People who have learnt how to forgive others tend to be better forgiveness counsellors. This study delves into the effectiveness of the Process and REACH therapeutic models on forgiveness for counsellor trainees.
The researchers used the sequential explanatory mixed method model, which involved the use of a questionnaire and interview guide to gather data for the study. The research design of the study was quasi-experimental and an interview. Two hypotheses and one research question were formulated to guide the study. The population of the study consisted of graduate students from three Ghanaian universities, totalling 80 individuals. They comprised 34 males and 46 females. Sampling techniques that were used for both the quantitative and qualitative aspects were simple random sampling and purposive sampling, respectively. The Enright Forgiveness Inventory was used to collect pre- and post-test data. For the quantitative aspect, the data were analysed using Analysis of Covariance (ANCOVA). For the qualitative aspect, data reduction technique and content analysis were used to analyse the data.
The study revealed that the Process and REACH therapeutic models had significant positive effects on forgiveness among participants. However, there was no significant difference in the forgiveness level of participants on the basis of gender.
Based on these findings, it is recommended that professional counsellors and psychologists should consider these two therapies as alternatives to improving forgiveness levels in their clients' lives.
There has been limited research on therapy attrition from the perspective of clients who terminate. This qualitative study addresses the question, why do clients choose to terminate therapy prematurely?
Twelve participants who had chosen to end in-person individual therapy were interviewed.
The most common reason for terminating was experiencing invalidation from the therapist, including not feeling heard, feeling dismissed and judged and not feeling valued. Another type of invalidation experienced was therapists' microaggressions on client identities of race, culture and sexual orientation. Inadequate problem-solving in therapy, through oversimplification of problem-solving or not receiving guidance for change, was another common reason for dropout.
Understanding the perspectives of clients who have been dissatisfied with therapy is useful for identifying therapist behaviours that can cause ruptures. Clinicians can learn from clients' negative experiences in therapy in order to improve clinical practice.
Attention deficit hyperactivity disorder (ADHD) is a developmental disorder with emotional and cognitive symptoms.
This study aimed to investigate the effect of dialectical behavioural therapy (DBT) on cognitive and emotional aspects of ADHD in adults.
A quasi-experimental pre-test/post-test design with a control group (waiting list) was applied. Forty participants were selected for the study among the target population of adult ADHD patients. They were randomly assigned to the control and experimental (group DBT) groups. The Adult ADHD Self-Report Scale (ASRS), Tower of London, Stroop test, Wisconsin sorting test, Continuous Performance Test, Eysenck Impulsivity Test, and Difficulties in Emotion Regulation Scale (DERS) were used for assessment purposes. The data analysis was conducted using SPSS-23 and the MANCOVA method.
The results showed that DBT was significantly effective in improving emotion regulation (31.4%), impulsivity (37.4%), Stroop scores (21.9%), attention and concentration (31.8%), and hyperactivity (41%) compared to the control group. However, there was no significant difference in the subscales of the Tower of London, Wisconsin test and the attentional subscale of the ASRS.
It can be inferred from this research that DBT can significantly reduce the emotional difficulties of adults with ADHD, but may not be very helpful for the cognitive aspects of this disorder.
Social media is increasingly a source of mental health information and support. Online mental health content accessibility has allowed providers to access large audiences and client bases.
Our aim was to understand information audiences are encountering from psychotherapists on social media.
Summative content analysis was completed on 10,395 posts from 294 psychotherapist influencers on Instagram. Analysis focussed on two domains: mental health concerns and psychotherapy-related topics.
Interpersonal concerns were the most frequently discussed mental health concern followed by anxiety, trauma/PTSD, depression and stress. The most frequently discussed psychotherapy-related topics included holistic approaches, nervous system, cognitive behavioural therapy and internal family systems. Certain codes were associated with more user engagement than posts without those codes. Regarding mental health concerns, posts mentioning substance use garnered more likes and comments, posts mentioning dissociation/dissociative identity disorder garnered more comments, and posts mentioning perinatal issues received fewer likes. Regarding psychotherapy-related topics, holistic approaches garnered more likes and comments, and crisis and couples/divorce garnered fewer likes.
Findings elucidate content that psychotherapist influencers discuss as well as how users engage with content.
This study has implications for ethical guideline development for social media use among psychotherapists.
There is an overlap in psychotherapy research and clinical applications between these three views of the therapeutic relationship: the real relationship, the therapeutic alliance and attachment theory.
This study aimed to provide a synthesis by exploring this overlap in the client's perspective on the therapeutic relationship.
The sample included 373 adult clients of individual therapy. An exploratory principal components analysis was conducted.
Parallel analysis revealed a five-component structure generating a final solution explaining 47% of the variance. These components seem to illustrate different clients' needs and views about the relationship and how the therapist might perceive the relationship and their interactions. It presents dimensions such as the need for security in the therapist, the need to be cared for by the therapist, the fear of being genuine to the therapist, working on the goals of therapy and the need for more contact and expanding the therapeutic relationship beyond the boundaries that can be relevant for assessment, clinical decision-making and responding to a client's core needs.
