John C. Norcross

University of Scranton · Psychology

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This article introduces the special issue of Psychotherapy on evidence-based skills and methods and concomitantly, outlines the purposes and processes of the Interorganizational Task Force that guided the work. We provide the rationale for reviewing psychotherapy skills and methods, define and contrast skills and methods with other components of ps...

Memorializes Donald K. Freedheim (1932-2023). Freedheim was a renowned child psychologist, respected professor, American Psychological Association (APA) leader, and gifted editor. He was widely known for his pioneering contributions to professional psychology and his gentle wisdom in personal interactions. He served as the founding director of the...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This book is based on the assumption that skills and methods contribute to the outcome of psychotherapy in addition to many other elements, such as the client, the therapist, the therapeutic relationship, and external factors. We suggest that what therapists do makes a meaningful difference, although there are often a number of skills and methods t...

This study updated and extended investigations from 1981, 1991, 2001, and 2012 on the contemporary psychotherapy practices and historical patterns of United States psychologists in the American Psychological Association Division of Psychotherapy/Society for the Advancement of Psychotherapy. In 2022, 475 psychologists (48% response) completed an onl...

This article serves as both the foreword and the afterword to the special section of Psychotherapy Research devoted to research reviews of psychotherapist skills and methods: it introduces the interorganizational Task Force that guided the reviews and then features its conclusions. We begin by operationally defining therapist skills and methods and...

We draw recommendations and conclusions from the articles presented in this special issue and the companion special section in Psychotherapy Research on evidence-based therapist skills and methods. For distal (end-of-treatment) outcome, 10 skills/methods were judged to be demonstrably effective (affirmation/validation, paradoxical interventions, ho...

The Cooper-Norcross Inventory of Preferences (C-NIP) is one of the most widely used measures of psychotherapy preferences. However, its psychometric properties have not been examined in non-Western samples. Research on disparities between the preferences of mental health professionals and their clients is also limited. We evaluated the C-NIP’s psyc...

The modal theoretical orientation among mental health professionals, integrative therapy, involves the synthesis of diverse methods and models to enhance patient success. Integrative therapies take different routes—theoretical integration, technical eclecticism, common factors, and assimilative integration—but consistently search for new ways of co...

Whither psychotherapy in the 2030s? Following a decennial tradition, the authors conducted an e-Delphi poll on the future of psychotherapy in the United States. A panel of 56 psychotherapy experts participated in two rounds of predictions and achieved consensus on most items. The experts forecast multicultural, mindfulness, and cognitive-behavior t...

Pinner and Kivlighan (2018) advocated for routine outcome monitoring (ROM) in the practice of psychotherapy as a strategy to ensure ethical decision-making and assessment of therapists’ competence. We agree that deploying ROM can improve therapeutic outcomes. However, we also believe they overstated the value of ROM as a means to assess clinician c...

The psychotherapy relationship is as vital for patient outcomes as the particular treatment method, but it was largely ignored during the initial push to produce lists of empirically supported or evidence-based interventions. Evidence-based relationships (EBRs) refer to those elements of the patient-practitioner interaction that are probably or dem...

Despite the multiple benefits of the careers in psychology course, it is not universally offered in undergraduate programs. Teachers who wish to design such a course may wonder about its typical number of credits, when students should take the course, and how much it uses a common curriculum across sections. The 2018 Undergraduate Study in Psycholo...

Objective To use Internet search data to compare duration of compliance for various diets. Design Using a passive surveillance digital epidemiological approach, we estimated the average duration of diet compliance by examining monthly Internet searches for recipes related to popular diets. We fit a mathematical model to these data to estimate the...

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Background Despite the popularity of the undergraduate psychology major, little is known about career support and preparation available to psychology students. Objective This study examined the prevalence, types, and methods of career assistance available to undergraduate psychology students both through their psychology programs and through their...

Date Presented 03/28/20 In this mixed-methods study, we present an evaluation of an equal online peer-mentoring program for postprofessional OT doctoral students. Findings suggest multiple benefits, including support and professional development for participants. Practical implications for implementing effective equal peer-mentoring programs will b...

Psychologists are skilled in assessing, researching, and treating patients’ distress, but frequently experience difficulty in applying these talents to themselves. The authors offer 13 research-supported and theoretically neutral self-care strategies catered to psychologists and those in training: valuing the person of the psychologist, refocusing...

