Browsing by Subject "psychotherapy"

Now showing 1 - 3 of 3
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    Clinician Training, Then What? Randomized Clinical Trial of Child STEPs Psychotherapy Using Lower-Cost Implementation Supports with versus without Expert Consultation
    (APA, 2020-12) Weisz, John R.; Thomassin, Kristel; Hersh, Jacqueline; Santucci, Lauren C.; MacPherson, Heather A.; Rodriguez, Gabriela M.; Bearman, Sarah Kate; Lang, Jason M.; Vanderploeg, Jeffrey J.; Marshall, Timothy M.; Lu, Jack J.; Jensen-Doss, Amanda; Evans, Spencer C.; Psychiatry, School of Medicine
    Objective: Implementation of evidence-based treatments in funded trials is often supported by expert case consultation for clinicians; this may be financially and logistically difficult in clinical practice. Might less costly implementation support produce acceptable treatment fidelity and clinical outcomes? Method: To find out, we trained 42 community clinicians from four community clinics in Modular Approach to Therapy for Children (MATCH), then randomly assigned them to receive multiple lower-cost implementation supports (LC) or expert MATCH consultation plus lower-cost supports (CLC). Clinically referred youths (N = 200; ages 7–15 years, M = 10.73; 53.5% male; 32.5% White, 27.5% Black, 24.0% Latinx, 1.0% Asian, 13.5% multiracial, 1.5% other) were randomly assigned to LC (n = 101) or CLC (n = 99) clinicians, and groups were compared on MATCH adherence and competence, as well as on multiple clinical outcomes using standardized measures (e.g., Child Behavior Checklist, Youth Self-Report) and idiographic problem ratings (Top Problems Assessment). Results: Coding of therapy sessions revealed substantial therapist adherence to MATCH in both conditions, with significantly stronger adherence in CLC; however, LC and CLC did not differ significantly in MATCH competence. Trajectories of change on all outcome measures were steep, positive, and highly similar for LC and CLC youths, with no significant differences; a supplemental analysis of posttreatment outcomes also showed similar LC and CLC posttreatment scores, with most LC–CLC differences nonsignificant. Conclusions: The findings suggest that effective implementation of a complex intervention in clinical practice may be supported by procedures that are less costly and logistically challenging than expert consultation.
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    On Pan-Africanism, Feminism, and Psychotherapy: The Perspectives of Three Black Scholar-Practitioners from the U.S., Uganda, and St. Kitts/U.S
    (Taylor and Francis, 2021-04-03) Thompson, Chalmer E.; Namusoke, Jane; De Barros, Khym Isaac
    Three African-descended psychologists discuss the case of a psychotherapy dyad in which the first author, a U.S. national, and a Caribbean student who had immigrated to the U.S. served respectively as therapist and client. We discuss the relevance of Helms’ racial identity development theory to the cultivation of psychological health among African-descended women, proposing that this form of health is intimately tied to our association with other African-descended people. With particular focus on the client’s disclosures about certain groups of Black people in stereotypical ways, what we term “othering by the other,” we offer a conceptualization that knits together issues of personal vulnerability, the reproduction of structural violence, and racial identity development. We conclude by presenting our views on the process and outcome of the therapeutic case and the significance of the theory to addressing the violence that continues to disrupt the lives of Black men and women around the world.
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    Predicting therapy success from the outset: The moderating effect of insight into the illness on metacognitive psychotherapy outcome among persons with schizophrenia
    (Wiley, 2019) de Jong, Steven; Hasson-Ohayon, Ilanit; van Donkersgoed, Rozanne J. M.; Timmerman, Marieke E.; van der Gaag, Mark; Aleman, Andre; Pijnenborg, G. H. Marieke; Lysaker, Paul H.; Psychiatry, School of Medicine
    The degree to which a person recognizes their mental disorder, attributes symptoms to the disorder, and recognizes that treatment may be necessary is frequently referred to as clinical insight. The current study investigates whether clinical insight at baseline moderates the effects on metacognitive capacity of 40 sessions of metacognitive reflection and insight therapy among 35 participants with psychosis. Findings showed that clinical insight did not predict drop‐out from therapy. Multilevel analyses provided support for our hypotheses that insight at baseline significantly moderates metacognitive gains at both postmeasurement and follow‐up. Our findings demonstrate that lacking clinical insight substantially hampers the effect of this psychosocial intervention. We posit that research efforts should shift from developing interventions, which enhance clinical insight, to interventions, which are effective in absence of clinical insight.