407 research outputs found
Handbook of psychotherapy case formulation, 2nd ed./ Edit.: Tracy D. Eells
No full textxvi, 448 hal.: tab.; 24 cm
Handbook of psychotherapy case formulation, 2nd ed./ Edit.: Tracy D. Eells
No full textxvi, 448 hal.: tab.; 24 cm
Handbook of psychotherapy case formulation, 2nd ed./ Edit.: Tracy D. Eells
No full textxvi, 448 hal.: tab.; 24 cm
Handbook of psychotherapy case formulation, 2nd ed./ Edit.: Tracy D. Eells
No full textxvi, 448 hal.: tab.; 24 cm
In Support of Evidence-Based Case Formulation in Psychotherapy (From the Perspective of a Clinician)
No full textPersons (2013) has commented on my article (Eells, 2013) about revisiting the case formulation approach to psychotherapy research. I elaborate on her ideas by advocating for an evidence-based case formulation (EBCF) model of psychotherapy practice. The latter encourages clinician freedom of choice to select a case conceptualization and treatment plan, as long as those choices are empirically defensible. While the EBCF approach is intellectually challenging for clinicians, it has the advantage of being flexible in accommodating evidence, including but not limited to that derived from randomized clinical trials. The EBCF approach is preferable to the untenable position of relying primarily on one’s personal experience as a therapist or primarily on intuition. The EBCF approach is an empirically defensible alternative to the empirically supported treatment (EST) movement. Clinical judgment is emphasized more in the EBCF approach than in ESTs. Conditions are described under which intuition in context can be trusted as one of a number of components of evidence-based practice. Finally, since therapists practicing ESTs tailor treatment to meet patient needs as they arise, a false dichotomy may exist between the EST and EBCF approaches when considering psychotherapy as it is actually practiced. A mixed-methods research agenda that examines the case formulation hypothesis can help determine whether such a false dichotomy exists, while advancing knowledge of psychotherapy as it unfolds in practice
Preservice Teachers' Development of Effective Approaches to Text-based Discussion
No full textText-based discussion is a dialogic instructional practice to promote reading comprehension among students. To enact this practice, a teacher engages students in authentic conversation about text as students read it, to assist them in building understanding of text ideas as they are encountered. Text-based discussion has the potential to promote the development of both low-level and high-level comprehension skills among students, yet teachers need support in learning to enact it. Research has indicated that text-based discussion is not well-represented in classrooms today, likely because not many teachers have access to this support.
Recently, some teacher educators have focused on teaching preservice teachers (PSTs) to enact text-based discussions during teacher preparation programs, in an attempt to increase the presence of the practice in classrooms. Practice-based methods courses have been developed which attempt to provide preservice teachers with the knowledge and skill needed to enact text-based discussions successfully. This study investigated the ways in which six preservice teachers’ enactments of text-based discussion developed over the course of their one-year student teaching placements, after completing one such methods course in which they learned to enact the practice.
Data were collected at three time points during student teaching, and included transcripts of enactments of text-based discussion, lesson plans, interview transcripts, and assessments of lesson quality using the Instructional Quality Instrument (Junker et al., 2004). Analysis of the data suggested that the PSTs entered student teaching with the ability to enact text-based discussions with a moderate level of success, and that the quality of the discussions continued to improve over the course of the school year. The methods course seemed to support PSTs in learning to link student comments and press students for accuracy and reasoning. PSTs were more successful in eliciting student linking and recall of explicit text information than in eliciting elaborated responses from students; the participation structure enforced by the PST seemed to influence the extent to which students provided elaborated responses. This study supports the use of practice-based methods courses to teach PSTs to enact text-based discussions, and uncovers several areas that are in need of additional focus during these courses
Why Do Some Psychotherapy Clients Get Better Than Others?
No full textThis commentary explores reasons why one client</jats:p
Computer-assisted cognitive-behavior therapy for depression: a systematic review and meta-analysis
No full textObjective: To evaluate the efficacy of computer-assisted forms of cognitive-behavior therapy for major depressive disorder (MDD) and examine the role of clinician support and other factors that might affect outcomes.Data sources: Ovid MEDLINE, PsycINFO, PubMed, and Scopus from their beginnings to July 18, 2016. Keywords were “randomized, controlled trials of computer-assisted cognitive-behavior therapy for depression” and “randomized, controlled trials of mobile apps for cognitive-behavior therapy of depression.”Study selection: Of 223 studies identified in the search, 183 were excluded yielding a sample of 40 randomized, controlled investigations of computer-assisted cognitive-behavior therapy (CCBT) for depression.Data extraction: Data were abstracted independently by two authors, and consensus was reached by discussion with a third author.Results: The overall mean effect size for CCBT compared to control conditions was g = 0.502, a moderately large effect. Studies that provided support from a clinician or other person yielded significantly larger effects (g = 0.673) than studies in which no support was provided (g = 0.239). Completion rate and study setting also influenced outcomes. Lower mean effect sizes were observed in studies with lower completion rates and in studies conducted in primary care practices.Conclusions: CCBT with a modest amount of support from a clinician or other helping person was found to be efficacious with relatively large mean effect sizes on measures of depressive symptoms. Self-guided CCBT for depression was considerably less effective. Future research should focus on enhancing the implementation of CCBT, including evaluating the amount and type of support needed for effective delivery, methods to improve engagement with computer-assisted therapies, and ways to improve treatment outcome in primary care settings
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