The COVID-19 crisis has transformed the lives and practices of psychologists and has highlighted the need for time-efficient self-care. The anxiety among psychologists (and humans) is practically universal—nearly every psychologist worldwide is experiencing some negative impact on their mental health. We offer nine research-supported, practitioner-...

Training in counseling psychology boasts a distinguished history, but not much longitudinal research on its broad parameters. This study tracked doctoral training in APA-accredited counseling psychology across 20 years (1995–2015) in terms of program, student, and faculty characteristics. At each interval, more than 95% of the programs participated...

The majority of psychology students applying to graduate school are interested in clinical work, and approximately half of all graduate degrees in psychology are awarded in the subfields of clinical and counseling psychology (Mayne, Norcross, & Sayette, 2000). But deciding on a health care specialization in psychology gets complicated. The urgent q...

Over the past 40 years, few breakthroughs have dramatically increased the impacts of psychotherapy. There have been new and exciting therapies, but the research does not convincingly demonstrate that any recent or more established therapies produce greater impacts than 40 years ago. Seven strategies from the transtheoretical model that have produce...

Hailed by one reviewer as "the bible of the integration movement," the inaugural edition of Handbook of Psychotherapy Integration was the first compilation of the early integrative approaches to therapy. Since its publication psychotherapy integration has grown into a mature, empirically supported, and international movement, and the current editio...

This chapter introduces the second volume of Psychotherapy Relationships That Work and frames its work within the Interdivisional APA Task Force on Evidence-Based Relationships and Responsiveness. The book presents clinical examples, original meta-analyses, diversity considerations, training implications, and research-infused practice recommendatio...

This chapter introduces and frames the third edition of Psychotherapy Relationships That Work , which features dozens of original meta-analyses on what works in the relationship. The authors frame the work within the Third Intradivisional Task Force on Evidence-Based Relationships and Responsiveness. To accommodate new research, the book has grown...

The transtheoretical model and the stages of change are often used to adapt treatment to the individual client. This chapter aims to review the stages of change and popular measures of change readiness in psychotherapy and to conduct a meta-analysis of the relation between readiness measures and psychotherapy outcomes. This chapter reports data fro...

The chapter concludes the third edition of the book by summarizing what works and what does not in psychotherapy responsiveness and treatment adaptations. The authors present the Task Force conclusions and 28 recommendations for training, practice, research, and policy. The authors conclude that adapting psychotherapy in ways reviewed in this book...

This chapter concludes the first volume of the third edition of Psychotherapy Relationships That Work . The authors present the formal conclusions and the 28 recommendations of the Third Interdivisional Task Force. Summaries of the meta-analytic associations between the relationship elements and psychotherapy outcomes are provided. Those statements...

What do patients prefer in their psychotherapy? Do laypersons and mental health professionals (as patients) want the same, or different, things? The authors systematically examined patients’ psychotherapy preferences and quantitatively compared two samples of laypersons (N = 228, 1305) with one sample of mental health professionals (N = 615) on the...

Psychotherapy Relationships That Work is the definitive, evidence-based book on the psychotherapy relationship: what works in general (Volume 1) and what works for particular patients (Volume 2). Each chapter presents definitions, clinical examples, landmark studies, comprehensive meta-analyses, diversity considerations, and training implications a...

Psychotherapy Relationships That Work is the definitive, evidence-based book on the topic: Volume 1 contains 16 chapters that address what works in general and Volume 2 consists of 11 chapters that address what works for particular patients. Each chapter presents definitions, clinical examples, landmark studies, comprehensive meta-analyses, diversi...

The therapeutic relationship and responsiveness/treatment adaptations rightfully occupy a prominent, evidence-based place in any guidelines for the psychological treatment of trauma. In this light, we critique the misguided efforts of the American Psychological Association's (APA, 2017) Clinical Practice Guideline on Posttraumatic Stress Disorder i...

This chapter considers training and supervision in psychotherapy integration. The authors begin by identifying an ideal educational sequence for psychotherapists and then discuss training in light of the four principal routes of integration—technical eclecticism, theoretical integration, common factors, and assimilative integration—whose training o...

Psychotherapy integration has become a well-established and influential movement in mental health. In this chapter, the authors explore where psychotherapy integration may be headed in the areas of theory, practice, research, and training, and as a formal movement. The authors hope to advance discussion about future directions that seem particularl...

This opening chapter explicates the broad context of psychotherapy integration and sets the stage for the subsequent chapters in the volume. As the chapter title indicates, the authors offer a primer on integration in the dual sense of a primer (soft i) as a small introduction to the subject and of a primer (hard i) as a basecoat or undercoat for t...

