subject:(psychotherapy training)

1. Kelley, Leslie. A study exploring the feasibility and integrity of Key Strategies Training.

Degree: PhD, Counseling Psychology, 2015, Texas Woman's University

► Many difficulties arise in training counselors to effectively utilize psychotherapeutic techniques, the least of which includes ensuring that therapeutic techniques are effectively taught, successfully learned,… (more)

Subjects/Keywords: Psychology; Counselor training; Integrative psychotherapy; Integrative psychotherapy training; Key strategies training; Multitheoretical psychotherapy; Therapist training

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APA (6^th Edition):

Kelley, L. (2015). A study exploring the feasibility and integrity of Key Strategies Training. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/8638

Chicago Manual of Style (16^th Edition):

Kelley, Leslie. “A study exploring the feasibility and integrity of Key Strategies Training.” 2015. Doctoral Dissertation, Texas Woman's University. Accessed August 22, 2019. http://hdl.handle.net/11274/8638.

MLA Handbook (7^th Edition):

Kelley, Leslie. “A study exploring the feasibility and integrity of Key Strategies Training.” 2015. Web. 22 Aug 2019.

Vancouver:

Kelley L. A study exploring the feasibility and integrity of Key Strategies Training. [Internet] [Doctoral dissertation]. Texas Woman's University; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/11274/8638.

Council of Science Editors:

Kelley L. A study exploring the feasibility and integrity of Key Strategies Training. [Doctoral Dissertation]. Texas Woman's University; 2015. Available from: http://hdl.handle.net/11274/8638

2. Kelley, Leslie. Development and evaluation of the Key Strategies Rating Questionnaire.

Degree: MA, Psychology and Philosophy, 2011, Texas Woman's University

URL: http://hdl.handle.net/11274/10161

► One major challenge in training counselors is evaluating the effectiveness of training and the assessment of progress. The Key Strategy Rating Questionnaire (KSRQ) assesses counselors'… (more)

Subjects/Keywords: Education; Psychology; Key Strategy Rating Questionnaire; Psychotherapy training; Counseling training; Psychotherapy

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APA (6^th Edition):

Kelley, L. (2011). Development and evaluation of the Key Strategies Rating Questionnaire. (Masters Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10161

Chicago Manual of Style (16^th Edition):

Kelley, Leslie. “Development and evaluation of the Key Strategies Rating Questionnaire.” 2011. Masters Thesis, Texas Woman's University. Accessed August 22, 2019. http://hdl.handle.net/11274/10161.

MLA Handbook (7^th Edition):

Kelley, Leslie. “Development and evaluation of the Key Strategies Rating Questionnaire.” 2011. Web. 22 Aug 2019.

Vancouver:

Kelley L. Development and evaluation of the Key Strategies Rating Questionnaire. [Internet] [Masters thesis]. Texas Woman's University; 2011. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/11274/10161.

Council of Science Editors:

Kelley L. Development and evaluation of the Key Strategies Rating Questionnaire. [Masters Thesis]. Texas Woman's University; 2011. Available from: http://hdl.handle.net/11274/10161

University of North Texas

3. Connor, Dana R. Phases of Change in Psychotherapy Across Levels of Clinician Training.

Degree: 2016, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc862816/

► Given the alarmingly high rates of premature termination in training clinics, research aimed at understanding the course of change and treatment outcomes in training clinics… (more)

Subjects/Keywords: Phase Model of Psychotherapy; Psychotherapy Outcome; Training; Psychology, Clinical

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APA (6^th Edition):

Connor, D. R. (2016). Phases of Change in Psychotherapy Across Levels of Clinician Training. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862816/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Connor, Dana R. “Phases of Change in Psychotherapy Across Levels of Clinician Training.” 2016. Thesis, University of North Texas. Accessed August 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc862816/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Connor, Dana R. “Phases of Change in Psychotherapy Across Levels of Clinician Training.” 2016. Web. 22 Aug 2019.

Vancouver:

Connor DR. Phases of Change in Psychotherapy Across Levels of Clinician Training. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Aug 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862816/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Connor DR. Phases of Change in Psychotherapy Across Levels of Clinician Training. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862816/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

4. Connor, Dana R. Impact of Clinician Expectations on Termination Status and Therapeutic Outcome.

Degree: 2013, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc271793/

► Given the high rates of premature termination in training clinics, research aimed at understanding client attrition is urgently needed. Recent investigations in this area have… (more)

Subjects/Keywords: Expectations; psychotherapy outcome; psychotherapy training; premature termination; delay discounting

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APA (6^th Edition):

Connor, D. R. (2013). Impact of Clinician Expectations on Termination Status and Therapeutic Outcome. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271793/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Connor, Dana R. “Impact of Clinician Expectations on Termination Status and Therapeutic Outcome.” 2013. Thesis, University of North Texas. Accessed August 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc271793/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Connor, Dana R. “Impact of Clinician Expectations on Termination Status and Therapeutic Outcome.” 2013. Web. 22 Aug 2019.

Vancouver:

Connor DR. Impact of Clinician Expectations on Termination Status and Therapeutic Outcome. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Aug 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271793/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Connor DR. Impact of Clinician Expectations on Termination Status and Therapeutic Outcome. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271793/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

AUT University

5. Stewart-Folau, Ambyr. To Be Seen and Heard: The Lived Experience of Pasifika Students Participating in Psychotherapy Training in Aotearoa, New Zealand an Interpretative Phenomenological Analysis .

Degree: AUT University

URL: http://hdl.handle.net/10292/10638

► The focus of this research was the lived experience of self-identified Pasifika students; exploring their ethnic identity and experience of psychotherapy training. Interpretative phenomenological analysis… (more)

Subjects/Keywords: Pasifika; Pacific; Psychotherapy; Psychotherapy training

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APA (6^th Edition):

Stewart-Folau, A. (n.d.). To Be Seen and Heard: The Lived Experience of Pasifika Students Participating in Psychotherapy Training in Aotearoa, New Zealand an Interpretative Phenomenological Analysis . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/10638

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stewart-Folau, Ambyr. “To Be Seen and Heard: The Lived Experience of Pasifika Students Participating in Psychotherapy Training in Aotearoa, New Zealand an Interpretative Phenomenological Analysis .” Thesis, AUT University. Accessed August 22, 2019. http://hdl.handle.net/10292/10638.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stewart-Folau, Ambyr. “To Be Seen and Heard: The Lived Experience of Pasifika Students Participating in Psychotherapy Training in Aotearoa, New Zealand an Interpretative Phenomenological Analysis .” Web. 22 Aug 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Stewart-Folau A. To Be Seen and Heard: The Lived Experience of Pasifika Students Participating in Psychotherapy Training in Aotearoa, New Zealand an Interpretative Phenomenological Analysis . [Internet] [Thesis]. AUT University; [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10292/10638.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Stewart-Folau A. To Be Seen and Heard: The Lived Experience of Pasifika Students Participating in Psychotherapy Training in Aotearoa, New Zealand an Interpretative Phenomenological Analysis . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/10638

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Latrobe University

6. Gibson, Cheryl A. Intentional dreaming : a phenomenological inquiry into the therapist's experience of creating in psychotherapy.

Degree: 2012, Latrobe University

URL: http://hdl.handle.net/1959.9/521727

►

Thesis (Doctorate) - La Trobe University, 2012

Submission note: "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Clinical… (more)

Subjects/Keywords: Psychotherapy.; Psychotherapists – Attitudes.; Psychotherapists – Training of.

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APA (6^th Edition):

Gibson, C. A. (2012). Intentional dreaming : a phenomenological inquiry into the therapist's experience of creating in psychotherapy. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/521727

Chicago Manual of Style (16^th Edition):

Gibson, Cheryl A. “Intentional dreaming : a phenomenological inquiry into the therapist's experience of creating in psychotherapy.” 2012. Doctoral Dissertation, Latrobe University. Accessed August 22, 2019. http://hdl.handle.net/1959.9/521727.

MLA Handbook (7^th Edition):

Gibson, Cheryl A. “Intentional dreaming : a phenomenological inquiry into the therapist's experience of creating in psychotherapy.” 2012. Web. 22 Aug 2019.

Vancouver:

Gibson CA. Intentional dreaming : a phenomenological inquiry into the therapist's experience of creating in psychotherapy. [Internet] [Doctoral dissertation]. Latrobe University; 2012. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/1959.9/521727.

