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Presentations and Publications
Organizational and Cultural Issues in Research Designed to Increase the Therapeutic Responsiveness of Adolescent Psychotherapy in a Community Agency Project
Panel Presentation at the Society for Psychotherapy Research, Madison, WI
Sarah Gates, M.A., Shawna Boles, L.M.S.W., and James Fauth, Ph.D
Antioch University
Abstract
The second change will go on the Collaborations page. Sarah Gates will no longer be a research consultant so her name can be removed from that position- however Randi Sullivan still will be in that position. In addition, Megan Philips, B.A can be added to the Rural Integrative care project.
Lessons Learned: A Community-Based Therapy Training Outcome Evaluation Project
Presentation at the North American Society for Psychotherapy Research 2006 Annual Conference in Columbus, Ohio
Sarah Gates, Shawna Boles, Hannah Lord, James Fauth
Antioch University New England
Abstract
The Center for Research on Psychological Practice (CROPP) collaborated with a local mental health center (MHC) to research the effects of training in brief psychotherapy with adolescents served in the MHC’s outpatient unit. The process of initiating, establishing, and engaging in this community-based project is presented. Several unanticipated challenges and barriers arose and thwarted a successful research partnership and project. Lessons learned by the CROPP research team, models and theories for successful community-based research, and possible new directions for university-MHC collaborations.
Reflections on a Time-limited Dynamic Psychotherapy Training Project: New Directions for Brief Psychotherapy Training
Presentation at the North American Society of Psychotherapy Research 2006 Annual Conference in Columbus, Ohio
James Fauth, Antoinette Mathisen, Sarah Smith
Antioch University New England
Abstract
I will briefly review the research literature on psychotherapy training, with emphasis on training in time-limited dynamic psychotherapy (TLDP). This literature suggests that our typical paradigm for psychotherapy training, which emphasizes didactic learning of and adherence to theory and technique, does not work. I will also review process and outcome data from a three-year pilot TLDP training project, which reinforces the notion that the traditional training paradigm has significant limitations. Specifically, results from the project indicated that therapist effectiveness increased only within the training context itself. These results, however, did not generalize beyond the training context; in fact, therapist effectiveness actually decreased outside of that context. Process research indicated that therapists’ emotional and cognitive reactions, some of which seemed to emanate from the training process itself, were powerful predictors of client process and session outcome. I will discuss the implications of these results in light of the training and supervision literature. Based on this experience, as well as the scholarship of Binder (2004), Safran and Muran (2000), and others, I will propose a new paradigm for psychotherapy training that focuses on a few “big ideas,” the therapist (rather than the client), a few key metacognitive skills, active practice, and feedback. In conclusion, I will describe how I am implementing this training paradigm in two different contexts: a community mental health center (with experienced clinicians) and a departmental clinic (with doctoral trainees).
A Naturalistic Study of the Effectiveness of Training in Time Limited Dynamic Psychotherapy for Clinical Psychology Trainees
Presententation at the 2004 North American Society for PsychotherapyAnnual Conference in Springdale, UT
Sarah Smith, James Fauth, and Antoinette Mathisen
Antioch University New England
Abstract
We investigated the effectiveness of the pilot phase of a training program in Time-limited Dynamic Psychotherapy (TLDP) using naturalistic field methods (i.e., the manipulated training method). The therapists in the TLDP training were doctoral trainees enrolled in a practicum placement at a university clinic. The training program featured didactic presentations, role-plays, demonstrations, and group supervision conducted by the first author. Trainees agreed to conduct one to two TLDP cases in conjunction with the training. Several analyses, using pre-post change scores as well as reliable change and clinically significant change indices, will be conducted to evaluate the effectiveness of TLDP as delivered by the trainees. First, to get a general sense of trainees’ effectiveness in delivering TLDP, we will describe the outcome of the TLDP cases (N approximately 10-12) on the two primary outcome measures: the Inventory of Interpersonal Problems – Short Form (IIP-S) and the Outcome Questionnaire – 45 (OQ-45). Second, to ascertain the extent to which training improved trainees’ performance from their own baseline, we will compare the outcome of trainees’ TLDP cases with the outcome of their own non-TLDP cases at two points in time: prior to the onset of the training and after the onset of the training. Finally, to assess the extent to which the training improved trainees’ effectiveness relative to their peers (and to help rule out potential maturation effects), the outcome of the participating trainees’ TLDP and non-TLDP therapy cases will be compared to the non-TLDP therapy cases conducted by non-participating trainees at the same practicum site.
The influence of doctoral trainees’ negative emotions on the process of Time-limited Dynamic Psychotherapy
Presentation at Society of Psychotherapy Research International 2005 Annual Conference in Montreal
Antoinette Mathisen and James Fauth
Antioch University New England
Abstract
We investigated the process of therapy as conducted by therapist-trainees during the pilot phase of a training program in Time-limited Dynamic Psychotherapy (TLDP). We examined the association between trainees’ emotional reactions, especially their most extreme reactions, on clients’ emotional reactions, and perceptions of session impact. We analyzed data from several post-session self-report measures from approximately 70 TLDP sessions (representing approximately 12 dyads). Therapists’ and client’s positive and negative emotions were measured with the Therapists Appraisal Questionnaire (TAQ) and Client Appraisal Questionnaire (CAQ) and Session impact was measured with the Session Impact Scale (SIS), which contains three scales: Task Impacts, Relationship Impacts, and Hindering Impacts.
We tested two primary hypotheses. First, we expected that trainees’ negative emotions would be directly related to clients’ negative emotions and Hindering Impact, but inversely related to clients’ Task Impacts and Relationship Impacts. This hypothesis was tested using Regression Analysis. Preliminary findings confirmed that as trainees’ experienced more negative reactions, clients reported less progress on their goals in therapy (Task Impacts) and experienced the therapeutic relationship (Relationship Impact) as less positive. Trainees’ Negative Stress scores however, did not directly predict client’s perception of Hindering Impact as predicted.
Second, we expected that sessions in which therapists report extreme negative emotions (greater than one standard deviation above the mean for the sample) would be less therapeutic (i.e., increased client negative emotions, lower client Task and Relationship Impacts, higher Hindering Impacts) than sessions in which therapists experience non-extreme negative emotions. This hypothesis was tested using MANCOVA. Preliminary findings indicated significant effects of therapists extreme negative stress reactions on Session Impact (F= 2.3, p= .03); Task Impacts (F=4.6, p=.014), Relationship Impacts (F=7.2, p= .002). There was no significant effect of extreme negative stress reactions found on client’s negative stress or Hindering Impact.
Novice Therapists’ Use of Self: Training Issues and Implications
Presentation at the American Psychological Association Conference 2005.
James Fauth
Antioch University New England
Abstract
See abstract for Reflections on a Time-limited Dynamic Psychotherapy Training Project: New Directions for Brief Psychotherapy Training.
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