Psychotherapy integration typically refers to the synthesis of diverse methods and schools of psychotherapy. This chapter expands that definition to consider the combination of psychotherapy with self-help materials. Clinicians frequently desire to integrate self-help into psychotherapy but question how and what to do with clients. The authors addr...

Who is teaching undergraduate psychology and how it is being taught both constitute vital questions for the discipline and higher education. The 2016 Undergraduate Study in Psychology assessed faculty characteristics, teaching responsibilities, and online teaching. A total of 223 responding psychology programs (32% return rate) represented 4 instit...

The two-volume third edition of this book identifies effective elements of therapy relationships (what works in general) as well as effective methods of tailoring or adapting therapy to the individual patient (what works in particular). Each chapter features a specific therapist behavior (e.g., alliance, empathy, support, collecting feedback) that...

This article introduces the journal issue devoted to the most recent iteration of evidence-based psychotherapy relationships and frames it within the work of the Third Interdivisional American Psychological Association Task Force on Evidence-Based Relationships and Responsiveness. The authors summarize the overarching purposes and processes of the...

The transtheoretical model and the stages of change are often used to adapt treatment to the individual client. The aims of this study were to review the stages of change and popular measures of change readiness in psychotherapy and to conduct a meta‐analysis of the relation between readiness measures and psychotherapy outcomes. We report data from...

In this study, we introduce the journal issue devoted to evidence‐based responsiveness and frame it within the work of the third interdivisional APA Task Force on Evidence‐Based Relationships and Responsiveness. We summarize the meta‐analytic results and clinical practices on the adaptations of psychotherapy to multiple transdiagnostic characterist...

Mental health professionals provide better care to their clients when they care for themselves. This acclaimed highly practical guide—now revised and expanded with even more self-care strategies—helps busy psychotherapists balance their personal and professional lives. The book presents 13 research-informed self-care strategies and offers concrete...

The authors agree with Freimuth (2018) that addiction training among clinical psychologists would be enhanced by offering addiction-related training to all clinical students, including those who do not aim to specialize in substance abuse. It is argued that Freimuth’s points in fact support Dimoff, Sayette, and Norcross’s (2017) recommendation that...

A robust literature has explored multiple facets of the introductory psychology course, but few studies have examined its purposes, student learning outcomes (SLOs), and assessment practices. The second iteration of the Undergraduate Study in Psychology gathered data on these facets in a nationally representative sample of associate (n = 62) and ba...

Comprehensive, systematic, and balanced, Systems of Psychotherapy uses a wealth of clinical cases to help readers understand a wide variety of psychotherapies - including psychodynamic, existential, experiential, interpersonal, exposure, behavioral, cognitive, third wave, systemic, multicultural, and integrative. The ninth edition of this landmark...

This trusted, bestselling guide—now updated for 2018/2019—is the resource you can rely on for profiles of more than 300 graduate clinical and counseling psychology programs, plus expert advice for choosing and getting into the right one. Based on intensive research, the Insider's Guide offers information and guidance not available from any other so...

Objective: Doctoral training in clinical psychology has undergone substantial changes in recent decades, especially with the increasing heterogeneity of training models and graduate students. To document these changes, we analyzed program, student, and faculty characteristics of American Psychological Association (APA)-accredited clinical psycholo...

Addiction has emerged as a serious public health crisis. Clinical psychology as a hub science has a long-standing interest in addiction and is particularly well suited to offer multifaceted treatment to those struggling with substance use disorders. To examine how well clinical psychology training is addressing this proliferation of addiction-relat...

This book presents integrative supervision applicable to integrative and single-system psychotherapy alike. Distinctive features include its synthesis of supervisory methods aligned with multiple theoretical traditions, a research-informed fit of supervision to the individuality of the supervisee, its insistence on frequent feedback from both clien...

This study aimed to identify core termination behaviors of psychotherapists across theoretical orientations in a successful course of treatment. Sixty-five experts from diverse theoretical traditions reported the frequency with which they used 80 tasks in a planned, mutually agreed termination of individual psychotherapy. Fifty-one items reached a...

Psychotherapist expertise proves an urgent topic for practice and training, but insufficient research and conflicting definitions confound efforts to enhance expertise. In an ambitious article, Hill, Spiegel, Hoffman, Kivlighan, and Gelso offer a clear definition of expertise and propose broad indicators. In this reaction, we (a) laud the prominent...