Council of Science Editors:

Gibson CA. Intentional dreaming : a phenomenological inquiry into the therapist's experience of creating in psychotherapy. [Doctoral Dissertation]. Latrobe University; 2012. Available from: http://hdl.handle.net/1959.9/521727

Eastern Michigan University

7. Carr, Meagan M. Treatment outcomes in a psychology training clinic.

Degree: MS, Psychology, 2015, Eastern Michigan University

URL: http://commons.emich.edu/theses/635

► Psychotherapy outcomes are influenced by a number of factors, including client and therapist pretreatment, relational, and intervention factors. The current study utilized data from… (more)

Subjects/Keywords: psychotherapy; pyschology; training; Eastern Michigan University; Psychology

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APA (6^th Edition):

Carr, M. M. (2015). Treatment outcomes in a psychology training clinic. (Masters Thesis). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/635

Chicago Manual of Style (16^th Edition):

Carr, Meagan M. “Treatment outcomes in a psychology training clinic.” 2015. Masters Thesis, Eastern Michigan University. Accessed August 22, 2019. http://commons.emich.edu/theses/635.

MLA Handbook (7^th Edition):

Carr, Meagan M. “Treatment outcomes in a psychology training clinic.” 2015. Web. 22 Aug 2019.

Vancouver:

Carr MM. Treatment outcomes in a psychology training clinic. [Internet] [Masters thesis]. Eastern Michigan University; 2015. [cited 2019 Aug 22]. Available from: http://commons.emich.edu/theses/635.

Council of Science Editors:

Carr MM. Treatment outcomes in a psychology training clinic. [Masters Thesis]. Eastern Michigan University; 2015. Available from: http://commons.emich.edu/theses/635

Florida Atlantic University

8. Kelsey, Elizabeth Smith. The effect of case conceptualization training on competence and its relationship to cognitive complexity.

Degree: 2014, Florida Atlantic University

URL: http://purl.flvc.org/fau/fd/FA00004205 ; (URL) http://purl.flvc.org/fau/fd/FA00004205

►

Summary: In order to prepare counselor-trainees to practice competently and maximize client outcomes, counselor-trainees must develop a broader understanding and explanation, called a case conceptualization,… (more)

▼

Summary: In order to prepare counselor-trainees to practice competently and maximize client outcomes, counselor-trainees must develop a broader understanding and explanation, called a case conceptualization, of their clients presenting problems, personality, and systemic dynamics. There is a limited body of research that examines the effects of training on the ability for counselors to develop an effective case conceptualization. This is the first study to train counselors to develop competence in formulating an integrative case conceptualization. This quasi-experimental study aimed to determine whether an intervention had an effect on the 85 counselors in training that participated in a 2-hour training. Data was analyzed using paired sample t-tests, an independent t-test and correlation methods. Participants’ CCEF scores significantly improved from the training (t = -25.970, df = 84, ES = 3.67, p < 0.001). Participants’ CFCCM scores significantly improved as well (t = -21.693, df = 84, ES = 2.78, p < 0.001). Participants’ scores also significantly improved with their perceptions about case conceptualization (t = -30.828, df =84, ES = 5.47 p < 0.001), for items 1-5. Item 6 resulted in values of (t = -13.295, df = 84, ES = 2.14, p < 0.001). The level of cognitive complexity as measured by the CCQ did not have a significant effect on the quality of the counselors in training case conceptualizations. Compared to the CFCCM, the CCEF is a much shorter and easier instrument for evaluating a case conceptualization. Overall, results of this study provide support that counselors in training can improve their quality of case conceptualization skills in as little as 2 hours. This can aid in understanding and explaining their client’s situation better, which may significantly improve the treatment process and client.

2014

Degree granted: Dissertation (Ph.D.) – Florida Atlantic University, 2014.

Collection: FAU

Advisors/Committee Members: Sperry, Len (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Counselor Education.

Subjects/Keywords: Clinical competence; Psychiatry – Differential therapeutics; Psychotherapists – Training of; Psychotherapy – Methodology; Psychotherapy – Practice

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APA (6^th Edition):

Kelsey, E. S. (2014). The effect of case conceptualization training on competence and its relationship to cognitive complexity. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004205 ; (URL) http://purl.flvc.org/fau/fd/FA00004205

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kelsey, Elizabeth Smith. “The effect of case conceptualization training on competence and its relationship to cognitive complexity.” 2014. Thesis, Florida Atlantic University. Accessed August 22, 2019. http://purl.flvc.org/fau/fd/FA00004205 ; (URL) http://purl.flvc.org/fau/fd/FA00004205.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kelsey, Elizabeth Smith. “The effect of case conceptualization training on competence and its relationship to cognitive complexity.” 2014. Web. 22 Aug 2019.

Vancouver:

Kelsey ES. The effect of case conceptualization training on competence and its relationship to cognitive complexity. [Internet] [Thesis]. Florida Atlantic University; 2014. [cited 2019 Aug 22]. Available from: http://purl.flvc.org/fau/fd/FA00004205 ; (URL) http://purl.flvc.org/fau/fd/FA00004205.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kelsey ES. The effect of case conceptualization training on competence and its relationship to cognitive complexity. [Thesis]. Florida Atlantic University; 2014. Available from: http://purl.flvc.org/fau/fd/FA00004205 ; (URL) http://purl.flvc.org/fau/fd/FA00004205

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

9. Hanson, Christine Adelaide. The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder.

Degree: MA, Psychology, 2009, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1253033536

► This study assessed the efficacy of a 5-week, intensive working memory training program for 52 children and adolescents (ages 7-17) who were identified as having… (more)

Subjects/Keywords: Psychology; Psychotherapy; working memory; ADHD; attention deficit hyperactivity disorder; cognitive training

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APA (6^th Edition):

Hanson, C. A. (2009). The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1253033536

Chicago Manual of Style (16^th Edition):

Hanson, Christine Adelaide. “The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder.” 2009. Masters Thesis, The Ohio State University. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253033536.

MLA Handbook (7^th Edition):

Hanson, Christine Adelaide. “The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder.” 2009. Web. 22 Aug 2019.

Vancouver:

Hanson CA. The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder. [Internet] [Masters thesis]. The Ohio State University; 2009. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1253033536.

Council of Science Editors:

Hanson CA. The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder. [Masters Thesis]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1253033536

Kent State University

10. Hoffman, Rachel Mary. The Process of Counselor Supervision for Counselor Trainees who Work with Suicidal Clients.

Degree: PhD, College of Education, Health, and Human Services / Department of Adult, Counseling, Health and Vocational Education, 2009, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1246921249

► The purpose of the current study was to generate an emergent theory of the process of counselor supervision for counselor trainees who work with… (more)

▼ The purpose of the current study was to generate an emergent theory of the process of counselor supervision for counselor trainees who work with suicidal clients. The intent of the study was to explore the perspectives of five counselor supervisors who occupied the role of director of a counselor education counseling clinic/practicum training lab. An assumption was that counselor supervisors’ views about the process of counselor supervision with counselor trainees for suicidal clients may include such things as securing client safety, facilitating client growth, and promoting counselor trainee (i.e., pre-licensed counselor) maturation. The question that guided the current study was: How do five counselor supervisors express the process of supervision with counselor trainees for suicidal clients (i.e., clients with suicidal ideation, suicidal ideation with plan for suicide, or clients who attempt suicide)? The inclusion criteria for participants were: Director of a Counselor Education Counseling Clinic housed in a counselor education department or program at a CACREP-accredited university, earned doctoral degree in counselor education, licensed as a professional counselor, received formal training as a counselor supervisor, provided direct supervision to practicum students, and provided supervision to a supervisee who worked with a suicidal client within the past two years. Numerous procedures (e.g., process notes, member checking, peer review) helped establish trustworthiness and credibility of the data analysis. All participants engaged in three semi-structured, individual telephone interviews lasting approximately 45 minutes and completed a 30-minute member check telephone interview. Data were analyzed according to constant comparison procedures. The emergent theory, Supervision for Suicidal Clients as an Immediate, Versatile Collaboration Between Counselor Trainees and Counselor Supervisors, explained the experience of counselor supervision for counselor trainees who work with suicidal clients as a complex and evolving process characterized by the needs of the counselor trainee and the suicidal client. Contributions of the findings to existing literature are presented, implications, limitations and delimitations are explored, and suggestions for future research are provided. Advisors/Committee Members: West, John D. (Committee Co-Chair), Osborn, Cynthia J. (Committee Co-Chair).

