial for a variety of emotional and behavioral disorders (Lambert & Bergin, 1994)....
[...]