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Converging Themes in Psychotherapy: Trends in Psychodynamic, Humanistic and Behavioral Practice
The purpose of this article is to provide counseling practitioners and researchers with an integrative review of the TFA (thinking‐feeling‐acting) counseling system, Tracing the 12‐year evolution of the model from theory construction and instrument development to practical application provides in one place a comprehensive synthesis of published work on the TFA system. The theoretical principle guiding the model was the systematic combination of the cognitive, emotional, and behavioral domains of human functioning. The Hutchins Behavior Inventory (HBI) was developed to assess the interaction of thoughts, feelings, and actions that led to applications of the TFA system in counseling and related areas.
Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment integrity measurement can assist researchers and consumers interested in implementing evidence-based programs in early childhood classrooms. To provide guidance for researchers interested in assessing the integrity of implementation efforts, we describe a conceptual model of implementation of evidence-based programs designed to prevent EBD when applied in early childhood settings. Next, we describe steps that can be used to develop treatment integrity measures. Last, we discuss factors to consider when developing treatment integrity measures with specific emphasis on psychometrically strong measures that have maximum utility for implementation research in early childhood classrooms.
Proposes the need for a comprehensive system that includes an integrating philosophy, theory, and related principles to integrate eclecticism in psychotherapy. The basic common therapist elements (e.g., empathic understanding, respect, genuineness) of major recognized theories can provide a starting point. These elements (1) define a therapeutic relationship that provides specific treatment variables for psychological emotional disturbances and (2) constitute necessary and sufficient conditions for therapeutic change. The current paradigm of psychotherapy must be changed for this approach to be accepted as the basis for a single comprehensive eclecticism. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
18 behavioral (mean age 27.89 yrs), 18 cognitive (mean age 25.78 yrs), and 18 psychodynamic (mean age 29.22 yrs) clinical trainees viewed a videotaped intake interview with a female actress who explained her fear of going on elevators according to 1 of 3 explanatory biases: learned reactions, faulty thoughts, or underlying conflicts. After viewing the tape, Ss made judgments about the patient's responsiveness to therapy. Across all 3 experimental conditions, psychodynamic Ss expressed more "pessimistic" prognoses than both behavioral and cognitive Ss, who did not differ. However, among psychodynamic Ss, those who viewed the patient whose explanatory bias was consistent with a psychodynamic orientation were less pessimistic than were their colleagues exposed to patient explanatory biases inconsistent with a psychodynamic orientation. Implications for client–therapist matching, clinical training, and rapprochement between orientations are discussed. (37 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The authors build upon Castonguay and Goldfried's analysis regarding issues and directions central to advancing psychotherapy integration. They elaborate on two issues addressed only minimally in Castonguay and Goldfried's article. The first involves moving beyond traditional psychotherapy territory to include cultural, self-in-relationship, and interdisciplinary domains. The second concerns using more holistic and synergistic processes to coconstruct integrative theories and approaches. Finally, the authors offer some insights into what they believe should be the goals of the integrative movement and into additional issues they think should be addressed to attain these goals. Psychotherapy has become so complex and changing that we need a new view—one that recognizes the impossibility of any final or superior integrative theory and the need for constant change and evolution in theory and practice.
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