Subjects/Keywords: Mental Health; Psychotherapy; Suicide; Counselor Supervision; Counselor Training; Crisis; Counselor Education

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APA (6^th Edition):

Hoffman, R. M. (2009). The Process of Counselor Supervision for Counselor Trainees who Work with Suicidal Clients. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1246921249

Chicago Manual of Style (16^th Edition):

Hoffman, Rachel Mary. “The Process of Counselor Supervision for Counselor Trainees who Work with Suicidal Clients.” 2009. Doctoral Dissertation, Kent State University. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1246921249.

MLA Handbook (7^th Edition):

Hoffman, Rachel Mary. “The Process of Counselor Supervision for Counselor Trainees who Work with Suicidal Clients.” 2009. Web. 22 Aug 2019.

Vancouver:

Hoffman RM. The Process of Counselor Supervision for Counselor Trainees who Work with Suicidal Clients. [Internet] [Doctoral dissertation]. Kent State University; 2009. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1246921249.

Council of Science Editors:

Hoffman RM. The Process of Counselor Supervision for Counselor Trainees who Work with Suicidal Clients. [Doctoral Dissertation]. Kent State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1246921249

Queensland University of Technology

11. Lalande, Lloyd B. Development of guided respiration mindfulness therapy: Manualization and evaluation of therapist training and clinical outcomes in the treatment of depression and anxiety.

Degree: 2017, Queensland University of Technology

URL: https://eprints.qut.edu.au/103980/

► This study proposed and evaluated a novel clinical breathwork intervention based on the use of self-regulation of respiration, mindfulness and relaxation as a treatment option… (more)

Subjects/Keywords: Anxiety; Breathwork; Depression; Mindfulness; Psychotherapy; Respiration; Therapist training; Treatment development

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APA (6^th Edition):

Lalande, L. B. (2017). Development of guided respiration mindfulness therapy: Manualization and evaluation of therapist training and clinical outcomes in the treatment of depression and anxiety. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/103980/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lalande, Lloyd B. “Development of guided respiration mindfulness therapy: Manualization and evaluation of therapist training and clinical outcomes in the treatment of depression and anxiety.” 2017. Thesis, Queensland University of Technology. Accessed August 22, 2019. https://eprints.qut.edu.au/103980/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lalande, Lloyd B. “Development of guided respiration mindfulness therapy: Manualization and evaluation of therapist training and clinical outcomes in the treatment of depression and anxiety.” 2017. Web. 22 Aug 2019.

Vancouver:

Lalande LB. Development of guided respiration mindfulness therapy: Manualization and evaluation of therapist training and clinical outcomes in the treatment of depression and anxiety. [Internet] [Thesis]. Queensland University of Technology; 2017. [cited 2019 Aug 22]. Available from: https://eprints.qut.edu.au/103980/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lalande LB. Development of guided respiration mindfulness therapy: Manualization and evaluation of therapist training and clinical outcomes in the treatment of depression and anxiety. [Thesis]. Queensland University of Technology; 2017. Available from: https://eprints.qut.edu.au/103980/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Drexel University

12. Apolinar Claudio, Florina Lauriana. Perceived Impact of Person-of-the-Therapist Training (POTT) Model on Drexel University Master of Family Therapy Postgraduates’ Clinical Work: A Grounded Theory Study.

Degree: 2016, Drexel University

URL: http://hdl.handle.net/1860/idea:7709

►

The person-of-the-therapist training (POTT) model, developed by renowned family therapist Harry Aponte, and implemented in the Drexel University Master of Family Therapy curriculum, was the… (more)

Subjects/Keywords: Family psychotherapy; Clinical psychology; Counseling psychology; Psychology; Family therapists – Training of

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APA (6^th Edition):

Apolinar Claudio, F. L. (2016). Perceived Impact of Person-of-the-Therapist Training (POTT) Model on Drexel University Master of Family Therapy Postgraduates’ Clinical Work: A Grounded Theory Study. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7709

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Apolinar Claudio, Florina Lauriana. “Perceived Impact of Person-of-the-Therapist Training (POTT) Model on Drexel University Master of Family Therapy Postgraduates’ Clinical Work: A Grounded Theory Study.” 2016. Thesis, Drexel University. Accessed August 22, 2019. http://hdl.handle.net/1860/idea:7709.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Apolinar Claudio, Florina Lauriana. “Perceived Impact of Person-of-the-Therapist Training (POTT) Model on Drexel University Master of Family Therapy Postgraduates’ Clinical Work: A Grounded Theory Study.” 2016. Web. 22 Aug 2019.

Vancouver:

Apolinar Claudio FL. Perceived Impact of Person-of-the-Therapist Training (POTT) Model on Drexel University Master of Family Therapy Postgraduates’ Clinical Work: A Grounded Theory Study. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/1860/idea:7709.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Apolinar Claudio FL. Perceived Impact of Person-of-the-Therapist Training (POTT) Model on Drexel University Master of Family Therapy Postgraduates’ Clinical Work: A Grounded Theory Study. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7709

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Florida

13. Friedrich, Allison. School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions.

Degree: 2010, University of South Florida

URL: https://scholarcommons.usf.edu/etd/3549

► This study explored the current role of school psychologists in the provision of school-based mental health services, including factors that relate to their provision of… (more)

▼ This study explored the current role of school psychologists in the provision of school-based mental health services, including factors that relate to their provision of such services, by surveying a national sample of practicing school psychologists. Despite an extensive knowledge base regarding which professional services school psychologists provide in general, few studies have focused exclusively on specific modalities of mental health services. Previous lines of research also have not fully identified why school psychologists do not spend as much of their professional time in the provision of mental health services as they would desire. Therefore, a central purpose of this study was to determine the extent to which specific factors are perceived as facilitating or prohibiting practitioners from providing psychotherapeutic interventions, including content/knowledge areas and training experiences that are tied to high perceptions of competence to provide mental health services in the schools. Mail out survey methodology was utilized to allow for data collection from a large, national sample of school psychologists in a timely and cost efficient manner. In total, surveys were completed and returned by 226 out of a possible 600 respondents, representing a 37.7% response rate. School psychologists reported receiving referrals for a variety of student issues (although primarily externalizing student behaviors, academic problems, and interpersonal problems) and providing a wide array of mental health services (e.g., consultation, social-emotional-behavioral assessment, individual counseling). Factors identified as posing significant to moderate potential barriers included caseload constraints, role strain, school-level factors (e.g., inconsistent treatment), and systems-level factors (e.g., insufficient funds for services from district administration). The highest rated facilitators to school-based mental health service provision involved personal characteristics (e.g., personal desire to provide mental health services), having adequate training and confidence, and school-related factors (e.g., availability consult with other mental health professionals). Important training preparation included a variety of didactic content areas (e.g., social-emotional behavioral assessment, consultation with teachers and parents) and many of the applied graduate training activities and professional development activities included in the current survey. Implications for future research and practice are presented, specifically related to the training and professional development needs of school psychologists.

Subjects/Keywords: school psychologist; psychotherapy; survey; training; barrier; American Studies; Arts and Humanities

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Friedrich, A. (2010). School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3549

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Friedrich, Allison. “School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions.” 2010. Thesis, University of South Florida. Accessed August 22, 2019. https://scholarcommons.usf.edu/etd/3549.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Friedrich, Allison. “School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions.” 2010. Web. 22 Aug 2019.

Vancouver:

Friedrich A. School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions. [Internet] [Thesis]. University of South Florida; 2010. [cited 2019 Aug 22]. Available from: https://scholarcommons.usf.edu/etd/3549.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Friedrich A. School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions. [Thesis]. University of South Florida; 2010. Available from: https://scholarcommons.usf.edu/etd/3549

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Florida

14. Friedrich, Allison. School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions.

Degree: 2010, University of South Florida

URL: https://scholarcommons.usf.edu/etd/3880

► This study explored the current role of school psychologists in the provision of school-based mental health services, including factors that relate to their provision of… (more)

▼ This study explored the current role of school psychologists in the provision of school-based mental health services, including factors that relate to their provision of such services, by surveying a national sample of practicing school psychologists. Despite an extensive knowledge base regarding which professional services school psychologists provide in general, few studies have focused exclusively on specific modalities of mental health services. Previous lines of research also have not fully identified why school psychologists do not spend as much of their professional time in the provision of mental health services as they would desire. Therefore, a central purpose of this study was to determine the extent to which specific factors are perceived as facilitating or prohibiting practitioners from providing psychotherapeutic interventions, including content/knowledge areas and training experiences that are tied to high perceptions of competence to provide mental health services in the schools. Mail out survey methodology was utilized to allow for data collection from a large, national sample of school psychologists in a timely and cost efficient manner. In total, surveys were completed and returned by 226 out of a possible 600 respondents, representing a 37.7% response rate. School psychologists reported receiving referrals for a variety of student issues (although primarily externalizing student behaviors, academic problems, and interpersonal problems) and providing a wide array of mental health services (e.g., consultation, social-emotional-behavioral assessment, individual counseling). Factors identified as posing significant to moderate potential barriers included caseload constraints, role strain, school-level factors (e.g., inconsistent treatment), and systems-level factors (e.g., insufficient funds for services from district administration). The highest rated facilitators to school-based mental health service provision involved personal characteristics (e.g., personal desire to provide mental health services), having adequate training and confidence, and school-related factors (e.g., availability consult with other mental health professionals). Important training preparation included a variety of didactic content areas (e.g., social-emotional behavioral assessment, consultation with teachers and parents) and many of the applied graduate training activities and professional development activities included in the current survey. Implications for future research and practice are presented, specifically related to the training and professional development needs of school psychologists.

