National Survey of Psychotherapy Training in Psychiatry, Psychology, and Social Work (original) (raw)
Related papers
Research on Social Work Practice, 2007
Objectives: A national survey finds that 62% of social work programs do not require didactic and clinical supervision in any empirically supported psychotherapy (EST). The authors report the results of analysis of national survey data using two alternative classifications of EST to determine if the results are because of the definition of EST used in the national survey. Method: Psychotherapies in the national survey are classified by three definitions of EST. Data are weighted to provide estimates generalizable to the population of social work programs. Results: The classification of EST does not have a major impact on the findings of the national survey. The national survey definition produce estimates of training in any EST in social work that fall between the two alternate definitions. Conclusions: Regardless of which definition is used, the data clearly show that the majority of social work programs offer little training in EST.
The focus of the Journal includes: * Contributions from, and debates between, the different European methods and modalities in psychotherapy, and their respective traditions of theory, practice and research * Contemporary issues and new developments for individual, group and psychotherapy in specialist fields and settings * Matters related to the work of European professional psychotherapists in public, private and voluntary settings * Broad-ranging theoretical perspectives providing informed discussion and debate on a wide range of subjects in this fast expanding field * Professional, administrative, training and educational issues that arise from developments in the provision of psychotherapy and related services in European health care settings * Contributing to the wider debate about the future of psychotherapy and reflecting the internal dialogue within European psychotherapy and its wider relations with the rest of the world * Current research and practice developments -ensuring that new information is brought to the attention of professionals in an informed and clear way * Interactions between the psychological and the physical, the philosophical and the political, the theoretical and the practical, the traditional and the developing status of the profession * Connections, communications, relationships and association between the related professions of psychotherapy, psychology, psychiatry, counselling and health care
Clinical Psychology Review, 2010
Evidence-based treatments (EBT) are underutilized in community settings, where consumers are often seen for treatment. Underutilization of EBTs may be related to a lack of empirically informed and supported training strategies. The goals of this review are to understand the state of the literature for training therapists in psychotherapy skills and to offer recommendations to improve research in this area. Results of this review of 55 studies evaluating six training methods indicate that multicomponent trainings have been studied most often and have most consistently demonstrated positive training outcomes relative to other training methods. Studies evaluating utility of reading, selfdirected trainings, and workshops have documented that these methods do not routinely produce positive outcomes. Workshop follow-ups help to sustain outcomes. Little is known about the impact of train-the-trainer methods. Methodological flaws and factors that may influence training outcome and future directions are also reviewed.
Implementation Science
Background Extensive efforts have been made to train mental health providers in evidence-based psychotherapies (EBPs); there is increasing attention focused on the methods through which providers are trained to deliver EBPs. Evaluating EBP training methods is an important step in determining which methods are most effective in increasing provider skill and improving client outcomes. Methods We searched MEDLINE (Ovid) and PsycINFO for randomized controlled trials published from 1990 through June 2019 that evaluated EBP training methods to determine the effectiveness of EBP training modalities on implementation (provider and cost) and client outcomes. Eligible studies (N = 28) were evaluated for risk of bias, and the overall strength of evidence was assessed for each outcome. Data was extracted by a single investigator and confirmed by a second; risk of bias and strength of evidence were independently rated by two investigators and determined by consensus. Results Overall, EBP trainin...
Revista Salud y Conducta Humana , 2020
Abstract This research aimed to determine if psychotherapists' clinical records demonstrated the use of evidence-based practices (EBP) related to outcome measures to detect their patients' progress in a training center. The method used was to create a database with the Cuestionario Resultados de Intervención (CRI) results of a sample of eligible adult patients from a mental health clinic and training center for psychologists and compare its progress through their psychotherapy. The CRI is an outcome measure validated for use in Puerto Rico and is a mandated instrument used at this clinic. The sample revised for eligible CRI protocols consisted of n=200 records; due to the low number of completed CRI records, the final sample was n=8 records. The low final sample may imply that the EBP of outcome measures are not followed in this clinic at the time of the study. There was a significant correlation between the use of the CRI by the supervisor and the psychotherapist's treatment modification. However, this was found in a small sample with a small effect size. Recommendations for adherence and implementation fidelity of outcome measures are given at the end of this article. Keywords: outcome measures, evidence-based practice, implementation fidelity, training
Evidence-based psychotherapy: Where practice and research meet
Evidence-based psychotherapy: Where practice and research meet., 2006
The controversy surrounding the idea of evidence-based psychotherapy (EBP) is hot. How hot? The American Psychological Association (APA) has published not one but two books on this topic in the past year-the present volume as well as Evidence-Based Practices in Mental Health: Debate and Dialogue on the Fundamental Questions (Norcross, Beutler, & Levant, 2006)-and an APA presidential task force was formed to issue a report (Levant, 2005) defining APA's position on this issue. Can research inform practice? Should research inform practice? If so, what kind of research? The debate is often presented as a science-practice war, but in fact psychotherapy researchers themselves also argue about the sort of data that are useful for practice. The editors of Evidence-Based Psychotherapy: Where Practice and Research Meet, two academics (Alan E. Kazdin, a psychotherapy researcher, and Robert J. Sternberg, a generalist) and a private practitioner (Carol D. Goodheart), attempt to inform this debate by instituting "a reality-based progressive dialogue among mental health professionals affected by the EBP movement" (Goodheart and Kazdin, p. 4). This dialogue