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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.
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TL;DR: A selective review of research is offered that illustrates how anxiety and anger increase vulnerability to illnesses, compromise the immune system, increase lipid levels, exacerbate pain, and increase the risk of death from cardiovascular disease and from all sources of death.
Abstract: Anxiety and anger are hazardous to health. This article offers a selective review of research that illustrates how anxiety and anger increase vulnerability to illnesses, compromise the immune system, increase lipid levels, exacerbate pain, and increase the risk of death from cardiovascular disease and from all sources of death. Possible mechanisms for such effects are identified, including the role of cardiovascular reactivity. Finally, data are provided on Anxiety Management Training, a brief, structured psychological intervention that has proven effective in anxiety as well as anger management.
145 citations
Cites background from "Handbook of Psychotherapy and Behav..."
...Various cognitive–behavioral interventions have been developed either for control of anxiety or for control of anger (Barlow & Lehman, 1996; Barrett, Dadds, & Rapee, 1996; Hollon & Beck, 1994; Meichenbaum, 1985; Moon & Eisler, 1983; Novaco, 1975)....
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TL;DR: Differences between completers and terminators of an individual cognitive-behavioral treatment for childhood anxiety were explored, and identifiable child factors were influential in terminators' decisions to discontinue treatment.
Abstract: The present study explored the differences between completers and terminators (including both refusers and dropouts) of an individual cognitive-behavioral treatment for childhood anxiety. Participants were 190 children with anxiety disorders and their parents: 146 completed treatment and 44 terminated. Terminators were more likely to live in a single-parent household, be ethnic minorities, and self-report less anxious symptomatology. Follow-up interviews indicated that identifiable child factors were influential in terminators' decisions to discontinue treatment. Among terminators, differences between refusers and dropouts were also investigated.
145 citations
Cites background from "Handbook of Psychotherapy and Behav..."
...Client attrition is a major problem, with reviews indicating that between 30% and 60% of therapy outpatients terminate prematurely (Garfield, 1994)....
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TL;DR: Ellis et al. as mentioned in this paper reviewed 144 studies in clinical supervision published from 1981 through 1993 to assess scientific rigor and to test whether the quality of methodology had improved since the review by R. K. Lent (1984).
Abstract: Michael V. Ellis University at Albany, State University of New York Nicholas Ladany Temple University Maxine Krengel Boston Veterans Affairs Medical Center and Boston University School of Medicine Deborah Schult University at Albany, State University of New York The empirical studies in clinical supervision published from 1981 through 1993 were investigated to assess scientific rigor and to test whether the quality of methodology had improved since the review by R. K. Russell, A. M. Crimmings, and R. W. Lent (1984). The 144 studies were evaluated according to 49 threats to validity (T. D. Cook & D. T. Campbell, 1979; R. K. Russell et al., 1984; B. E. Wampold, B. Davis, & R. H. Good III, 1990) and 8 statistical variables (e.g., effect size, statistical power, and Type I and Type II error rates). The data revealed a shift to realistic field studies, unchecked Type I and Type II error rates, medium effect sizes, and inattention to hypothesis validity. Recommendations for designing and conducting a feasible and well-designed supervision study are offered. It can be argued that a primary goal of research in clinical supervision is to test and improve theory and to guide the practice of supervision (Ellis, 1991b). A thorough under- standing of the strengths and weaknesses of supervision research would ostensibly expand supervision theory and provide practitioners with information on how to train ef- fective counselors who, in turn, will provide more effective therapy. Although there have been numerous calls for in- creasing the scientific rigor of research on counselor super- vision and training (e.g., Ellis, 1991b; Hansen & Warner, Michael V. Ellis and Deborah Schult, Department of Counseling Psychology, University at Albany, State University of New York; Nicholas Ladany, Department of Counseling Psychology, Temple University; Maxine Krengel, Psychology Section (1168), Boston Veterans Affairs Medical Center and Department of Psychology, Boston University School of Medicine. Earlier versions of this article were presented at the 96th Annual Convention of the American Psychological Association, Atlanta, Georgia, August 1988, and at the meeting of the North Atlantic Regional Association of Counselor Education and Supervision, Albany, New York, October 