Subjects/Keywords: school psychologist; psychotherapy; survey; training; barrier; American Studies; Arts and Humanities

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Friedrich, A. (2010). School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3880

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Friedrich, Allison. “School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions.” 2010. Thesis, University of South Florida. Accessed August 22, 2019. https://scholarcommons.usf.edu/etd/3880.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Friedrich, Allison. “School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions.” 2010. Web. 22 Aug 2019.

Vancouver:

Friedrich A. School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions. [Internet] [Thesis]. University of South Florida; 2010. [cited 2019 Aug 22]. Available from: https://scholarcommons.usf.edu/etd/3880.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Friedrich A. School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions. [Thesis]. University of South Florida; 2010. Available from: https://scholarcommons.usf.edu/etd/3880

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Brigham Young University

15. Frandsen, Clay A. Training Psychologists in the Ethical Use of Language Interpreters: An Evaluation of Current Practices, Potential Barriers, and Proposed Competencies.

Degree: PhD, 2016, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7352&context=etd

► Research indicates that general and mental healthcare services have been, and continue to be, underutilized by racial and ethnic minorities. Studies point to the language… (more)

Subjects/Keywords: psychotherapy; interpreter; translation; foreign language; language; training; Counseling Psychology

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APA (6^th Edition):

Frandsen, C. A. (2016). Training Psychologists in the Ethical Use of Language Interpreters: An Evaluation of Current Practices, Potential Barriers, and Proposed Competencies. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7352&context=etd

Chicago Manual of Style (16^th Edition):

Frandsen, Clay A. “Training Psychologists in the Ethical Use of Language Interpreters: An Evaluation of Current Practices, Potential Barriers, and Proposed Competencies.” 2016. Doctoral Dissertation, Brigham Young University. Accessed August 22, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7352&context=etd.

MLA Handbook (7^th Edition):

Frandsen, Clay A. “Training Psychologists in the Ethical Use of Language Interpreters: An Evaluation of Current Practices, Potential Barriers, and Proposed Competencies.” 2016. Web. 22 Aug 2019.

Vancouver:

Frandsen CA. Training Psychologists in the Ethical Use of Language Interpreters: An Evaluation of Current Practices, Potential Barriers, and Proposed Competencies. [Internet] [Doctoral dissertation]. Brigham Young University; 2016. [cited 2019 Aug 22]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7352&context=etd.

Council of Science Editors:

Frandsen CA. Training Psychologists in the Ethical Use of Language Interpreters: An Evaluation of Current Practices, Potential Barriers, and Proposed Competencies. [Doctoral Dissertation]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7352&context=etd

University of North Texas

16. Dunn, Rose A. Using Pre-session Mindfulness to Improve Therapy Presence.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc149586/

► While a significant amount of research illustrates the positive effects of therapists’ use of mindfulness, few studies have addressed whether therapists’ mindfulness actually improves psychotherapy… (more)

Subjects/Keywords: Psychotherapy outcomes; mindfulness; therapist training; therapeutic presence; centering exercise

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APA (6^th Edition):

Dunn, R. A. (2012). Using Pre-session Mindfulness to Improve Therapy Presence. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149586/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dunn, Rose A. “Using Pre-session Mindfulness to Improve Therapy Presence.” 2012. Thesis, University of North Texas. Accessed August 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc149586/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dunn, Rose A. “Using Pre-session Mindfulness to Improve Therapy Presence.” 2012. Web. 22 Aug 2019.

Vancouver:

Dunn RA. Using Pre-session Mindfulness to Improve Therapy Presence. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Aug 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149586/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dunn RA. Using Pre-session Mindfulness to Improve Therapy Presence. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149586/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

AUT University

17. Brown-Haysom, Nick. My Experience of Being Present. A Heuristic Self-search Inquiry .

Degree: AUT University

URL: http://hdl.handle.net/10292/12497

► The quality of the therapist’s presence is accepted as an important factor in facilitating the therapeutic relationship, and the consequent success of psychodynamic psychotherapy, yet… (more)

Subjects/Keywords: Psychotherapy; Presence; Training; Heuristic

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APA (6^th Edition):

Brown-Haysom, N. (n.d.). My Experience of Being Present. A Heuristic Self-search Inquiry . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/12497

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brown-Haysom, Nick. “My Experience of Being Present. A Heuristic Self-search Inquiry .” Thesis, AUT University. Accessed August 22, 2019. http://hdl.handle.net/10292/12497.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brown-Haysom, Nick. “My Experience of Being Present. A Heuristic Self-search Inquiry .” Web. 22 Aug 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Brown-Haysom N. My Experience of Being Present. A Heuristic Self-search Inquiry . [Internet] [Thesis]. AUT University; [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10292/12497.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Brown-Haysom N. My Experience of Being Present. A Heuristic Self-search Inquiry . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/12497

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Université Catholique de Louvain

18. Botermans, Jean-François. The training of psychotherapists : impact on confidence and mastery, self-efficacy and emotional reactivity.

Degree: 1996, Université Catholique de Louvain

URL: http://hdl.handle.net/2078.1/22183

(PSY 3) – UCL Advisors/Committee Members: UCL - PSP/PSP - Faculté de psychologie et des sciences de l'éducation, Day, James, Leyens, Jacques-Philippe, Leyens, Jacques-Philippe, Orlinsky, David, Dazord, Alice.

Subjects/Keywords: Psychotherapy research; Psychotherapy training; Therapist's mastery; Development of psychotherapists

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APA (6^th Edition):

Botermans, J. (1996). The training of psychotherapists : impact on confidence and mastery, self-efficacy and emotional reactivity. (Thesis). Université Catholique de Louvain. Retrieved from http://hdl.handle.net/2078.1/22183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Botermans, Jean-François. “The training of psychotherapists : impact on confidence and mastery, self-efficacy and emotional reactivity.” 1996. Thesis, Université Catholique de Louvain. Accessed August 22, 2019. http://hdl.handle.net/2078.1/22183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Botermans, Jean-François. “The training of psychotherapists : impact on confidence and mastery, self-efficacy and emotional reactivity.” 1996. Web. 22 Aug 2019.

Vancouver:

Botermans J. The training of psychotherapists : impact on confidence and mastery, self-efficacy and emotional reactivity. [Internet] [Thesis]. Université Catholique de Louvain; 1996. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2078.1/22183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Botermans J. The training of psychotherapists : impact on confidence and mastery, self-efficacy and emotional reactivity. [Thesis]. Université Catholique de Louvain; 1996. Available from: http://hdl.handle.net/2078.1/22183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Antioch University

19. Filippelli, Cristina E. M. First Elderly Client in Therapy: Factors that Influence Student Interest in Geropsychology.

