Psychotherapy Process
Explore the dynamics and stages of the psychotherapy process, from the initial client assessment to the therapeutic interventions that promote healing. This section provides insights into the complexities of therapeutic relationships and strategies to enhance treatment effectiveness.
257 articles found
Using Microprocess Methods to Study Client and Therapist Perceptions of Working Alliance Ruptures and Repairs
Decades of research show that the working alliance, or the degree of agreement between a client and therapist on the goals and tasks of therapy and the quality of their affective bond (Bordin, 1979), is positively associated with clinical outcomes (Fluckiger et al., 2018). However, there are sometimes ruptures in the working alliance, or instances […]
Wilson T. Trusty, Ph.D
October 27, 2023
Loving Others Loving Others
When I wrote about extra-relationship affairs years ago, I didn’t have a lot of experience treating couples who were struggling with an affair. The written work was more journalistic than clinical, but it made quite a splash in the media as sex frequently does, especially if it touches a nerve, as infidelity is bound to […]
Joel Block, Ph.D., ABPP
October 8, 2023
让受督导者知道成长的路长什么样|督导中的教育
原文链接：https://societyforpsychotherapy.org/an-important-aspect-of-educational-orientation-in-psychotherapy-supervision-providing-supervisees-with-a-conceptual-framework-for-understanding-their-own-therapist-development/ 亲爱的督导师，还记得你开始做咨询的青涩模样吗？ 我这么说对吗？ 我是不是很差劲啊？ 我能成为一名胜任的咨询师吗？ …… 如果那时候你的督导师告诉你，这些感受都是正常的，告诉你成为有效能咨询师需要经历的过程包括种种种种，你会有什么感觉呢？ 现在作为督导师，你有没有想过可以做点什么，让你的受督导者更安心地成长，不必重蹈覆辙？ 我们来看看C. Edward Watkins博士是怎么做的。 新手治疗师需要安全的学习空间 在我的督导工作中，大部分受督导者是刚刚担任治疗师的博士生。他们要么没有咨询经验，要么经验十分有限。就像Chessick (1971)指出的，刚刚从教室走向临床实践的治疗师通常会面临三个问题： 1 学习在治疗早期过程中控制焦虑感； 2 发展作为治疗师的认同感； 3 形成一种信念，相信心理治疗是可行且有效的治疗手段。 刚开始的这段训练期的学生通常能最敏锐地发现自己实践上的缺陷，非常容易受挫，因此这段时期可能会很艰难。此时的关键在于创造一个安全的学习空间，让新手治疗师能够自如地去应对困难，而不会因为犯错受到惩罚。 安全的学习空间的理论基础 如何创造这个空间呢？我的基本思路主要来自治疗师发展理论及其相关研究，还有成人学习理论及其应用。基于这个认识，在开始新督导前我思考的首要问题是： 当下如何创造一个安全的学习空间，才最能满足特定受督导者的学习需要？ 在创造学习空间时，我坚信最好的出发点是对受督导者进行全面的教育性指导(如督导目标，督导师和受督导者的角色)。许多国家都将教育性地指导受督导者视为重要的督导胜任力之一(例 Pilling & Roth, 2014)，因为它使督导过程变得清晰明了，促进了概念化理解，并且还会促进督导双方的协作。通常，受督导者充分了解时状态最好，因此我希望接受我督导的学生尽可能从一开始就完全了解督导过程(例如通过建立督导协议、讨论、角色介绍等方式)，希望他们能更加有效地利用督导，在这个过程中更积极主动。 安全的学习空间的前提–教育取向的督导 教育取向的督导中有一个非常值得强调的重要方面——概念化。这里概念化的意思是：受督导者理解自己作为治疗师成长历程的框架。作为督导师，我首先想给受督导者提供一个发展性的概念化框架。我相信在教育性督导中这一点很容易被忽略或轻视。这一步能够极有力地促进督导的开始，同时增强受督导者的学习能力——相信他们在自身成长过程中，能更好地理解遇到的异常和变化，并且在当下更有效地反应。 Orlinsky和Ronnestad(2005), Ronnestad和Skovholt(2013), Skovholt(2012), Stoltenberg和McNeill(2010)的研究都够告诉我们，在督导中要重视以下事项： 1、用发展的眼光看问题； 2、在督导中整合发展的眼光； 3、提供一个发展性的基本原则和框架来定位治疗师／受督导者的成长过程。 他们的工作一方面研究了治疗师在发展职业自我或治疗师身份时所经历的演变过程，另一方面鉴别或提示了能够刺激治疗师发展的督导行为。Hess等人(2008)认为：“如果督导是教育性的，那么就非常有必要发展一个督导的教育过程模型”。他们发现，关键部分是帮助受督导者更好地理解自己当下的治疗师成长过程。 从成人学习理论的视角来看(Knowles et al., 2011)，对督导过程的教育能够解答受督导者学习中体验到的困惑，并增加他们对过程的掌控感；同时，对过程准备的教育能减轻受督导者的焦虑并让他们提前做好准备，帮助受督导者未雨绸缪(Skovholt & Ronnestad, 2003)，对于如何在督导中进行阐述与协作成竹在胸。 Frank和Frank(1991)的助人和疗愈关系的概念框架也可以被推广用于督导之中。在这个模型中，那些寻求心理治疗帮助的人正处于心力委顿、心烦意乱的抗争阶段，通常可以从这三个方面获益：1.与一个受到认可的助人者，在一个精心设计的助人设置中，进入一段充满信任的关系；2.得到一个能够帮助他们理解自身困扰的适应性解释/概念图式，并看到解决方法；3.与助人者积极合作，展开一套基于概念化的行动(Budge & Wampold, 2015; Wampold & Budge, […]
Luyao Ma, MS + 4 more
October 2, 2023
Value as a construct for comparing psychotherapy with digital therapeutics
Introduction Estimating the value of medical and behavioral services has received an increasing amount of attention in recent decades (Happell, 2008; Rocco, 2019; Porter & Teisberg, 2004; Porter & Teisberg, 2006; Porter, 2010, Teisberg et al., 2020). Porter and Teisberg (2006) compared methods for evaluating value in their book Redefining Health Care: Creating Value-Based Competition […]
S. (Jeb) Brown, Ph.D. + 2 more
July 9, 2023
Contingency Management for Stimulant Addiction: The Most Effective, Evidence-Based Treatment You’ve Never Used
America’s drug overdose crisis is one of the greatest public health concerns of our time with significant loss of life and economic burden. Over 109,000 Americans died of a drug overdose in 2022 (Ahmad, Rossen, & Sutton, 2023)—roughly one-third of which were attributed to stimulants—and the estimated annual stimulant-related cost to U.S. hospitals alone (emergency […]
Steven L. Proctor, Ph.D. + 1 more
July 9, 2023
Talking Therapy: The Podcast
Marvin Goldfried, PhD, Stony Brook University Allen Frances, MD, Duke University Producer: Alan Kian, MA, York University Marvin Goldfried is a distinguished professor of psychology at Stony Brook University, where he helped to develop the graduate program in clinical psychology—he is the cofounder of the Society for the Exploration of Psychotherapy Integration. Allen Frances is […]
Marvin R. Goldfried, Ph.D., ABPP
June 3, 2023
Social Cognitive Affect: Self-Discrepancy in Suicide
Suicide is a public health crisis (Cornette et al., 2009). An estimated 703,000 people a year in the world end their life (World Health Organization, 2022). Additionally, for every completed suicide, there are 20 people attempting suicide, and many more experiencing suicidal thoughts or ideation. Suicide is the third leading cause of death in 15 […]
Stevie Schapiro
May 28, 2023
Thoughts About Relating to Clients in an Atheoretical Way
This author’s article titled Two Aspects Are Preventing Psychotherapy from Being More Effective was posted on the SAP website in 2022. The first aspect proposed that psychotherapy does not have an effective enough of an understanding of its subject matter. This author further proposed that (a) the typical client’s presenting problem has (until shown otherwise) […]
Jeffrey Von Glahn, Ph.D.
April 16, 2023
Measurement-Based Care Professional Practice Guideline
Abstract: Boswell et al. (2022) persuasively make the case for and propose professional practice guidelines (PPG) for measurement-based care (MBC). Although the evidence for MBC is robust, implementing MBC effectively in practice requires skills and processes not discussed in the PPG. We discuss five problems with the PPG for MBC: The “what’s in a name?” problem, lack of […]
Bruce E. Wampold, Ph.D., ABPP + 1 more
April 10, 2023
The Role of Empathic Listening in Rupture-Repair Training
The association between the therapeutic alliance and outcome is now well-established and widely known (Flückiger et al., 2018), highlighting a need to better understand the factors that influence the quality of the alliance. Thinking around therapists’ capacities to establish and maintain the alliance has grown increasingly sophisticated, as researchers have long-investigated ruptures and repairs in […]
Shannon L. McIntyre, Ph.D.
April 9, 2023
The Impact of Social Connection in the Treatment of Addiction in Veterans
Introduction It is well understood that Veterans and those in active duty strongly identify with their brothers and sisters at arms and experience common struggles associated with the throes of military service. They obtain a sense of purpose, belonging, and connectedness when in the presence of other Veterans, notably because they are part of a […]
Justin Trapani, PsyD
December 17, 2022
Improving Programming for Military Families Using Community Based Participatory Research
Community-based participatory research (CBPR) is a scientific approach that involves engaging key stakeholders in the research process. CBPR enhances access, engagement, and responsiveness to behavioral health programming, especially for underserved or specialized populations with unique cultures and needs. The unique stressors associated with the deployment cycle (DeVoe & Ross, 2012) and the nuances of military […]
Abby Blankenship, Ph.D. + 9 more
September 1, 2022