AMERICAN JOURNAL OF PSYCHOTHERAPY最新文献

Although therapist empathy has long been recognized as one of the most important ingredients of successful psychotherapy, its role in the treatment of schizophrenia has been neglected, relative to the treatment of other psychiatric disorders. In this article, the authors aimed to explore historical and modern conceptions of the use of empathy in work with patients with schizophrenia, review the research on empathy as applied generally in psychotherapy and as it pertains to this population, and offer a case study demonstrating empathy's instrumental role in the management of schizophrenia. Empathic understanding of patients with schizophrenia has relevance across treatment settings: in psychotherapy, on inpatient psychiatric units, in the emergency department, and at home with family or caregivers. An empathic understanding of the psychological process occurring in schizophrenia is a vital component of effective treatment.

Objective: The aim of this report is to describe how trainees and instructors skew their performance of psychotherapies when sessions are observed by third parties and to discuss approaches to mitigate potentially adverse consequences.

Methods: To supplement clinical observations, a selective narrative literature review was conducted by searching PubMed and PsycInfo.

Results: When third-party observers were involved, therapists were likely to skew how they conducted psychotherapy. Skewing occurred regardless of whether the third parties observed in vivo or remotely, observed synchronously or asynchronously, or were instructors or trainees. Such skewing may have resulted from conscious, preconscious, or unconscious decisions by therapists as well as by patients. Despite the benefits of observed psychotherapy for therapists and patients, deleterious consequences have sometimes emerged.

Conclusions: Benefits of third-party observation of psychotherapy are substantial. Nevertheless, therapists must recognize how being observed may adversely affect themselves and their patients. Mitigation strategies are available to address potential harms.

Objective: Fidelity assessment of peer-administered interventions (PAIs) by expert therapists can be costly and limit scalability. This study's objective was to determine whether peer facilitators could assess the fidelity of peer-delivered group cognitive-behavioral therapy (CBT) for postpartum depression as effectively as an expert psychiatrist or a trained graduate student.

Methods: Intervention adherence and competence were assessed by three peers (N=9 sessions) and by one expert psychiatrist and one graduate student (N=18 sessions). Interrater reliability was assessed with intraclass correlation coefficients (ICCs).

Results: ICCs were good to excellent (0.88-0.98) for adherence and competence ratings among the three types of raters (psychiatrist vs. peers, psychiatrist vs. student, and student vs. peers).

Conclusions: Trained peers may be able to reliably rate the fidelity of a PAI for postpartum depression. This preliminary study represents the first step toward peer-led feedback as an alternative to expert-led supervision of peer-delivered group CBT for postpartum depression.

Objective: Despite the high prevalence of trauma exposure in the United States and calls for the implementation of trauma-focused psychotherapy training, scant opportunities exist for such training in graduate clinical psychology programs. This study aimed to guide the implementation of trauma-focused psychotherapy training in graduate curricula by examining clinical trainees' perspectives on their current training and desired features for trauma-specific learning environments. The absence of research that centers trainee voices is notable; therefore, this study specifically focuses on trainee perspectives on implementation.

Methods: The New Haven competencies, developed by the American Psychological Association to support efforts to improve trauma-specific training, were used as a framework to guide the development of a mixed-methods survey. Current doctoral students (N=18) in one clinical psychology program completed the survey.

Results: Trainees overwhelmingly perceived the competencies to be relevant to their psychological assessment and therapy training and to their professional goals but noted a general lack of available trauma-specific training. Nearly all trainees believed that trauma-specific training should be required and expressed varied opinions regarding how requirements should be structured. Important features of a safe and supportive learning environment were reported to include coconstructed norms, choice and flexibility for participation, and integrated wellness practices. Further, instructors' trauma awareness, cultural humility, and responsiveness to students' experiences were emphasized by trainees as important.

Conclusions: Effective implementation of trauma-specific psychotherapy training should be guided by ongoing dialogue between trainees and training stakeholders.

The term punctuation in psychotherapy refers to narrative decisions about when a problem started and who should be held accountable for it. The concept was once a staple of family and systems therapies, but it has largely fallen into disuse. Its near disappearance coincided with the declining interest in those therapeutic approaches rather than as the result of direct attacks on the concept's validity or usefulness. In other words, punctuation seems to have been neglected rather than deliberately abandoned or supplanted. The authors argue for the continuing value of punctuation and its introduction to a new generation of clinicians. They also discuss several theoretical issues that were not well explored during the heyday of punctuation's popularity. Finally, the authors explore and illustrate the practical utility of punctuation in psychotherapeutic contexts.

Psychotherapy supervision is an essential component of graduate medical education in psychiatry. However, most psychotherapy supervisors have never had training specific to supervision, and the requisite skills have received little attention in the literature. The authors of this article describe the first year of a pilot project that was aimed at fostering interest and skill in psychotherapy supervision among senior residents. In this model, a postgraduate year (PGY)-4 resident supervised a PGY-2 resident's psychodynamic psychotherapy while receiving supervisory support from a senior faculty member. Feedback from the two residents and the residency program director was positive. The PGY-2 resident reported benefiting from near-peer supervision. The PGY-4 resident continued to supervise residents after graduation and felt well prepared to assume that role. The residency program continued to use this model after the pilot period. Other training programs can replicate this model to nurture the next generation of psychotherapy supervisors.