Degree: Psy. D., Antioch New England: Clinical Psychology, 2011, Antioch University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1302025237

► In the coming decades, the elderly population in United States (U.S) is expected to grow significantly (U.S. Bureau of the Census, 1996). Consequently, the number… (more)

▼ In the coming decades, the elderly population in United States (U.S) is expected to grow significantly (U.S. Bureau of the Census, 1996). Consequently, the number of older individuals seeking mental health services will be greater than at any other time in the history of the U.S. The field of clinical psychology, however, is unable to meet the mental health needs of the current elderly population, and this gap is expected to widen in coming years. There is an ongoing discussion within the field of professional psychology as to how to train more clinicians to work with the elderly population (Gatz & Smyer, 2001; Hinrichsen & Zweig, 2005; Norman, Ishler, Ashcraft, & Patterson, 2000; Qualls, Segal, Benight, & Kenny, 2005), and the present study set out to understand factors that may influence clinical psychology graduate students’ interest in working with clients from this population. The direction of the research was informed by current aging theory, particularly life-span and successful aging theories, and was inspired by the ongoing multicultural competency movement. Currently enrolled PsyD students (N=7) in clinical psychology programs were interviewed regarding their experiences of working with their first elderly therapy client in a supervised setting (practicum or predoctoral internship). Semi-structured interviews paid particular attention to aspects of participants’ professional and personal experiences that they identified as influential on their interest to seek out (or not) future opportunities to work, or to learn more about working with, elderly individuals. Using the qualitative methodology of interpretive phenomenological analysis (IPA), interview transcriptions were analyzed to the point of saturation and distilled into common themes. These themes fell within six overarching domains: (a) Expectations vs. Reality, (b) Subjective Experience, (c) Resources Drawn upon During Treatment, (d) Interest in Geropsychology: Pre vs. Post, (e) Factors Associated with Future Interest in Geropsychology, and (f) What Would Have Made the Experience Better? These six domains comprised a total of 31 themes and subthemes (many themes stood on their own, while others contained two or more subthemes). While a majority of the themes confirmed what is already known in the literature, unique themes also emerged, as was expected from an IPA study, whose intent was to capture the subjective voices of individual clinician-trainees. One common theme already raised by previous researchers about clinical training in geropsychology was that having at least some experience with elderly individuals in a supervised training setting is a crucial avenue for nurturing trainees’ interest in working with the population (Cummings & Galambos, 2002; Hegeman, Horowitz, Tepper, Pillemer, & Schultz, 2002; Hinrichsen, 2000; Kropf, 2002). One theme unique to the present study about training, which was not found in the available literature and has clear implications for how academic programs approach training, was that some participants described… Advisors/Committee Members: Roysircar, Gargi (Committee Chair).

Subjects/Keywords: Clinical Psychology; Counseling Psychology; Gerontology; Mental Health; Psychotherapy; geropsychology; clinical psychology training; psychotherapy with elderly populations

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APA (6^th Edition):

Filippelli, C. E. M. (2011). First Elderly Client in Therapy: Factors that Influence Student Interest in Geropsychology. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1302025237

Chicago Manual of Style (16^th Edition):

Filippelli, Cristina E M. “First Elderly Client in Therapy: Factors that Influence Student Interest in Geropsychology.” 2011. Doctoral Dissertation, Antioch University. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1302025237.

MLA Handbook (7^th Edition):

Filippelli, Cristina E M. “First Elderly Client in Therapy: Factors that Influence Student Interest in Geropsychology.” 2011. Web. 22 Aug 2019.

Vancouver:

Filippelli CEM. First Elderly Client in Therapy: Factors that Influence Student Interest in Geropsychology. [Internet] [Doctoral dissertation]. Antioch University; 2011. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1302025237.

Council of Science Editors:

Filippelli CEM. First Elderly Client in Therapy: Factors that Influence Student Interest in Geropsychology. [Doctoral Dissertation]. Antioch University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1302025237

20. Jarl-Åberg, Cecilia. Fyra studerandes ideal och resurser på grundutbildningen i psykoterapi.

Degree: St Lukas Educational Institute, 2015, Ersta Sköndal University College

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4647

►

Den här studien undersöker egna resurser och ideal som fyra studerande på den grundläggande utbildningen i psykoterapi vid Sankt Lukas utbildningsinstitut ger uttryck för.… (more)

▼

Den här studien undersöker egna resurser och ideal som fyra studerande på den grundläggande utbildningen i psykoterapi vid Sankt Lukas utbildningsinstitut ger uttryck för. Vidare intresserar sig studien för hur de fyra studerandes uttryckta resurser och ideal överensstämmer med CER-modellen av Skovholt och Rønnestad. CER-modellen beskriver vad som gör en psykoterapeut framgångsrik, en så kallad master therapist. Undersökningsmaterialet består av åtta intervjuer som ingår i ett forskningsprojekt som är ett samarbete mellan Sankt Lukas utbildningsinstitut och Psykologiska institutionen vid Stockholms universitet och som fokuserar på frågan: Vad händer med studenter under en psykoterapi- och psykoterapeututbildning? Materialet har bearbetats enligt en deskriptiv metod och har sedan prövats mot CER-modellens kriterier. Resultatet visar på flera uttryckta ideal och resurser som på ett påtagligt vis överensstämmer med kriterierna i CER-modellen. De ideal som tydligast framträder handlar om viljan att lära, att växa som människa, att bli medveten om den egna personen samt att kunna förhålla sig på ett realistiskt sätt till gränssättningar. Resultatet i denna studie visar på en samstämmighet både med tidigare forskning kring vad som anses vara verksamt i psykoterapi och visar på överensstämmelser med CER-modellen och kan med fördel användas av utbildningsinstitut för att aktivt arbeta med att definiera ideal och sammanhang för sina studerande också i syfte att bjuda in till en kritisk diskussion inom professionsgemenskapen om vad dess ideal rymmer och vad de förbiser.

This paper examines the personal resources and ideals expressed by four students at the basic psychotherapy training at the Sankt Lukas institute. Furthermore, the study deals with the correspondence between the expressed resources and ideals of the four students and the CER model by Skovholt and Rønnestad. The CER model describes what it is that makes a psychotherapist successful, a so-called master therapist. The research material consists of eight interviews that are part of a research project, a collaboration between the Sankt Lukas institute and the Department of psychology at Stockholm University, and focuses on the question: What happens to students during psychotherapy and psychotherapist training? The material has been processed in accordance with a descriptive method and then tested against the criteria of the CER model. The result shows several expressed ideals and resources that correspond substantially with the CER model criteria. The ideals that show up most prominently deal with the desire to learn, to grow as a human being, to become aware of oneself, and to be able to realistically relate to the definition of boundaries. The result in this study indicates a concurrence both with previous research on what is considered to be efficient in psychotherapy and with the CER model, and it may very well be used by educational/training institutes in order to actively promote the defining of ideals and…

Subjects/Keywords: Psychotherapy students; CER-Model; Ideals; Psychotherapy Training; Master Therapists; Learning Processes; Psykoterapistuderande; CER-modellen; Ideal; Utbildning i psykoterapi; Master therapists; Lärandeprocesser

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jarl-Åberg, C. (2015). Fyra studerandes ideal och resurser på grundutbildningen i psykoterapi. (Thesis). Ersta Sköndal University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jarl-Åberg, Cecilia. “Fyra studerandes ideal och resurser på grundutbildningen i psykoterapi.” 2015. Thesis, Ersta Sköndal University College. Accessed August 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jarl-Åberg, Cecilia. “Fyra studerandes ideal och resurser på grundutbildningen i psykoterapi.” 2015. Web. 22 Aug 2019.

Vancouver:

Jarl-Åberg C. Fyra studerandes ideal och resurser på grundutbildningen i psykoterapi. [Internet] [Thesis]. Ersta Sköndal University College; 2015. [cited 2019 Aug 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jarl-Åberg C. Fyra studerandes ideal och resurser på grundutbildningen i psykoterapi. [Thesis]. Ersta Sköndal University College; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

21. Van der Merwe, Sasja. Behind training : differentiation of self of a psychotherapy trainee .

Degree: 2013, University of South Africa

URL: http://hdl.handle.net/10500/10599

► Psychotherapy is an interpersonal encounter where a therapist collaborates with clients to facilitate a healing process. Due to the personal nature of the therapeutic encounter,… (more)

Subjects/Keywords: Psychotherapy; Psychotherapy training; Differentiation; Self; Psychotherapist; Self-awareness; Self-reflexivity; Ecosystemic paradigm; Supervision; Autoethnography; Thematic data analysis; Social constructivism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van der Merwe, S. (2013). Behind training : differentiation of self of a psychotherapy trainee . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/10599

Chicago Manual of Style (16^th Edition):

Van der Merwe, Sasja. “Behind training : differentiation of self of a psychotherapy trainee .” 2013. Masters Thesis, University of South Africa. Accessed August 22, 2019. http://hdl.handle.net/10500/10599.

MLA Handbook (7^th Edition):

Van der Merwe, Sasja. “Behind training : differentiation of self of a psychotherapy trainee .” 2013. Web. 22 Aug 2019.

Vancouver:

Van der Merwe S. Behind training : differentiation of self of a psychotherapy trainee . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10500/10599.