This theoretical perspective may be useful beyond a specific relational construct, stressing the transtheoretical potential of clients' core needs towards the relationship and better preparing therapists to be more responsive to them.
Trauma therapists are at risk of developing secondary trauma (ST), compassion fatigue (CF) and burnout from exposure to clients' traumatic narratives.
The aim of this study was to investigate the prevalence, risk and protective factors of these conditions among Spanish trauma therapists.
A total of 358 Spanish trauma therapists (87% females, Mage = 43.6) completed self-reported measures of ST, CF and burnout and sociodemographic/occupational information.
Secondary trauma, CF and burnout levels were mild overall. However, 27% of the sample presented symptoms compatible with a PTSD diagnosis. Most of the sample showed emotional exhaustion and depersonalisation. However, over 90% reported personal accomplishment and compassion satisfaction that mitigated the negative effects of occupational stressors. Age, years of experience and having children were associated with higher levels of burnout and ST. However, occupational factors, such as type of trauma and the age of the consultant, did not correlate with ST, CF nor burnout.
Working with trauma survivors impacts professionals' well-being and, ultimately, can affect the quality of their services.
Previous research reports self-affirmation interventions to be efficacious in enhancing many life outcomes of normal individuals, but limited research has assessed its restorative and preserving capacities to enhance and maintain the self-esteem of individuals with subclinical depressive tendencies.
This study employed an experimental research design. Eighty participants (age range = 22–27 years) with subclinical depression were chosen using purposive sampling and were randomly assigned in equal numbers to the experimental and control conditions and their self-esteem was measured at pre-intervention, post-intervention and follow-up intervals.
Results showed that the experimental group participants evoked significantly higher mean scores (F(1, 76) = 29.20, p < 0.001, η2 = 0.28) on self-esteem as compared to the control group at post-intervention (Control: Mean (SD) = 17.48 (2.73); Experimental: Mean (SD) = 51.43 (3.29)) and follow-up (Control: Mean (SD) = 18.28 (2.72); Experimental: Mean (SD) = 48.65 (3.74)). There was a significant difference in the mean scores of the self-esteem of the experimental group participants during post-intervention and follow-up (F(2, 152) = 6.50, p = 0.002, η2 = 0.08). These findings were evident in the conditions' (experimental, control) and intervals' (pre-intervention, post-intervention, follow-up) main and interaction effects: F(2, 152) = 6.54, p < 0.002, η2 = 0.08; and F(2, 152) = 3.87, p < 0.023, η2 = 0.05. The size of these effects ranged from very low, low, to medium (η2).
The findings revealed the restorative and preserving capacities of this self-affirmation intervention for self-esteem. The positive outcomes of the self-affirmation intervention may have been produced as result of the activation of meaning, positive cognitions and positive relationships.
Lesbian, gay, bisexual and transgender (LGBT) individuals are at greater risk of mental health problems relative to cisgender heterosexual people. While various evidence-based interventions exist to address the mental health needs of LGBT individuals, there is an urgent need to adapt these interventions to address stressors unique to the LGBT individual in the Global South, where LGBT identity remains highly stigmatised. This study developed and evaluated a six-session affirmative dialectical behaviour therapy (DBT) skills group to address depressive symptoms in a sample of Malaysian LGBT adults.
Seventeen LGBT adults (Mage = 26.9 years) with mild-to-severe levels of depressive symptoms were recruited from the community. Participants attended a DBT skills group for 6 weeks (2.5-h/session). They completed self-report measures on psychological symptoms, well-being and minority stress at pre- and post-intervention and a focus group discussion regarding their experience with the DBT skills group.
Significant decreases in depressive symptoms, stress, borderline personality disorder symptoms, emotion dysregulation and distress due to heterosexist experiences were observed from pre- to post-intervention. There were also significant increases in self-compassion and subjective well-being. The number of DBT skills sessions attended was significantly associated with reductions in emotion dysregulation, internalised homophobia and distress due to heterosexist experiences. Thematic analyses of qualitative feedback revealed several helpful and challenging aspects of participating in the DBT skills group (e.g., time commitment, online format, and relevance and applicability of treatment content).
The study found that an LGBT-affirmative DBT skills group is feasible and acceptable among Malaysian LGBT adults and shows promise in improving psychological health. These findings have implications for the adaptation of DBT skills training for marginalised populations in diverse, low-resource contexts.
Training English as an Additional Language (EAL) counsellor trainees is crucial to fostering a counselling workforce capable of serving diverse populations. However, Foreign Language Anxiety (FLA) poses a significant barrier to their professional development, impacting their communication skills and confidence. This study explored the factors impacting EAL counsellor trainees' FLA by using the Willingness to Communicate (WTC) model as a framework.
Through a phenomenological approach, interviews with 20 EAL trainees revealed various factors. The factors were organised into four components of the WTC model: situated antecedents, motivational propensities, affective-cognitive context, and social and individual context.
The findings highlighted the complex interplay between situational and personal factors shaping FLA and call for counsellor education programmes to develop holistic strategies that reduce FLA, thus enhancing EAL trainees' communication confidence and readiness for professional practices.
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