2017 Winning Paper
Title: A Qualitative Analysis of Clinician Attitudes and Experiences Learning and Implementing Transdiagnostic Evidence-Based Practices for Eating Disorders
First Author: Jennifer Oswald
Institution: University at Albany, State University of New York
Jennifer Oswald is a rising 4th year PhD student in Clinical Psychology at the University at Albany, State University of New York. She is a member of the Psychotherapy and Behavior Change Research Lab, under the mentorship of James Boswell, PhD. Her research interests include emotion regulation, mood and anxiety disorders, dissemination and implementation of evidence-based practices/empirically supported treatments, and the use of technology to deliver interventions and measure psychotherapy process and outcomes.
Paper Abstract: This study qualitatively analyzed 8 clinicians’ experiences with learning and implementing a new transdiagnostic treatment model for eating disorders at an intensive residential treatment center. Clinicians completed a semi-structured interview based on constructs from the Consolidated Framework for Implementation Research (CFIR). Interviews were analyzed using an inductive qualitative method (consensual qualitative research; CQR) wherein researchers reached consensus on themes, domains, and CFIR-consistent constructs. Constructs were also evaluated using CFIR rating rules to determine the strength and valence of their influence on the implementation process. Results indicated that clinicians had positive overall training and implementation experiences, and available resources, leadership engagement, patient needs, relative advantage, and self-efficacy emerged as the CFIR constructs that had the greatest impact on implementation. Clinicians also offered specific critiques and suggestions about the intervention and the training process. This knowledge can inform future EBP implementation and training efforts to promote increased uptake and sustained fidelity.
Enter the Annual Division of Psychotherapy Student Paper Competition
Annual Deadline is April 1
The Mathilda B. Canter Education and Training Award for the best paper on education, supervision, or training of psychotherapists.
What are the benefits to you?
- Cash prize of $500 for the winner.
- Enhance your curriculum vitae and gain national recognition.
- Plaque and check presented at the Division 29 Awards Ceremony at the annual meeting of the American Psychological Association.
- Abstract will be published in the Psychotherapy Bulletin, the official publication of the Society for the Advancement of Psychotherapy.
What are the requirements?
- Papers must be based on work conducted by the first author during his/her graduate studies. Papers can be based on (but are not restricted to) a Masters thesis or a doctoral dissertation.
- Papers should be in APA style, not to exceed 25 pages in length (including tables, figures, and references) and should not list the authors’ names or academic affiliations.
- Please include a title page as part of a separate attached MS-Word or PDF document so that the papers can be judged “blind.” This page can include authors’ names and academic affiliations.
- Also include a cover letter as part of a separate attached MS-Word or PDF document. The cover letter should attest that the paper is based on work that the first author conducted while in graduate school. It should also include the first author’s mailing address, telephone number, and e-mail address.
- All applicants must be members of the Division of Psychotherapy. Join the Division at www.divisionofpsychotherapy.org
- Applicant must specify for which award he/she is applying. Applicants can submit multiple papers for awards, but an individual paper may only be submitted for a single award.
Submissions should be emailed to:
Nicholas Morrison, Chair, Student Development Committee, The Society for the Advancement of Psychotherapy E-mail: email@example.com
Download the PDF for the Annual Society for the Advancement of Psychotherapy Student Paper Competition
2016 – Simon B. Goldberg, University of Wisconsin, “Creating a Climate for Psychotherapist Improvement: A Case Study of an Agency Focused on Outcomes and Deliberate Practice”
2015 – Xu Li, University of Maryland, College Park, “Does Helping Skills Training Make a Difference? A Longitudinal Multilevel Analysis of the Effects of Helping Skill Use On Working Alliance and Session Outcome with Chinese Trainees”
2014 – Ashlee J. Warnecke, Chatham University, “Intercorrelations Between Individual Personality Factors and Anxiety”
2013 – Mallaree Blake-Lodestro, Adler School of Professional Psychology, “The Impact of Bug Chasing on the Spread of HIV”
2012 – Mark Mason, University of Albany, “How psychotherapy trainees experience theoretical orientation development: Pilot study findings from a phenomenological study”
2011 – Lotte Smith-Hansen, University of Massachusetts Amherst, “The Preliminary Efficacy of a Psychotherapist Workshop in Alliance Strategies”
2010 – Samuel Nordberg
2009 – Sarah Gates, Antioch University New England, “The Relationship between Supervisor Leadership Qualities and Home-based Clinician Burnout”
2008 – Jenelle Slavin, Adelphi University, “The Effects of Training, Clinical, Supervisory, and Scholarly Experience on Supervisors’ Views of Therapuetic Techniques”
2007 – Deleene S Menefee, University of Houston, “Perceptions of Trainee Attachment in the Supervisory Relationship”
2006 – James F. Boswell, Pennsylvania State University
2005 – Jay L. Cohen
2004 – no award given
2003 – no award given
2002 – Gary F Freitas
2001 – Mary D. Looman, Fielding Institute
2000 – Georgios Lampropoulos, Ball State University
1999 – Alexander J. Schut