Council of Science Editors:

Van der Merwe S. Behind training : differentiation of self of a psychotherapy trainee . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10599

University of North Texas

22. Rieck, Troy P. Supervisors, Trainees, and Client Outcomes in the Training Clinic: Toward an Understanding of Relational Factors.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc700077/

► Estimates of healthy years of life lost due to mental illness are increasing, calling greater attention to the provision of effective psychotherapy services. Hypothesized to… (more)

Subjects/Keywords: Supervision; training and development; psychotherapy outcomes; emotional intelligence; personality; leader-member exchange; supervising alliance; Psychotherapists – Supervision of.; Psychotherapy patients.

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APA (6^th Edition):

Rieck, T. P. (2014). Supervisors, Trainees, and Client Outcomes in the Training Clinic: Toward an Understanding of Relational Factors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700077/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rieck, Troy P. “Supervisors, Trainees, and Client Outcomes in the Training Clinic: Toward an Understanding of Relational Factors.” 2014. Thesis, University of North Texas. Accessed August 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc700077/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rieck, Troy P. “Supervisors, Trainees, and Client Outcomes in the Training Clinic: Toward an Understanding of Relational Factors.” 2014. Web. 22 Aug 2019.

Vancouver:

Rieck TP. Supervisors, Trainees, and Client Outcomes in the Training Clinic: Toward an Understanding of Relational Factors. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Aug 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700077/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rieck TP. Supervisors, Trainees, and Client Outcomes in the Training Clinic: Toward an Understanding of Relational Factors. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700077/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

De Montfort University

23. Price, Lorraine. Back to the beginning : an exploration of the treatment and effects of therapeutic regression to dependence in psychotherapeutic practice.

Degree: PhD, 2014, De Montfort University

URL: http://hdl.handle.net/2086/10510

► This research builds upon and explores an enigmatic set of experiences which theorists in the Object Relations tradition have characterised as regression to dependence, a… (more)

▼ This research builds upon and explores an enigmatic set of experiences which theorists in the Object Relations tradition have characterised as regression to dependence, a return to a primitive, pre-verbal relational process presenting in some clients in psychotherapy. This research is a study of the concept of regression to dependence, its manifestation within the psychotherapy process, and facilitation within the therapeutic relationship. The Psychoanalytic theoretical positions on regression to dependence are explored, together with the Relational/Developmental perspective which recognises regression and its importance within psychotherapy. This exploration seeks to understand the experience of regression to dependence, how regression to dependence can be effectively worked within Integrative Psychotherapy, and makes recommendations for Integrative practitioners and theorists related to effective facilitation of clients, showing how the Relational/Developmental approach can effect repair. The study employs a qualitative methodology. A heuristic study was undertaken in which eleven practicing psychotherapists were interviewed and data was collected via semi-structured interviews. Most participants were interviewed twice, with a view to collecting data on both their personal experience as a client in psychotherapy and also their experiences as practitioners when working with clients who were experiencing regression to dependence. The transcripts from these interviews were analysed for emergent themes. The themes are discussed in the context of and with reference to the Psychoanalytic theoretical position and the Relational/Developmental perspective. An account is offered of how these experiences have come to be understood as recollecting difficulties in early infantile relationships. Reflections are made on the essence and qualities of a therapy that can facilitate regression to dependence in order to promote healing. Recommendations are made for the practice of Integrative Psychotherapy and the training of Integrative Psychotherapists in order to prepare them for this work. These recommendations for therapists include; having sufficient preparation, knowledge and understanding to be able to recognise and work with a regressive process emerging in the client; having an understanding of the need to facilitate this process for some clients; and to be aware of the need for particular adaptations in the therapeutic stance in some circumstances, and the difficulties which may arise. Recommendations are also offered regarding the support needed for the therapist whilst working with this process, which include the need for ongoing personal therapy, and supervision. The researcher’s personal story is an intrinsic part of the research, and as an integral part of this study is in accordance with the heuristic and autoethnographic styles, and with the practice of Integrative Psychotherapy, where the use of self is seen as a crucial clinical tool in the therapeutic process. Throughout this study reflexivity has been used…

Subjects/Keywords: 616.89; Regression; Dependency; Shame; Boundary; Trauma; Terror; Object Relations; Integrative Psychotherapy; Relational/Developmental; reflexivity; Heuristic; Relational Repair; Therapeutic Facilitation; Psychotherapy Training; Psychotherapy Supervision

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Price, L. (2014). Back to the beginning : an exploration of the treatment and effects of therapeutic regression to dependence in psychotherapeutic practice. (Doctoral Dissertation). De Montfort University. Retrieved from http://hdl.handle.net/2086/10510

Chicago Manual of Style (16^th Edition):

Price, Lorraine. “Back to the beginning : an exploration of the treatment and effects of therapeutic regression to dependence in psychotherapeutic practice.” 2014. Doctoral Dissertation, De Montfort University. Accessed August 22, 2019. http://hdl.handle.net/2086/10510.

MLA Handbook (7^th Edition):

Price, Lorraine. “Back to the beginning : an exploration of the treatment and effects of therapeutic regression to dependence in psychotherapeutic practice.” 2014. Web. 22 Aug 2019.

Vancouver:

Price L. Back to the beginning : an exploration of the treatment and effects of therapeutic regression to dependence in psychotherapeutic practice. [Internet] [Doctoral dissertation]. De Montfort University; 2014. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2086/10510.

Council of Science Editors:

Price L. Back to the beginning : an exploration of the treatment and effects of therapeutic regression to dependence in psychotherapeutic practice. [Doctoral Dissertation]. De Montfort University; 2014. Available from: http://hdl.handle.net/2086/10510

University of Pretoria

24. Long, Darrian James. Female clinical psychologists' reflections on the construction of gender in psychotherapy.

Degree: MA, Psychology, 2017, University of Pretoria

URL: http://hdl.handle.net/2263/60378

► This research is qualitatively aimed at investigating how female clinical psychologists reflect on the construction of gender in psychotherapy. The motivation behind such research was… (more)

Subjects/Keywords: Clinical psychology training; Constructions of gender; Female psychologists; Gender in psychotherapy; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Long, D. J. (2017). Female clinical psychologists' reflections on the construction of gender in psychotherapy. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60378

Chicago Manual of Style (16^th Edition):

Long, Darrian James. “Female clinical psychologists' reflections on the construction of gender in psychotherapy.” 2017. Masters Thesis, University of Pretoria. Accessed August 22, 2019. http://hdl.handle.net/2263/60378.

MLA Handbook (7^th Edition):

Long, Darrian James. “Female clinical psychologists' reflections on the construction of gender in psychotherapy.” 2017. Web. 22 Aug 2019.

Vancouver:

Long DJ. Female clinical psychologists' reflections on the construction of gender in psychotherapy. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2263/60378.

Council of Science Editors:

Long DJ. Female clinical psychologists' reflections on the construction of gender in psychotherapy. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60378

University of Washington

25. Wilks, Chelsey Rochelle. Internet-Delivered Dialectical Behavior Therapy Skills Training for Suicidal and Heavy Drinkers.

Degree: PhD, 2018, University of Washington

URL: http://hdl.handle.net/1773/43138

► Internet-Delivered Dialectical Behavior Therapy Skills Training for Suicidal and Heavy Drinkers Chelsey Rochelle Wilks A dissertation submitted in partial fulfillment of the requirements for the… (more)

▼ Internet-Delivered Dialectical Behavior Therapy Skills Training for Suicidal and Heavy Drinkers Chelsey Rochelle Wilks A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2018 Reading Committee: Marsha M. Linehan, Chair Mary Larimer Kevin King Program Authorized to Offer Degree: Clinical Psychology ©Copyright 2018 Chelsey Rochelle Wilks University of Washington Abstract Internet-Delivered Dialectical Behavior Therapy Skills Training for Suicidal and Heavy Drinkers Chelsey Rochelle Wilks Chair of the Supervisory Committee Professor Marsha M. Linehan Department of Psychology Alcohol use is considered to be a significant risk factor among those who die by suicide, especially among those who drink to regulate their emotions. Unfortunately, there is a dearth of treatment outcome research for individuals presenting with both suicide ideation and problem drinking. Moreover, treatments that target this population must be maximally effective and widely disseminable. The application of technology has been increasingly utilized as an efficacious and acceptable way to rapidly disseminate evidence-base treatment. However, these methods are used infrequently for individuals deemed too high risk for Internet-delivered treatment. Dialectical Behavior Therapy (DBT) skills training is an effective intervention for behaviors associated with emotion dysregulation including addictive and suicidal behaviors. DBT skills use has been identified as the active ingredient for treatment effectiveness; thus, a skills training intervention delivered via the Internet has the capacity to be a potent and efficient method of treatment delivery. This project sought to evaluate the usability, feasibility, acceptability, and preliminary efficacy of an Internet-delivered DBT skills training intervention compared to a waitlist control. Participants (N = 59) were randomized to receive the treatment immediately or after an 8-week waiting period. Primary outcomes were suicide ideation, alcohol use, and emotion dysregulation and secondary outcomes were reasons for living, alcohol related consequences, DBT skills use, and depression. Participants on average saw a significant reduction in all primary and secondary outcomes over the four-month study period. Individuals who were randomized to receive iDBT-ST first had faster reductions in suicide ideation and alcohol consumption. These preliminary results suggest that iDBT-ST may be a viable and accessible resource for high-risk and underserved populations. Advisors/Committee Members: Linehan, Marsha M (advisor).