comes in the form of 11 chapters, some written by those in private practice, some by academic psychotherapy researchers, and a smattering by individuals in professional organizations or public policy. The idea of bringing together this diverse group of authors is an excellent one; however, the goal of dialogue proves elusive. The authors appear to have written their chapters without access to other work in the volume, and the opportunity for point-counterpoint is lost. In this regard, the present volume falls short in comparison to the other APA book (Norcross et al., 2006), in which authors responded to one another's chapters. The absence of internal feedback may account for the disappointingly high number of errors or assertions for which the authors provide no evidence, although surely the editors bear responsibility for lack of oversight as well. The uneven quality of the book reduces its value. Unless readers are already familiar with the literature and arguments in this area, the distinction between solid arguments and misleading statements will be hard to make. What is EBP all about? EBP may be seen as an extension of the evidence-based medicine movement in the United Kingdom (see Huppert, Fabro, and Barlow's chapter). In the United States, discussion of EBP at the organizational level began with a task force of Division 12 of APA (Society of Clinical Psychology) that sought to identify and disseminate information about empirically supported treatments (ESTs). Meta-analyses of psychotherapy outcome typically inform us that various forms of psychotherapy, on average, result in improvement for the majority of clients of various unspecified types. For many clinicians and psychotherapy researchers, this is all we need to know: On average, psychotherapy works. The premise of the EST task force was that treatment outcomes could be improved by the use of specific
Introduction to the Special Section: The Case for Training in the Provision of Psychological Therapy
Recent trends, such as the national health care initiative, have brought into focus the importance of identifying the qualifications of those who provide mental health services. This special section explores the research evidence for the value of professional training among those who provide psychological therapy. The set of articles describe what is known about the relationship to therapeutic efficacy of professional training, training in ethnic diversity, and clinical supervision. These articles suggest that professional training enhances clinical efficacy, especially if type of training, setting of practice, and nature of patient problems are considered. They also suggest that supervision and specific training in ethnic diversity enhance knowledge and sensitivity among psychotherapists. It is anticipated that this special section will promote a dialogue about these conclusions.
Common factors affecting psychotherapy outcomes: some implications for teaching psychotherapy
Journal of psychiatric practice, 2015
The number of psychotherapies classified as "empirically supported treatments" has increased significantly. As the number and scope of empirically supported treatments multiply, it has become impossible to train therapists in all of these specific modalities. Although the current Accreditation Council for Graduate Medical Education requirements for psychiatric residents follow an approach based on specific schools of psychotherapy (emphasizing competency in cognitive-behavioral therapy, psychodynamic therapy, and supportive treatments), evidence suggests that we are failing even in these efforts. In developing a specialized Psychotherapy Scholars Track in the residency program at the University of Colorado School of Medicine, we opted to focus initially on teaching the common factors in psychotherapy that positively affect psychotherapy outcomes. This article reviews 6 such broad common factors.
Psychotherapy outcome in a university-based psychology training clinic
Professional Psychology, 1981
The effectiveness of psychotherapy conducted by clinical psychology students in a universitybased psychological training clinic was evaluated. Factors contributing to positive outcomes were also explored. Based on both therapist and client perceptions of the overall helpfulness of therapy and on their ratings of perceived change in the specific problems treated, it was concluded that the student-conducted therapy was successful and provided a genuine service to the community. Therapies that terminated by mutual consent (vs. termination by therapist or client alone) and those that were longer were more successful. The positive results were attributed to the careful supervision of each case, the enthusiasm of novice therapists, and the nature of the client sample. Implications for training and clinic policy were discussed. A primary locus of psychotherapy training for psychologists is the psychological clinic affiliated with clinical training programs (Harway & Serfica, 1977). Because psychology is a profession devoted to empirical assessment of its theories, techniques, and procedures, we might expect that the evaluation of therapy conducted at its own clinics would be routine practice and the results public knowledge. Two surveys of the functioning of such clinics and our own literature search belie this expectation. Only, 27% of psychology clinics, according to one survey (Levis, 1974), and 53%, according to another (Hughes, Note 1), routinely collect therapy outcome measures at case termination, and only 13% conduct follow-ups. Even more surprising, we could find only one published study on the success of trainee-conducted therapy at a psychological clinic. The study we did find evaluated the outcome of a specific therapeutic modality-behavior modification-among children in the very specialized Child Psychological Clinic of the State University of New York at Stony Brook (O'Leary, Turkewitz, &Taffel, 1973). The lack of such outcome studies is a problem that affects not only the credibility of clinical psychology as a data-based profession but also the values we model for our students. Apparently, directors of psychology training clinics are acutely aware of this problem, ranking it third in importance among 21 clinic-related topics (Calhoun, Note 2). We suspect that the paucity of such program evaluation is due to the inherent difficulty of conducting meaningful studies in a training clinic setting. There are many therapists, a great variety of client problems, supervisors with different orientations, limited resources, little available student time, and an academic ethic that stresses elegance of design and delimited focus of problem area studied. This article represents a modest beginning effort to evaluate whether student therapists working in a psychological clinic served their clients well. We recognized that there could be a trade-off between quality of service rendered in a clinic and the clinic's role in filling students' training and research needs. The study also attempted to assess factors that might predict successful outcome among the students; those factors could then serve to guide clinic policy. To illustrate, we wondered whether length