1991. Maxine Krengel completed some of this research while a doc- toral student in the Department of Counseling Psychology, Uni- versity at Albany, State University of New York. We are grateful to Micki Friedlander, Richard Haase, and Erica Robbins Ellis for their insightful comments on earlier versions of this article. We express our appreciation to Eric Adams, Mafoozal Ali, Elizabeth Bhargava, Virginia Flander, David Hahn, Gohpa Khan, Michelle Mautner, Deborah Melincoff, Michael Remshard, Greg Savage, Heidi Weiss, Donna Wilson, and Bradley Wolgast for their data coding and entry assistance. Correspondence concerning this article should be addressed to Michael V. Ellis, Department of Counseling Psychology, Educa- tion 220, University at Albany, State University of New York, 1400 Washington Avenue, Albany, New York 12222. Electronic mail may be sent via Internet to me464@cnsibm.albany.edu. 35 1971; Holloway & Hosford, 1983; Russell, Crimmings, & Lent, 1984), a comprehensive and in-depth investigation of the actual state of scientific rigor has yet to be conducted. If supervision research is going to meet the goal of informing theory and practice, then a thorough assessment of its meth- odological limitations and implications is warranted. At least 32 reviews of empirically based articles pertain- ing to clinical supervision and counselor training have ap- peared in the literature. Although these reviews have made substantial contributions to the field, many did not evaluate systematically the methodological or the scientific rigor of the examined studies (e.g., Harkness & Poertner, 1989; Holloway, 1984, 1992; Holloway & Neufeldt, 1995; Kaplan, 1983; Lambert & Arnold, 1987; Leddick & Ber- nard, 1980; Liddle & Halpin, 1978; Matarazzo, 1971, 1978; Matarazzo & Garner, 1992; Matarazzo & Patterson, 1986; Russell & Petrie, 1994; Stoltenberg, McNeill, & Crethar, 1994; Yutrzenka, 1995) or did so in a cursory fashion (i.e., Baker & Daniels, 1989; Baker, Daniels, & Greeley, 1990; Ford, 1979; Hansen, Pound, & Petro, 1976; Robins, & Grimes, 1982; Hansen & Warner, 1971; Holloway & Johnston, 1985; Holloway & Wampold, 1986; Kurtz, Mar- shall, & Banspach, 1985; Loganbill, Hardy, & Delworth, 1982; Stein & Lambert, 1995; Worthington, 1987). Only four reviewers presented details of the methodological flaws encountered in the studies reviewed (Alberts & Edelstein, 1990; Avis & Sprenkle, 1990; Holloway, 1987; Russell et al., 1984). The result of not systematically evaluating the methodological issues may have erroneously led to (a) equating (or even outweighing) the findings of excellent research with poor research (Hogarty, 1989; Kline, 1983), (b) exacerbating the theoretical ambiguity in the field (Meehl, 1990), and (c) drawing inaccurate inferences and conclusions (Cooper, 1989; Ellis, 1991a). The most recent review of research in individual clinical supervision that
144 citations
Cites methods from "Handbook of Psychotherapy and Behav..."
...Eight additional methodological variables were identified from the literature and rated (Chen, 1990; Cooper, 1989; Kazdin, 1986; Kerlinger, 1986; Serlin, 1987; Wampold & Poulin, 1992)....
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144 citations
Cites background from "Handbook of Psychotherapy and Behav..."
...Psychotherapy is typically designed to last for 40 or more sessions; a lower range of between 10 and 25 sessions is considered brief therapy (Butcher & Koss, 1978; Strupp, 1978)....
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TL;DR: In this paper, the authors propose that I/O psychologists who coach executives have overlooked psychotherapy outcome research as a source of information and ideas that can be used to improve their executive coaching practices.
Abstract: We propose that I/O psychologists who coach executives have overlooked psychotherapy outcome research as a source of information and ideas that can be used to improve our executive coaching practices. This research, based on thousands of studies and many meta-analyses, has converged on the conclusion that four “active ingredients” account for most of the variance in psychotherapy outcomes. We describe how this literature has identified four primary “active ingredients” that account for most of the variance in psychotherapy outcomes: 1) Client/extratherapeutic factors (40%), 2) The relationship or alliance (30%), 3) Placebo or hope (15%), and 4) Theory and technique (15%). Working on the assumption that psychotherapy and executive coaching are sufficiently similar to justify generalization from one domain to the other, we describe these four active ingredients at length and explore how they may be at work in the executive coaching process. We also suggest that I/O psychologists have training and experience that allows us to leverage some of these active ingredients in our executive coaching (e.g., understanding of client individual differences related to coaching outcomes). But we also have areas of weakness (e.g., building a strong working relationship with an individual client) that may need to be bolstered with additional training and development experiences.
144 citations