Subjects/Keywords: Alcohol; Computerized Psychotherapy; Dialectical Behavior Therapy; Internet; Skills Training; Suicide; Clinical psychology; Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wilks, C. R. (2018). Internet-Delivered Dialectical Behavior Therapy Skills Training for Suicidal and Heavy Drinkers. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/43138

Chicago Manual of Style (16^th Edition):

Wilks, Chelsey Rochelle. “Internet-Delivered Dialectical Behavior Therapy Skills Training for Suicidal and Heavy Drinkers.” 2018. Doctoral Dissertation, University of Washington. Accessed August 22, 2019. http://hdl.handle.net/1773/43138.

MLA Handbook (7^th Edition):

Wilks, Chelsey Rochelle. “Internet-Delivered Dialectical Behavior Therapy Skills Training for Suicidal and Heavy Drinkers.” 2018. Web. 22 Aug 2019.

Vancouver:

Wilks CR. Internet-Delivered Dialectical Behavior Therapy Skills Training for Suicidal and Heavy Drinkers. [Internet] [Doctoral dissertation]. University of Washington; 2018. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/1773/43138.

Council of Science Editors:

Wilks CR. Internet-Delivered Dialectical Behavior Therapy Skills Training for Suicidal and Heavy Drinkers. [Doctoral Dissertation]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/43138

University of Manchester

26. Muellenbach, Lorie. AN EXPLORATION OF COUNSELLING PSYCHOLOGY TRAINEES’ PERCEPTIONS OF THERAPEUTIC COMPETENCE.

Degree: 2016, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:298115

► Introduction: This is a study that explores how U.K.-based counselling psychology trainees perceive that they acquire the skills and abilities required for competent practice and… (more)

▼ Introduction: This is a study that explores how U.K.-based counselling psychology trainees perceive that they acquire the skills and abilities required for competent practice and their understanding of what it means to be competent practitioners. It outlines some of the factors that have influenced how therapeutic competence is defined in the current climate of NHS healthcare. It indicates that the training curriculum and the professional culture of their clinical placements influenced trainees’ perceptions and definitions of therapeutic competence. Literature Review: The literature review for the thesis covers two major areas. Firstly the sources for discovering how therapeutic competence is defined in counselling and psychotherapy are presented before considering the standards for competent practice in counselling psychology. Secondly the literature on trainees’ experiences in training and the qualitative studies related to trainees’ experiences of developing competence in training. Key themes from this review indicate that the field of counselling psychology has a commitment to its philosophical roots in humanism, personal development, and evidence-based practice. Methodology: A philosophy of qualitative analysis which introduces the grounded theory method is outlined. The assumptions, values and epistemology of the researcher are stated. The phases of the study which include: 1, Recruitment, 2. Pilot Interviews, 3. Data Collection, 4. Data Analysis, and 5. Developing the Theoretical Framework are described. A qualitative research approach based on constructionist assumptions was utilised in this study. Eleven trainee counselling psychologists were interviewed. The interviews were analysed using grounded theory analysis. Findings: This section includes a summary of two analytical phases which produced focused codes and a coding hierarchy. The results were two core categories: Perceptions of Competence and Defining Competence. Seven subcategories were also developed. Three of these subcategories, Coursework, Observer Feedback and Self-Reflections on Competence, were associated with the core category, Perceptions of Competence. Four subcategories – Clinical Experience, Reflexive Thinking/Self-Awareness, Theories and Models, and Supervision – were linked with the core category, Defining Competence. Discussion: Methods were discussed by which trainees perceive, acquire, and define therapeutic competence. The themes of self-perception of competence and self-confidence were identified as being relevant to therapeutic competence. Some of the vehicles for developing competence were highlighted including the idea that participants reflect on their experiences in training and clinical practice to develop competence. Some surprising results included a lack of evidence to suggest that trainees were thinking about the influence of pharmacology on treatment and some key professional issues (like multicultural competence and the social justice agenda) did not garner very much attention in the interviews. My contribution to… Advisors/Committee Members: BALLINGER, LIZ EM, PARNELL, ANTHONY AP, Ballinger, Liz, Parnell, Anthony, Hanley, Terry.

Subjects/Keywords: counselling psychology; counselor education; counselor attitudes; counselor characteristics; psychotherapy training; professional competence; psychology, educational

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Muellenbach, L. (2016). AN EXPLORATION OF COUNSELLING PSYCHOLOGY TRAINEES’ PERCEPTIONS OF THERAPEUTIC COMPETENCE. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:298115

Chicago Manual of Style (16^th Edition):

Muellenbach, Lorie. “AN EXPLORATION OF COUNSELLING PSYCHOLOGY TRAINEES’ PERCEPTIONS OF THERAPEUTIC COMPETENCE.” 2016. Doctoral Dissertation, University of Manchester. Accessed August 22, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:298115.

MLA Handbook (7^th Edition):

Muellenbach, Lorie. “AN EXPLORATION OF COUNSELLING PSYCHOLOGY TRAINEES’ PERCEPTIONS OF THERAPEUTIC COMPETENCE.” 2016. Web. 22 Aug 2019.

Vancouver:

Muellenbach L. AN EXPLORATION OF COUNSELLING PSYCHOLOGY TRAINEES’ PERCEPTIONS OF THERAPEUTIC COMPETENCE. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Aug 22]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:298115.

Council of Science Editors:

Muellenbach L. AN EXPLORATION OF COUNSELLING PSYCHOLOGY TRAINEES’ PERCEPTIONS OF THERAPEUTIC COMPETENCE. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:298115

Stockholm University

27. Roos, Johanna. Left behind : A review of therapist and process variables influencing dropout from individual psychotherapy.

Degree: Psychology, 2011, Stockholm University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58338

► Dropping out from psychotherapy is a complex phenomenon that has impact on the mental health of the dropout patients primarily and the mental health… (more)

Subjects/Keywords: therapist; dropout; individual psychotherapy; predictors; training; support; Psychology; Psykologi; Applied psychology; Tillämpad psykologi

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Roos, J. (2011). Left behind : A review of therapist and process variables influencing dropout from individual psychotherapy. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58338

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Roos, Johanna. “Left behind : A review of therapist and process variables influencing dropout from individual psychotherapy.” 2011. Thesis, Stockholm University. Accessed August 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58338.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Roos, Johanna. “Left behind : A review of therapist and process variables influencing dropout from individual psychotherapy.” 2011. Web. 22 Aug 2019.

Vancouver:

Roos J. Left behind : A review of therapist and process variables influencing dropout from individual psychotherapy. [Internet] [Thesis]. Stockholm University; 2011. [cited 2019 Aug 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58338.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roos J. Left behind : A review of therapist and process variables influencing dropout from individual psychotherapy. [Thesis]. Stockholm University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58338

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Manchester

28. Muellenbach, Lorie. An exploration of counselling psychology trainees' perceptions of therapeutic competence.

Degree: Thesis (D.Couns.Psych.), 2016, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-counselling-psychology-trainees-perceptions-of-therapeutic-competence(7231fa2a-c6fb-4dfe-baa0-b054ad97984b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719296

► Introduction: This is a study that explores how U.K.-based counselling psychology trainees perceive that they acquire the skills and abilities required for competent practice and… (more)

▼ Introduction: This is a study that explores how U.K.-based counselling psychology trainees perceive that they acquire the skills and abilities required for competent practice and their understanding of what it means to be competent practitioners. It outlines some of the factors that have influenced how therapeutic competence is defined in the current climate of NHS healthcare. It indicates that the training curriculum and the professional culture of their clinical placements influenced trainees' perceptions and definitions of therapeutic competence. Literature Review: The literature review for the thesis covers two major areas. Firstly the sources for discovering how therapeutic competence is defined in counselling and psychotherapy are presented before considering the standards for competent practice in counselling psychology. Secondly the literature on trainees' experiences in training and the qualitative studies related to trainees' experiences of developing competence in training. Key themes from this review indicate that the field of counselling psychology has a commitment to its philosophical roots in humanism, personal development, and evidence-based practice. Methodology: A philosophy of qualitative analysis which introduces the grounded theory method is outlined. The assumptions, values and epistemology of the researcher are stated. The phases of the study which include: 1, Recruitment, 2. Pilot Interviews, 3. Data Collection, 4. Data Analysis, and 5. Developing the Theoretical Framework are described. A qualitative research approach based on constructionist assumptions was utilised in this study. Eleven trainee counselling psychologists were interviewed. The interviews were analysed using grounded theory analysis. Findings: This section includes a summary of two analytical phases which produced focused codes and a coding hierarchy. The results were two core categories: Perceptions of Competence and Defining Competence. Seven subcategories were also developed. Three of these subcategories, Coursework, Observer Feedback and Self-Reflections on Competence, were associated with the core category, Perceptions of Competence. Four subcategories - Clinical Experience, Reflexive Thinking/Self-Awareness, Theories and Models, and Supervision - were linked with the core category, Defining Competence. Discussion: Methods were discussed by which trainees perceive, acquire, and define therapeutic competence. The themes of self-perception of competence and self-confidence were identified as being relevant to therapeutic competence. Some of the vehicles for developing competence were highlighted including the idea that participants reflect on their experiences in training and clinical practice to develop competence. Some surprising results included a lack of evidence to suggest that trainees were thinking about the influence of pharmacology on treatment and some key professional issues (like multicultural competence and the social justice agenda) did not garner very much attention in the interviews. My contribution to…

Subjects/Keywords: 158.3; professional competence; psychology, educational; psychotherapy training; counselor attitudes; counselor characteristics; counselor education; counselling psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Muellenbach, L. (2016). An exploration of counselling psychology trainees' perceptions of therapeutic competence. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-counselling-psychology-trainees-perceptions-of-therapeutic-competence(7231fa2a-c6fb-4dfe-baa0-b054ad97984b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719296

Chicago Manual of Style (16^th Edition):

Muellenbach, Lorie. “An exploration of counselling psychology trainees' perceptions of therapeutic competence.” 2016. Doctoral Dissertation, University of Manchester. Accessed August 22, 2019. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-counselling-psychology-trainees-perceptions-of-therapeutic-competence(7231fa2a-c6fb-4dfe-baa0-b054ad97984b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719296.

MLA Handbook (7^th Edition):

Muellenbach, Lorie. “An exploration of counselling psychology trainees' perceptions of therapeutic competence.” 2016. Web. 22 Aug 2019.

Vancouver:

Muellenbach L. An exploration of counselling psychology trainees' perceptions of therapeutic competence. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Aug 22]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-counselling-psychology-trainees-perceptions-of-therapeutic-competence(7231fa2a-c6fb-4dfe-baa0-b054ad97984b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719296.

Council of Science Editors:

Muellenbach L. An exploration of counselling psychology trainees' perceptions of therapeutic competence. [Doctoral Dissertation]. University of Manchester; 2016. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-counselling-psychology-trainees-perceptions-of-therapeutic-competence(7231fa2a-c6fb-4dfe-baa0-b054ad97984b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719296

University of North Texas

29. Dunn, Rose. Using Pre-Session Mindfulness to Improve Session Presence and Effectiveness: A Randomized-Controlled Trial.

Degree: 2016, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc862760/

► While a significant amount of research illustrates the overall positive effects of therapists' general use of mindfulness, very few studies have addressed whether therapists' use… (more)

Subjects/Keywords: psychotherapy outcomes; mindfulness; therapist training; therapeutic presence; randomized-controlled design; Psychology, Clinical

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dunn, R. (2016). Using Pre-Session Mindfulness to Improve Session Presence and Effectiveness: A Randomized-Controlled Trial. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862760/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dunn, Rose. “Using Pre-Session Mindfulness to Improve Session Presence and Effectiveness: A Randomized-Controlled Trial.” 2016. Thesis, University of North Texas. Accessed August 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc862760/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dunn, Rose. “Using Pre-Session Mindfulness to Improve Session Presence and Effectiveness: A Randomized-Controlled Trial.” 2016. Web. 22 Aug 2019.

Vancouver:

Dunn R. Using Pre-Session Mindfulness to Improve Session Presence and Effectiveness: A Randomized-Controlled Trial. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Aug 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862760/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dunn R. Using Pre-Session Mindfulness to Improve Session Presence and Effectiveness: A Randomized-Controlled Trial. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862760/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

AUT University

30. Farrell, William. The learning group: dynamics, concepts and issues. a post-Foulkesian group-analytic ethnography of psychoanalytic psychotherapy training .

Degree: 2011, AUT University

URL: http://hdl.handle.net/10292/1223

► This is a study of the final semester of a clinical training course in psychoanalytic psychotherapy. This study explores the contribution of the classroom group… (more)

▼ This is a study of the final semester of a clinical training course in psychoanalytic psychotherapy. This study explores the contribution of the classroom group to promoting the process of learning, in other words, its role as a learning group. The author took part in the group as a participant observer, but was also one of the two teaching staff responsible for the semester. Hence, the study is an exemplification of practice, from the inside outwards. Within the inter-disciplinary tradition of psychoanalytic anthropology, the study demonstrates the novel methodology of post-Foulkesian group-analytic ethnography. The study makes use of an understanding of the unconscious mind, one which emphasises associative processes. This perspective enables a focus on metonymy, a figure of speech where a concept or object is replaced by an associated concept or object. In the study, metonymy is used to facilitate both the elaboration of the methodology and methods of the study (by exploiting the associations between disciplines and processes that are contiguous), as well as the processes of analysis and interpretation of the data. Data was collected through participant observation (both at the time of the teaching and learning and in reflective consideration later), by audiotape recording the semester, and from analytic consideration of allied experiences. The study includes both a narrative account of the whole semester as well as analyses of a series of ‘sticky moments’, episodes that are dense with layered meanings. These sticky moments include: a difficult beginning; an eruption of emotion in an hiatus; the dramatic appearance of a powerful symbol; phenomena transferred to, enacted in and managed in an allied reflective space; and disconnection from reality at an ending. These are understood respectively as being, amongst other things, illustrations: of timelessness, and of containment, essential to the work of the group; of how an individual can come unconsciously through a form of symbolisation to be the focus of and conveyor of experience for the group; of condensation of an array of meanings into a single instance; of how displacement offers potential for resolution, and, finally, of how an absence of mutual contradiction can allow the unconscious to remain so, at a cost. From these accounts, a series of concepts, dynamics and issues are identified. These elements are then linked to form a group-analytically aware model in order to inform and to understand this type of teaching and learning. This model has twin foci, the content of the learning, and the context and process of that learning. The study aims to contribute in the following ways: to understanding of the processes of teaching and learning; to the development of research methodology for reflective practitioner research, particularly for use by clinicians but available to others; to clinical psychotherapy training; and to the promotion of professional development in related fields. Advisors/Committee Members: Appel, Stephen (advisor).

Subjects/Keywords: The Unconscious; Researcher counter-transference; Learning group; Practitioner research; Group-analytic methodology; Psychoanalytic psychotherapy training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Farrell, W. (2011). The learning group: dynamics, concepts and issues. a post-Foulkesian group-analytic ethnography of psychoanalytic psychotherapy training . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/1223

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Farrell, William. “The learning group: dynamics, concepts and issues. a post-Foulkesian group-analytic ethnography of psychoanalytic psychotherapy training .” 2011. Thesis, AUT University. Accessed August 22, 2019. http://hdl.handle.net/10292/1223.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Farrell, William. “The learning group: dynamics, concepts and issues. a post-Foulkesian group-analytic ethnography of psychoanalytic psychotherapy training .” 2011. Web. 22 Aug 2019.

Vancouver:

Farrell W. The learning group: dynamics, concepts and issues. a post-Foulkesian group-analytic ethnography of psychoanalytic psychotherapy training . [Internet] [Thesis]. AUT University; 2011. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10292/1223.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Farrell W. The learning group: dynamics, concepts and issues. a post-Foulkesian group-analytic ethnography of psychoanalytic psychotherapy training . [Thesis]. AUT University; 2011. Available from: http://hdl.handle.net/10292/1223

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations