This article argues that client perspectives have been overlooked in psychotherapy integration efforts. It proposes conducting therapy within the context of the client's own theory of change, which privileges the client's voice as the source of wisdom and solution. The client should be seen as the heroic driver of the therapeutic process, not just as an object of assessment and intervention by the therapist. Research shows that client factors such as strengths, perceptions of the therapeutic relationship, and resources account for the majority of improvement in therapy. Therefore, integration approaches should focus on understanding and incorporating the client's own ideas about the problem and how change occurs.
THIS CHAPTER DISCUSSES
•The empirical evidence supporting a strengths-based approach
•Specific practice guidelines for recruiting client resources to promote change
•The link between pluralistic counselling and a focus on client strengths
This document summarizes an approach called Outcome-Informed, Client-Directed therapy. It discusses how current estimates show around 50% of clients drop out of therapy and one-third to two-thirds do not benefit from usual strategies. The approach focuses on accurately identifying clients not responding to therapy early on through standardized measures of outcome and alliance. This allows therapists to address the lack of change and keep clients engaged in more effective treatment. Case examples are provided to demonstrate how routinely monitoring progress and the therapeutic relationship can improve outcomes.
Barry's standard handouts providing a narrative description of what he presents. Includes a discussion of the common factors and the Partners for Change Outcome Management System
Most therapists want to improve their skills and help more clients. However, research shows that factors like personal therapy, specific treatment approaches, training, or experience do not necessarily correlate with better outcomes. After studying thousands of therapists over 15 years, one key factor was identified - "Healing Involvement", where therapists are fully engaged with clients through empathy, skills, efficacy, and handling difficulties constructively. This state can be achieved through career development improving skills over time, self-care reducing burnout, and connection to purpose and values in their work.
Here is a recent chapter I did making the case for a relational perspective in therapeutic services (Duncan, B. (2014). The person of the therapist: One therapist’s journey to relationship. In K. J. Schneider, J. F. Pierson, & J. F.T. Bugental (Eds.). The Handbook of Humanistic Psychology: Leading Edges in Theory, Practice, and Research (2nd ed.) (pp. 457-472). New York: Sage Publications.
This document discusses what makes an effective or "master" therapist. It begins by arguing that psychotherapy is a relational endeavor dependent on the client and therapist's connection, not just evidence-based treatments. The most important thing a therapist can do is identify clients who are not benefiting and change course.
It then discusses four questions about what makes an effective therapist. In response to the first question about what they do, the author emphasizes routinely measuring outcomes and the therapeutic alliance to ensure client perspectives are central. For the second question about who they are, the author believes their belief in clients and psychotherapy's ability to create change is important.
In response to the third question about what defines an extraordinary therapist, the author argues
This article argues that client perspectives have been overlooked in psychotherapy integration efforts. It proposes conducting therapy within the context of the client's own theory of change, which privileges the client's voice as the source of wisdom and solution. The client should be seen as the heroic driver of the therapeutic process, not just as an object of assessment and intervention by the therapist. Research shows that client factors such as strengths, perceptions of the therapeutic relationship, and resources account for the majority of improvement in therapy. Therefore, integration approaches should focus on understanding and incorporating the client's own ideas about the problem and how change occurs.
THIS CHAPTER DISCUSSES
•The empirical evidence supporting a strengths-based approach
•Specific practice guidelines for recruiting client resources to promote change
•The link between pluralistic counselling and a focus on client strengths
This document summarizes an approach called Outcome-Informed, Client-Directed therapy. It discusses how current estimates show around 50% of clients drop out of therapy and one-third to two-thirds do not benefit from usual strategies. The approach focuses on accurately identifying clients not responding to therapy early on through standardized measures of outcome and alliance. This allows therapists to address the lack of change and keep clients engaged in more effective treatment. Case examples are provided to demonstrate how routinely monitoring progress and the therapeutic relationship can improve outcomes.
Barry's standard handouts providing a narrative description of what he presents. Includes a discussion of the common factors and the Partners for Change Outcome Management System
Most therapists want to improve their skills and help more clients. However, research shows that factors like personal therapy, specific treatment approaches, training, or experience do not necessarily correlate with better outcomes. After studying thousands of therapists over 15 years, one key factor was identified - "Healing Involvement", where therapists are fully engaged with clients through empathy, skills, efficacy, and handling difficulties constructively. This state can be achieved through career development improving skills over time, self-care reducing burnout, and connection to purpose and values in their work.
Here is a recent chapter I did making the case for a relational perspective in therapeutic services (Duncan, B. (2014). The person of the therapist: One therapist’s journey to relationship. In K. J. Schneider, J. F. Pierson, & J. F.T. Bugental (Eds.). The Handbook of Humanistic Psychology: Leading Edges in Theory, Practice, and Research (2nd ed.) (pp. 457-472). New York: Sage Publications.
This document discusses what makes an effective or "master" therapist. It begins by arguing that psychotherapy is a relational endeavor dependent on the client and therapist's connection, not just evidence-based treatments. The most important thing a therapist can do is identify clients who are not benefiting and change course.
It then discusses four questions about what makes an effective therapist. In response to the first question about what they do, the author emphasizes routinely measuring outcomes and the therapeutic alliance to ensure client perspectives are central. For the second question about who they are, the author believes their belief in clients and psychotherapy's ability to create change is important.
In response to the third question about what defines an extraordinary therapist, the author argues
The document discusses the interplay between a therapist's personal characteristics and qualities (therapist variables) and a client's theory of change. It argues that the most effective therapy occurs when the therapist is aware of how their variables may influence the therapeutic alliance and adapts their approach to align with the client's theory of change. Case studies are presented to illustrate therapists monitoring client feedback to improve outcomes. Effective therapists recognize when their approach does not match a client's needs and make adjustments to better facilitate the client's process of change.
Monitoring Alliance and Outcome with Client Feedback MeasuresScott Miller
The article reviews evidence that formally collecting client feedback on the therapeutic alliance and counseling outcomes improves client outcomes. It discusses two ultra-brief measures, the Session Rating Scale and Outcome Rating Scale, that can be used to efficiently obtain this feedback from clients in everyday counseling practice. While client perspectives have been shown to be better predictors of counseling success than counselor perspectives, barriers like time constraints have hindered the routine use of formal client feedback methods. The article argues these two measures provide a feasible way to systematically incorporate clients' views into the counseling process.
PCOMS works with kids too!
Cooper, M., Stewart, D., Sparks, J., Bunting, L. (2013). School-based counseling using systematic feedback: A cohort study evaluating outcomes and predictors of change. Psychotherapy Research, 23, 474-488.
This document summarizes a presentation on integrating client factors into therapy. It discusses common factors research showing that client and extra-therapeutic factors account for the majority of change in therapy. The document outlines several client and therapist factors including beliefs, styles, and resources that influence the therapeutic process. It provides two case examples to illustrate how different theories can be applied based on integrating client factors. The presentation emphasizes fitting the therapeutic approach to each unique client.
Achieving Clinical Excellence HandoutsScott Miller
This document discusses achieving clinical excellence in psychotherapy. It provides three steps to superior performance: 1) determining your baseline effectiveness rate, 2) obtaining and using feedback to improve retention and outcomes, and 3) designing optimal practice environments and activities. It also announces the first annual "Achieving Clinical Excellence Conference" in October 2010 in Kansas City.
This document provides information about a solution-focused counseling education session for depression presented at the 2014 American Counseling Association Annual Conference. The session objectives are to review the principles of solution-focused counseling, conceptualize depression from a solution-focused perspective, and review solution-focused techniques for depression. The document outlines the principles of solution-focused counseling and its theoretical underpinnings. It discusses identifying exceptions, amplifying exceptions through questioning, and using solution-focused tasks. Case examples are provided to illustrate applying these concepts and techniques to clients experiencing depression.
What are the Core Tasks of Psychotherapy? A Presentation for the 2013 Evoluti...Scott Miller
The document summarizes research on the evolution of psychotherapy over the past 50 years. It finds that while the number of treatment approaches has grown significantly, outcomes are largely due to common or "nonspecific" factors like the therapeutic alliance rather than specific treatment techniques. Over 190 studies with over 2630 patients found strong effect sizes for factors like the alliance, empathy, and collaboration between therapist and patient. In contrast, differences between treatment approaches and adherence to treatment protocols showed weak effect sizes. The core task of psychotherapy appears to be developing a strong therapeutic relationship through engagement, understanding, affirmation, genuineness, and collaboration.
This document compares and contrasts three therapy styles: cognitive behavioral therapy (CBT), feminist therapy, and person-centered therapy. CBT focuses on identifying and disputing dysfunctional thoughts to change behaviors and emotions. The therapist guides clients to reevaluate beliefs. Feminist therapy aims to empower clients and promote social change, equality, and self-nurturing. Person-centered therapy focuses on the client as a person rather than problems and emphasizes trust, empathy, and unconditional positive regard in the client-therapist relationship. The author believes their personality is best suited for CBT due to valuing identifying thought patterns, but that being well-versed in multiple therapies is important to meet diverse client needs.
The document discusses common factors in psychotherapy that contribute to positive outcomes. It finds that extratherapeutic factors, like social support, account for the largest percentage of improvement. The therapeutic relationship and alliance are also very important, contributing more to outcomes than the specific treatment model or techniques used. A strong, trusting relationship where the client's perspectives are understood and validated is key. The therapist should actively listen to help the client develop their own insights and solutions.
When children and teens present with behaviour and emotional problems the lure of a quick fix is
understandable and drugs present a ready-made solution. Therapists are often hesitant to talk about
medication and defer to medical professionals. In this paper DUNCAN, SPARKS, MURPHY and MILLER
highlight the explosion in the use of psychotropic medications for children and teens. This trend flies in the
face of the American Psychological Association’s recommendation of the use of psychosocial interventions
as the first intervention of choice with children and teens. The reliability and validity of psychiatric diagnoses is
questioned, in particular against a background of fluctuations in child development and social adaptations,
and a compelling critique is provided of the current research findings on the effectiveness of psychotropic
medications including antidepressants and ADHD medications. Therapists are urged to shed their timidity
and discuss openly the risks and benefits of medication with the knowledge that there is empirical support
for psychosocial interventions as a first line approach. Recommendations are offered to engage clients as
central partners in developing solutions—medical or non-medical—that fit each child and each situation.
The DSM-5: A Postmodern Re-Vision for Counseling (Handout)Jeffrey Guterman
Handout for Education Session, "The DSM-5: A Postmodern Re-Vision for Counseling" presented by Jeffrey Guterman Ph.D. and Clayton V. Martin, M.S. at the American Counseling Association's 2014 Conference & Exposition, Orlando on March 15, 2015. More information: http://jeffreyguterman.com/dsm2015.html
This document summarizes a presentation on taking a strength-based approach to conceptualizing clients and using the DSM-5. The presentation covers the history and limitations of the DSM-5, provides guidelines for using it through a strength-based lens, and reviews strength-based therapy models and principles that focus on client strengths rather than deficits. The goal is to resolve conflicts between the DSM-5 and counselor values by emphasizing a collaborative, non-stigmatizing approach centered on client strengths and context.
This document provides an overview of different approaches to forming an alliance between a psychotherapist and client. It discusses the Miller Group's contribution, focusing on using outcome and session rating scales to measure client progress and the quality of the relationship. The scales are used to guide therapy based on the client's needs and assessments. Systemic and narrative theories emphasize understanding problems as socially constructed through language within a context. In systemic therapy, problems are defined by the client's description, and hypotheses are developed dialogically between therapist and client based on both of their experiences and understandings.
The DSM-5: A Postmodern Re-Vision for Counseling (PowerPoint)Jeffrey Guterman
PowerPoint for Education Session, "The DSM-5: A Postmodern Re-Vision for Counseling" presented by Jeffrey Guterman Ph.D. and Clayton V. Martin, M.S. at the American Counseling Association's 2014 Conference & Exposition, Orlando on March 15, 2015. More information: http://jeffreyguterman.com/dsm2015.html
This document discusses the theory and techniques of reality therapy as developed by William Glasser and advanced by Robert Wubbolding. Some key points:
1. Reality therapy focuses on an individual's conscious choices and beliefs that they can control their own behaviors rather than unconscious drives.
2. It views human behavior as aimed toward fulfilling five basic psychological needs: belonging, power, freedom, fun, and identity.
3. The counselor acts as a teacher to help clients evaluate their current behaviors, set plans to meet their needs/wants, and take responsibility through written contracts.
Mrs. N is a 52-year-old housewife who came to mental health services due to her son's substance abuse issues. During a session, she decided to discuss some of her own psychological problems and feelings of being overwhelmed by the demands of her family members. Her upbringing was very conservative and she felt a core belief of incompetence. The agreed treatment goal was to build assertiveness skills to deal with unjustified demands. However, during early sessions she frequently deviated from treatment and began idealizing the therapist, making little progress. These thoughts and feelings interfered with treatment progress. The document discusses how transference may be occurring and how the therapist can address it within a cognitive behavioral framework to preserve the therapeutic alliance
This document discusses Carl Rogers and client-centered therapy. It provides information on:
- The key principles of client-centered therapy including unconditional positive regard, empathy, and genuineness.
- Techniques used in client-centered therapy including reflection, active listening, and not being judgmental.
- Conditions needed for success including a relationship between counselor and client and the counselor displaying empathy and positive regard.
Tom Caplan operates the Caplan Therapy Centre in Montreal, which offers individual and group counseling services. The document provides an overview of Caplan's qualifications and experience, as well as the services offered through his private practice and affiliations. These include anger management groups, domestic violence counseling, marriage counseling, and training workshops on topics like behavior management and the Needs ABC intervention model. The Needs ABC model focuses on determining a client's relationship needs and collaborating on productive strategies to meet those needs while considering emotions.
Evidence-Based Treatments and Integrative PsychotherapyKevin Rushton
The document discusses reactions to the "Dodo bird verdict" which suggests that all major psychotherapies are equally effective. Researchers have tried to disprove this through efficacy research to identify superior therapies, while practitioners have embraced integration by combining different approaches. The document also examines criticisms of efficacy research methodology and the rise of psychotherapy integration among practitioners.
This document provides an overview of cognitive therapy. It discusses Aaron Beck, the founder of cognitive therapy, and his background and influences. Beck developed cognitive therapy in the 1960s as an alternative to psychoanalysis, focusing on how a person's thinking affects their feelings and behaviors. Cognitive therapy views psychological disorders as stemming from dysfunctional thought patterns and cognitive distortions, rather than underlying unconscious desires. The document outlines seven common cognitive distortions identified by Beck and discusses how cognitive therapy aims to identify and change faulty assumptions and core beliefs through restructuring distorted thinking.
The document discusses the interplay between a therapist's personal characteristics and qualities (therapist variables) and a client's theory of change. It argues that the most effective therapy occurs when the therapist is aware of how their variables may influence the therapeutic alliance and adapts their approach to align with the client's theory of change. Case studies are presented to illustrate therapists monitoring client feedback to improve outcomes. Effective therapists recognize when their approach does not match a client's needs and make adjustments to better facilitate the client's process of change.
Monitoring Alliance and Outcome with Client Feedback MeasuresScott Miller
The article reviews evidence that formally collecting client feedback on the therapeutic alliance and counseling outcomes improves client outcomes. It discusses two ultra-brief measures, the Session Rating Scale and Outcome Rating Scale, that can be used to efficiently obtain this feedback from clients in everyday counseling practice. While client perspectives have been shown to be better predictors of counseling success than counselor perspectives, barriers like time constraints have hindered the routine use of formal client feedback methods. The article argues these two measures provide a feasible way to systematically incorporate clients' views into the counseling process.
PCOMS works with kids too!
Cooper, M., Stewart, D., Sparks, J., Bunting, L. (2013). School-based counseling using systematic feedback: A cohort study evaluating outcomes and predictors of change. Psychotherapy Research, 23, 474-488.
This document summarizes a presentation on integrating client factors into therapy. It discusses common factors research showing that client and extra-therapeutic factors account for the majority of change in therapy. The document outlines several client and therapist factors including beliefs, styles, and resources that influence the therapeutic process. It provides two case examples to illustrate how different theories can be applied based on integrating client factors. The presentation emphasizes fitting the therapeutic approach to each unique client.
Achieving Clinical Excellence HandoutsScott Miller
This document discusses achieving clinical excellence in psychotherapy. It provides three steps to superior performance: 1) determining your baseline effectiveness rate, 2) obtaining and using feedback to improve retention and outcomes, and 3) designing optimal practice environments and activities. It also announces the first annual "Achieving Clinical Excellence Conference" in October 2010 in Kansas City.
This document provides information about a solution-focused counseling education session for depression presented at the 2014 American Counseling Association Annual Conference. The session objectives are to review the principles of solution-focused counseling, conceptualize depression from a solution-focused perspective, and review solution-focused techniques for depression. The document outlines the principles of solution-focused counseling and its theoretical underpinnings. It discusses identifying exceptions, amplifying exceptions through questioning, and using solution-focused tasks. Case examples are provided to illustrate applying these concepts and techniques to clients experiencing depression.
What are the Core Tasks of Psychotherapy? A Presentation for the 2013 Evoluti...Scott Miller
The document summarizes research on the evolution of psychotherapy over the past 50 years. It finds that while the number of treatment approaches has grown significantly, outcomes are largely due to common or "nonspecific" factors like the therapeutic alliance rather than specific treatment techniques. Over 190 studies with over 2630 patients found strong effect sizes for factors like the alliance, empathy, and collaboration between therapist and patient. In contrast, differences between treatment approaches and adherence to treatment protocols showed weak effect sizes. The core task of psychotherapy appears to be developing a strong therapeutic relationship through engagement, understanding, affirmation, genuineness, and collaboration.
This document compares and contrasts three therapy styles: cognitive behavioral therapy (CBT), feminist therapy, and person-centered therapy. CBT focuses on identifying and disputing dysfunctional thoughts to change behaviors and emotions. The therapist guides clients to reevaluate beliefs. Feminist therapy aims to empower clients and promote social change, equality, and self-nurturing. Person-centered therapy focuses on the client as a person rather than problems and emphasizes trust, empathy, and unconditional positive regard in the client-therapist relationship. The author believes their personality is best suited for CBT due to valuing identifying thought patterns, but that being well-versed in multiple therapies is important to meet diverse client needs.
The document discusses common factors in psychotherapy that contribute to positive outcomes. It finds that extratherapeutic factors, like social support, account for the largest percentage of improvement. The therapeutic relationship and alliance are also very important, contributing more to outcomes than the specific treatment model or techniques used. A strong, trusting relationship where the client's perspectives are understood and validated is key. The therapist should actively listen to help the client develop their own insights and solutions.
When children and teens present with behaviour and emotional problems the lure of a quick fix is
understandable and drugs present a ready-made solution. Therapists are often hesitant to talk about
medication and defer to medical professionals. In this paper DUNCAN, SPARKS, MURPHY and MILLER
highlight the explosion in the use of psychotropic medications for children and teens. This trend flies in the
face of the American Psychological Association’s recommendation of the use of psychosocial interventions
as the first intervention of choice with children and teens. The reliability and validity of psychiatric diagnoses is
questioned, in particular against a background of fluctuations in child development and social adaptations,
and a compelling critique is provided of the current research findings on the effectiveness of psychotropic
medications including antidepressants and ADHD medications. Therapists are urged to shed their timidity
and discuss openly the risks and benefits of medication with the knowledge that there is empirical support
for psychosocial interventions as a first line approach. Recommendations are offered to engage clients as
central partners in developing solutions—medical or non-medical—that fit each child and each situation.
The DSM-5: A Postmodern Re-Vision for Counseling (Handout)Jeffrey Guterman
Handout for Education Session, "The DSM-5: A Postmodern Re-Vision for Counseling" presented by Jeffrey Guterman Ph.D. and Clayton V. Martin, M.S. at the American Counseling Association's 2014 Conference & Exposition, Orlando on March 15, 2015. More information: http://jeffreyguterman.com/dsm2015.html
This document summarizes a presentation on taking a strength-based approach to conceptualizing clients and using the DSM-5. The presentation covers the history and limitations of the DSM-5, provides guidelines for using it through a strength-based lens, and reviews strength-based therapy models and principles that focus on client strengths rather than deficits. The goal is to resolve conflicts between the DSM-5 and counselor values by emphasizing a collaborative, non-stigmatizing approach centered on client strengths and context.
This document provides an overview of different approaches to forming an alliance between a psychotherapist and client. It discusses the Miller Group's contribution, focusing on using outcome and session rating scales to measure client progress and the quality of the relationship. The scales are used to guide therapy based on the client's needs and assessments. Systemic and narrative theories emphasize understanding problems as socially constructed through language within a context. In systemic therapy, problems are defined by the client's description, and hypotheses are developed dialogically between therapist and client based on both of their experiences and understandings.
The DSM-5: A Postmodern Re-Vision for Counseling (PowerPoint)Jeffrey Guterman
PowerPoint for Education Session, "The DSM-5: A Postmodern Re-Vision for Counseling" presented by Jeffrey Guterman Ph.D. and Clayton V. Martin, M.S. at the American Counseling Association's 2014 Conference & Exposition, Orlando on March 15, 2015. More information: http://jeffreyguterman.com/dsm2015.html
This document discusses the theory and techniques of reality therapy as developed by William Glasser and advanced by Robert Wubbolding. Some key points:
1. Reality therapy focuses on an individual's conscious choices and beliefs that they can control their own behaviors rather than unconscious drives.
2. It views human behavior as aimed toward fulfilling five basic psychological needs: belonging, power, freedom, fun, and identity.
3. The counselor acts as a teacher to help clients evaluate their current behaviors, set plans to meet their needs/wants, and take responsibility through written contracts.
Mrs. N is a 52-year-old housewife who came to mental health services due to her son's substance abuse issues. During a session, she decided to discuss some of her own psychological problems and feelings of being overwhelmed by the demands of her family members. Her upbringing was very conservative and she felt a core belief of incompetence. The agreed treatment goal was to build assertiveness skills to deal with unjustified demands. However, during early sessions she frequently deviated from treatment and began idealizing the therapist, making little progress. These thoughts and feelings interfered with treatment progress. The document discusses how transference may be occurring and how the therapist can address it within a cognitive behavioral framework to preserve the therapeutic alliance
This document discusses Carl Rogers and client-centered therapy. It provides information on:
- The key principles of client-centered therapy including unconditional positive regard, empathy, and genuineness.
- Techniques used in client-centered therapy including reflection, active listening, and not being judgmental.
- Conditions needed for success including a relationship between counselor and client and the counselor displaying empathy and positive regard.
Tom Caplan operates the Caplan Therapy Centre in Montreal, which offers individual and group counseling services. The document provides an overview of Caplan's qualifications and experience, as well as the services offered through his private practice and affiliations. These include anger management groups, domestic violence counseling, marriage counseling, and training workshops on topics like behavior management and the Needs ABC intervention model. The Needs ABC model focuses on determining a client's relationship needs and collaborating on productive strategies to meet those needs while considering emotions.
Evidence-Based Treatments and Integrative PsychotherapyKevin Rushton
The document discusses reactions to the "Dodo bird verdict" which suggests that all major psychotherapies are equally effective. Researchers have tried to disprove this through efficacy research to identify superior therapies, while practitioners have embraced integration by combining different approaches. The document also examines criticisms of efficacy research methodology and the rise of psychotherapy integration among practitioners.
This document provides an overview of cognitive therapy. It discusses Aaron Beck, the founder of cognitive therapy, and his background and influences. Beck developed cognitive therapy in the 1960s as an alternative to psychoanalysis, focusing on how a person's thinking affects their feelings and behaviors. Cognitive therapy views psychological disorders as stemming from dysfunctional thought patterns and cognitive distortions, rather than underlying unconscious desires. The document outlines seven common cognitive distortions identified by Beck and discusses how cognitive therapy aims to identify and change faulty assumptions and core beliefs through restructuring distorted thinking.
SWAD#4Watch the you tube video below and write at least a 300 wo.docxmattinsonjanel
SWAD#4
Watch the you tube video below and write at least a 300 word reflection regarding Sexuality and Older Adults. Did you learn any new information? What tips does Dr. Sewell have for communicating with older adults about sexuality and intimacy?
Sexuality and aging-research by Dan Sewell
https://www.youtube.com/watch?v=fJHiUzHZP80
Running head: SHORT TITLE OF PAPER
3
Full Title of Paper
Student Name
PSY2010 Abnormal Psychology
Abstract
The abstract is on a page of its own after the title page. It is a brief summary of the content of your paper (typically 50-150 words but no more than 200). It is not indented and the word abstract at the top of the page is not bold since it is not a heading within the paper.
Full Title of Paper
This is the first page of the body of your paper. The full title of your paper is repeated at the top of the page. Like with the abstract, the title at the top of the page is not bold since it is not considered a heading within the paper. You will see below that headings within the paper are in bold and follow the heading styles required by the Publication Manual of the American Psychological Association (6th ed.; American Psychological Association, 2009).
This first section of your paper is the introduction of your paper. This introduction is one page in length at a minimum. It is not labeled separately. It introduces the topic of your paper and the points you intend to make. Why is this topic important to psychology? This section also introduces how your paper will be organized, such as stating that you will review the historical background of the topic and then follow it with an overview of related current trends and discussion.
Literature Review
This is the beginning of your literature review. Keep in mind, the literature review is not just a summary of each individual article. It is also a critical analysis of your topic supported by information you learned when reading the background literature. Your APA formatted citations for the sources of the information you are discussing is your indication of the literature reviewed.
Subheading 1 Example
Depending on your topic, you may find it necessary to use subheadings within sections of your document. For example, if you are comparing and contrasting the different theories or treatments for the disorders based on the articles you reviewed.
Subheading 2 Example
Only use subheadings if you have more than one area you want to distinguish as a sub-section. Otherwise, leave them out and simply use separate paragraphs.
Discussion and Conclusions (1-2 pages minimum)
This section of your paper is where you discuss your opinions about the topic you have been covering (backed by the information you have learned and citations for that information). What are the similarities and differences between what you learned in reviewing the literature and what you previously knew about the topic? What is the quality of the research you found on this topic? Did you find ...
1
Annotated Bibliography: Topic (Chosen from the list provided)
[Name]
South University Online
[Template instructions: Replace the information in red with your work-then delete this line]
2
Annotated Bibliography: Topic (Chosen from the list provided)
[APA formatted reference for source (list in alphabetical order) using a hanging indent]
[Underneath the reference, give a summary of the article then an analysis:
Summary of article: 1-2 paragraphs that describe the following information in your own words
in paragraph format (not bullet points).
• Why the article was written?
• What are the major points of the article?
• If the article was a study, describe:
o The methods used in the research: Include the participants, how the research question(s)
was tested or measured (e.g. survey, interview, formal testing…)
o The results of the study: What did the researchers find out?
o The conclusions: What did the researchers conclude from the study? What were the
limitations of the research?
NOTE: The article doesn’t need to be cited in the body of the annotated bibliography
because it is referenced in the beginning of the review. For any other sources used
(e.g. the text) you would cite as you normally do and list them in the reference section.
[Analysis of the article: 1-2 paragraphs describing the following: Whether or not the
points made by the author are logical and supported by evidence and whether the author
demonstrates any bias in presenting the arguments. Were other arguments or possibilities
considered? Are the author’s conclusions supported? Do they fit with your understanding
of the topic and your textbook's description (cite the textbook and any other sources you
use for analyzing your article – include any additional sources you cite as part of your
analysis in your reference list)? Why or why not (provide support for your opinion)?]
3
Example of formatting:
Boonstra, A., & Broekhuis, M. (2010). Barriers to the acceptance of electronic medical records by
physicians from systematic review to taxonomy and interventions. BMC Health Services
Research, 10(1), 231-248. doi:10.1186/1472-6963-10-231
Authors conducted a systematic review of research papers between 1998 and 2009 that
examined physician perceptions of barriers to implementation of electronic medical
records. An examination of 1671 articles….
DeVore, S. D., & Figlioli, K. (2010). Lessons Premier hospitals learned about implementing electronic
health records. Health Affairs, 29(4), 664-667. doi:10.1377/hlthaff.2010.0250
Premier healthcare alliance is a network of 2300 non-profit hospitals and 63,000
outpatient facilities in the United States, This paper summarized lessons learned from
reviewing implementation practices within their system….
4
References
List any references you cited in your analyses of your chosen sources. DO NOT list the references ...
Poetry explication essay - Orozco 1 Poetry Explication Essay Edgar .... Here is an example of an explication. Example Of Explication - Printable Templates Free.
Supervisions and LeadershipPart A answer each of the following .docxpicklesvalery
Supervisions and Leadership
Part A: answer each of the following questions in one or two paragraphs.
1. Describe the contingency theory of leadership. Explain how this theory has been criticized.
2. Explain how the situational approach to leadership works. List three of its strengths.
Part B: Answer each of the following questions in one four sentences. Each answer is worth 5 points.
1. List the five principles of ethical leadership?
2. What was the main purpose of the globe project?
3. How does the situational approach to leadership work?
4. Define Transformational leadership.
5. How does the skills approach to leadership work?
6. Lists the three components of the leadership labyrinth.
7. What are the five major leadership traits?
8. Define the concept of leadership.
Healthcare Statistics
1. Why do most hospital calculate the LOS and ALOS separately for newborns?
2. Are the terms total length of stay and inpatient services days interchangeable? Why or Why not?
3. The HIM department in your hospital has three full-time transcriptionists:
· Transcriptionist A earns $ 10.00 per hour and produces 1,200 lines of transcription per day.
· Transcriptionist B earns $ 9.50 per hour and produces 1,000 lines of transcription per day.
· Transcriptionist C earns $8.00 per hour and produces 865 lines of transcription per day.
What is the total unit cost per year for all three transcriptionists?
Part B: Answer each of the following questions and show all calculations. Each answer is worth 4 points.
1. Why might you use return on investment (ROI) calculations instead of payback period calculations?
2. Calculate the bed occupancy ratio for October based on the following information:
Inpatient services days for October: 1,439
Number of inpatient beds during period of October 1-15: 50
Number of inpatient beds during period of October 16-31: 65
Round your answer to one decimal point.
3. Calculate the total cost per record request for the month of July based on the following information from the release of information department:
Average number for requests: 534
Postage $377
Equipment and supplies: $ 833
Wages: $2,500
4. Community Hospital experiences approximately 2,200 outpatient encounters each week. How many full-time outpatient coders are needed to keep up with the goal of coding 225 outpatient records per day?
5. Community Hospital discharged 25 patients from the ICU during the week of November 1. Of these patients, 23 were discharged, 2 died, and 3 acquired a nosocomial infection. What the nosocomial infection rate the ICU foe the first week in November?
6. Why is it necessary to adjust hospital autopsy rates?
7. Amanda codes 325 records in an 80-hour work period. After an audit, you realize that only 225 of those records were coded accurately. What is Amanda’s average work output per hour?
8. Based on the information in question 7, what is Amanda’s completed work per hour worked?
9. Based on the information in Question 7, what ...
CLINICAL CASE STUDYThis is a new feature for this class. Towards.docxmonicafrancis71118
CLINICAL CASE STUDY
This is a new feature for this class. Towards the end of the semester, I would give you a clinical scenario and I will like for you to write a 2-3 page summary of your assessment, diagnosis and treatment recommendation. This needs to include the following:
a. The methods and strategies you would use in order to perform the initial assessment. In other words, I want to know how you arrived to the diagnosis and what processes you used.
b. Which diagnoses would you consider? You should have a primary diagnosis, but perhaps there may be other possible diagnoses you may want to rule/out or consider.
c. What is your case formulation? That is more comprehensive than just the diagnosis. For example let’s say you are considering ‘Major Depression” as a Diagnosis. Your case formulation may be something like this: “this patient has suffered significant recent loses in his life, and in the context of possible biological vulnerabilities (ie; history of maternal depression) and limited psychological resources he has developed a depressive condition”.
d. What is your treatment plan? Nothing extensive here but it has to make sense. Don’t just put things in there to make sure you cover all bases.
e. What else would you have liked to know about this patient, which was not given to you in the case scenario, and you think it may have been very useful in order to reach a diagnosis and develop a treatment plan? For example, the patient with depression has complained primarily of fatigue, mild dizziness and difficulties concentrating. Perhaps you may want to rule out a medical condition (anemia) and you may want to have this patient be medically evaluated.
This is not a difficult task, but requires a little thinking from your part. As long as you are “in the ball park” for the diagnosis, you will be fine. The important point is that I need you to show me you know how to do the assessment, followed by a diagnosis, good case formulation and a reasonable treatment plan. Don’t write more than 3 pages (about 1000-1200 words). You will have this task towards the end of the semester (see schedule below) and it will be worth a total of 10 points. As with any other assignments, this is your own work, not a team effort. Sharing or copying another student’s work will result in a failing grade for the class.
This is the format I would like for all to follow, again PLEASE follow directions. If you do not follow these directions, I will not accept your work.
This should not be a difficult assignment. I am not looking for a “perfect” diagnosis or treatment plan. Basically, if you are in the “Ball –Park” you are good!
I would like for you show me HOW YOU ARE APPLYING THE KNOWLEDGE YOU ARE OBTAINING IN CLASS. Like always, if you wait for the last minute, you may not be able to do the work you are capable of doing.
OK, here is the format.
The FIRST thing you would do:
Title of the Assignment and your name (Title Page).
EXAMPLE: Clinical Case A.
Running head INTEGRATIVE PERSONALITY THEORY1INTEGRATIVE PERSON.docxcowinhelen
Running head: INTEGRATIVE PERSONALITY THEORY 1
INTEGRATIVE PERSONALITY THEORY 2
Enter Title of paper
Enter Student’s name
PSY 330
Enter Instructor’s name
Enter Date submitted
Title of Paper
Replace the above with the title of your paper. Start the paper with a one-two paragraph introduction. Provide a general introduction to the topic of theories of personality. Explain what you plan to cover and describe the direction your paper will take.
Included Concepts
Psychodynamic Model
From the psychodynamic model, I have chosen to include XXX’s concept of XXX. (Examples: Freud’s concept of the structure of personality, Freud’s concept of defense mechanisms, Jung’s concept of the collective unconscious, Erikson’s concept of psychosocial development…) Explain the concept briefly. Explain why you have included it. There is a sample of this in the week three assignment tab in the left hand navigation bar.
Neurobiological Model
From the Neurobiological model, I have chosen to include XXX’s concept of XXX. (Examples: Thomas and Chess’ classification of temperament, Eysenck’s three factor model, Pert’s concept of neuropeptides and opiate receptors…) Explain the concept briefly. Explain why you have included it.
(Note: The above concepts are due in week three. The following concepts are to be competed for the final submission.)
Trait Model
Ditto
Cognitive Model
Ditto
Behavioral Model
Ditto
Interpersonal Model
Ditto
Self-Psychology Model
Ditto
Excluded Concepts
Concept One (replace this heading with the name of the concept you have chosen).
From the (choose one) model, I have chosen to exclude XXX’s concept of XXX. These can be any concept with which you disagree from any of the models.
(Note: One concept is due in week three. Two more need to be added for the final submission)
Concept Two
Ditto
Concept Three
Ditto
Healthy and Unhealthy Personalities
This is a brief discussion of your theory about what contributes to the development of healthy or unhealthy personalities.
Heredity, the Environment, and Epigenetics
This is your analysis of the roles these play in the development of personality.
Assessment and Measurement
What are the primary ways of assessing and measuring used in some of the concepts that you have chosen to include? This section is not due until the final submission.
Self-Reflection
How have your views changed (or not changed) since the beginning of the class? Do not copy and paste your week one paper here. Just provide a brief summary and analysis.
Provide a brief conclusion to your paper.
References
(List all your references in APA format in alphabetical order. Remember that each source on this list should be cited in the paper and each citation in the paper should be on this list. The following is a sample of how to format your references. Refer to the Ashford Writing Center for more details.)
Bach, S., Haynes, P., & Lewis Smith, J. (2006). Online learning ...
This document provides an agenda and materials for an English writing class. It includes an exam, a presentation on how to write a response to literature, and a discussion of the novel Stone Butch Blues. Students are given prompts to choose from for an essay responding to the novel. The document then provides guidance on how to write a response to literature, including developing an interpretation, selecting a topic, formulating a thesis statement, choosing evidence, and organizing the paper. It models an outline for a possible paper responding to one of the prompts about Stone Butch Blues. The homework assigned is to continue reading a different novel and to post a draft outline and thesis for their essay response.
There’s a total of 3 separate assignmentsAssignment1Char.docxbarbaran11
There’s a total of 3 separate assignments
Assignment1
Characteristics of the Effective Helper
When comparing yourself to each of the 9 characteristics in Ch. 1: empathy, acceptance, genuineness, embracing a wellness perspective, cultural competence, the "It" factor, belief in one's theory, competence, and cognitive complexity, follow the directions below:
1. organize the written portion of your paper with an Introduction, a Summary at the end, and 2 sections in between. You will also need to use at least 3 professional sources for this paper, and these should be listed on a separate Reference Page at the end of your paper.
2. In the first section of this 5 to 7 page double spaced paper, APA format (not including the title page and the Reference Page), list each characteristic from the paragraph above, and provide a definition of each (use 3 sources at least, for this information).
3. In the second section of this paper, describe what you can do to strengthen 3 characteristics within yourself. This will require some research, some careful self-reflection, self-awareness, and honesty. Include one goal behavior/action for each characteristic, that you will work to
accomplish within the next 3 to 6 months.
Be very specific. The more specific you can be about each goal (ie: what will this
require
of you, within yourself, and what you will do to "get there" on each one. Discuss your goal in terms of your strengths and weaknesses, and how these will impact your being successful in meeting your goal.
See below the 9 characteristics that need to be listed in the paper. This information can also be found in the textbook: The World of a counselor: Introduction to the counselors Profession by E. Neukrug, 2016 10th edition; Chapter 1: The Counselor’s Identity what who and how. Please be sure to use the textbook along with 3 other professional resources.
Characteristics of the Effective Helper
In 1952, Hans Eysenck examined 24 uncontrolled studies that looked at the effectiveness of counseling and psychotherapy and found that “roughly two-thirds of a group of neurotic patients will recover or improve to a marked extent within about two years of the onset of their illness, whether they are treated by means of psychotherapy or not [italics added]” (p. 322). Although found to have serious methodological flaws, Eysenck’s research did lead to debate concerning the effectiveness of counseling and resulted in hundreds of studies that came to some very different conclusions, such as the following:
It is a safe conclusion that as a general class of healing practices, psychotherapy is remarkably effective. In clinical trials, psychotherapy results in benefits for patients that far exceed those for patients who do not get psychotherapy. Indeed, psychotherapy is more effective than many commonly used evidence-based medical practices.…( Wampold , 2010a, pp. 65–66)
But what makes counseling effective? First and foremost, factors such as re.
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PSY 1010, General Psychology 1 UNIT III STUDY GUIDE .docxamrit47
PSY 1010, General Psychology 1
UNIT III STUDY GUIDE
Body Rhythms, Mental States,
and Sensation and Perception
Learning Objectives
Upon completion of this unit, students should be able to:
1. Determine the purpose of biological rhythms and explain their
significance.
2. Differentiate between patterns of sleep and determine their function.
3. Identify and explain the different theories about the function of dreams.
4. Distinguish between the theories of hypnosis.
5. Determine and discuss how drugs can alter mental states.
6. Determine the difference between sensation and perception, and explain
their significance.
7. Identify how psychologists measure senses.
8. Discriminate between the human senses and describe their significance
Written Lecture
Chapter 5: Body Rhythms and Mental States
Do you ever find yourself daydreaming? Have you caught yourself drifting in and
out of a conversation only to realize that you were in a hypnogogic state?
Research purports that consciousness ebbs and flows instead of remaining in a
constant, discrete state, as has been argued.
Wade & Tavris (2011) explain that our conscious thoughts in one state can
directly filter over into another area of consciousness. Cartwright (1974) posited
that our conscious thoughts can have a direct correlation to our dreams. She
argued that if one spent a great deal of the day contemplating a particular
thought, in all likelihood that same thought, or a slight variation, would manifest
in the individual’s dreams that night (Cartwright, 1974). What do you think? Has
this ever happened to you? As you read this chapter, you will gain better insight
into our conscious thoughts and behaviors, as well as our sleeping patterns. Are
these areas somehow intertwined? Are there linkages that actually exist that can
explain why we have certain dreams? What is the true function of our dreams?
As you continue throughout your readings, begin to examine your own sleeping
patterns. Do you ever find yourself feeling drowsy for seemingly no reason at
all? Many argue that our industrialized society might be the culprit behind our
sleep deprivation. One’s biological clock sometimes gets out of sync due to
exposure to bright lights. Research has studied the effects of too much exposure
to bright lights on one’s internal clock. Experiments have even been conducted
that capitalize on this theory to treat seasonal affective disorder. As you go
throughout your day, begin to notice when you feel sleepiness creeping upon
you. Do you have an established bedtime ritual? What happens if you do not get
to bed at your “normal” hour? How is the next day altered if you did not get an
adequate amount of rest? This chapter will expose the reader to many elements
related to body rhythms, and the importance of dreams.
Further examination of this chapter will prompt one to examine the controversy
related to hypnosis. Many argue that some individual ...
Of Dodo birds and common factors: A scoping review of direct comparison trial...Will Dobud
Background: Adventure therapy (AT) is a term that includes therapies such as wilderness therapy and adventure-based counseling. With growing empirical support for AT, the diversity of studies make it difficult to attribute outcomes to specific treatment factors.
Objectives: Researchers explored whether AT, often perceived as an alternative therapy, works because of AT's unique components, or whether factors shared by all therapies were responsible.
Methods: A scoping review was undertaken utilizing a search of major databases, unpublished disser- tations, and a hand search for direct comparison trials matching AT with another therapeutic intervention.
Results: 881 publications were identified. 105 quantitative studies were included following a title and abstract review. Only 13 met the full inclusion criteria. Little to no differences were found to isolate specific therapeutic factors.
Conclusions: We discuss the implications of these results considering the movement toward evidence- based practice and recommend future research to eclipse our current understanding of AT.
This document is a literature review comparing the humanistic and psychoanalytic orientations in psychology. It discusses the key aspects and differences between the two approaches, including their philosophical views and effectiveness in treatment. The review finds that while both orientations have strengths and weaknesses, neither is clearly superior to the other. It concludes by proposing a new question for further study - how the humanistic and psychoanalytic orientations could potentially be integrated to form an improved approach that combines aspects of each theory.
This review summarizes the book "Stress in Health and Disease" edited by Bengt B. Arnetz and Rolf Ekman. It provides the following key points:
- The book attempts to address every dimension of stress from historical, cultural, biological, sociological, evolutionary, and clinical perspectives to emphasize the need for new paradigms from trans-disciplinary collaboration.
- It explores stress through many lenses in different chapters written by various experts, covering topics like biology, evolution, psychosocial factors, and more.
- While the quality of writing varies, the book serves as an important starting point for future research on better understanding stress, its health impacts, and ways to mitigate harmful effects.
Chapter 12the weak and the orphaned are deprived of justic.docxcravennichole326
Chapter 12
the weak and the orphaned are deprived of justice all the foundations of the earth are shaken. Ps. 82.3–5 Leininger (1988) maintains that caring is the essence of humanity and is essential for human growth and survival. She contends that care is one of the most powerful and elusive aspects of our health and identity and must be the central focus of nursing and the helping and healing professions. Similarly, Roach (1987) claims that care is the basic constitutive phenomenon of human existence and thus ontological in that it constitutes man as man. She points out that all existentials used to describe Dasein’s self have their central locus in care. Roach states, “When we do not care, we lose our being and care is the way back to being. Care is primordial, the source of action and is not reducible to specific actions” (1987, p. 15). Although Roach (1984) claims that caring is the human mode of being, she wonders how convincing the view is that caring is the natural expression of what is authentically human when there is so much evidence of lack of caring, both within our personal experiences as well as in the society around us. Roach points out that we live in an age where violence is commonplace and where atrocities are committed against individuals and communities everywhere. To compound the effect of such violence on the broader social body, many incidents enter our living rooms through the press, radio, and television often as quickly as they occur. As a result, modes of being with another in our world involve both caring and uncaring dimensions. What, then, are the basic modes of being with another? By analyzing two of my own studies on clients’ (patients’ and students’) perceptions of caring and uncaring encounters (Halldorsdottir, 1989, 1990), as well as related literature, I have determined that there are five basic modes of being with another as follows: life-giving (biogenic), life-sustaining (bioactive), life-neutral (biopassive), life-restraining (biostatic), and life-destroying (biocidic) (see Figure 12.1 and Table 12.1). In this chapter, I describe the five basic modes of being with another through examples of caring and uncaring encounters in hospitals as experienced by former patients, my co-researchers in the former study (Halldorsdottir, 1989). The phenomenological perspective of qualitative research theory guided the methodological approach to the studies analyzed, involving the use of theoretical sampling, intensive unstructured interviews, and constant comparative analysis. TABLE 12.1 Five Basic Modes of Being With Another Life-destroying (biocidic) mode of being with another is a mode where one depersonalizes the other, destroys the joy of life, and increases the other’s vulnerability. It causes distress and despair and hurts and deforms the other. It is transference of negative energy or darkness. Life-restraining (biostatic) mode of being with another is a mode where one is insensitive or indifferent to the ...
Why have the artists created these works and what are they.docxphilipnelson29183
Why have the artists created these works and what are they saying about their culture?
Explain how each artist has used the following to make that statement.visual elements (shape or form, line texture, light, value, color, space and movement) principles of design
(unity and variety, balance, focal point, scale, proportion, and rhythm) subject mattermaterials and techniques
Sample Essay 1 (25 points) Compare and contrast these works in terms of:
High Renaissance
Raphael, School of Athens, 1509-10. Fresco, 200 x 300 “.
Photorealism
Chuck Close, Big Self-Portrait, 1967-68.
Acrylic on canvas. 107 ½“x 83 1/2”.
*
Why have the artists created these works and what are they saying about their culture?
Explain how each artist has used the following to make that statement.visual elements (shape or form, line texture, light, value, color, space and movement) principles of design
(unity and variety, balance, focal point, scale, proportion, and rhythm) subject mattermaterials and techniques
Sample Essay 2 (25 points) Compare and contrast these works in terms of:
Boticelli
Birth of Venus, 1486. Tempera on canvas, 67.9 × 109.6 ”
Kees Van Dongen
Femme Fatale. Oil on canvas, 32 X 24”.
German Expressionism, 1905
*
Integrative and Biopsychosocial Approaches in Contemporary Clinical Psychology
Chapter Objective
· To highlight and outline how contemporary clinical psychology integrates the major theoretical models using a biopsychosocial approach.
Chapter Outline
· The Call to Integration
· Biopsychosocial Integration
· Synthesizing Biological, Psychological, and Social Factors in Contemporary Integration
· Highlight of a Contemporary Clinical Psychologist: Stephanie Pinder-Amaker, PhD
· Application of the Biopsychosocial Perspective to Contemporary Clinical Psychology Problems
· Conclusion
Having now reviewed the four major theoretical and historical models in psychology in Chapter 5, this chapter illustrates how integration is achieved in the actual science and practice of clinical psychology. In addition to psychological perspectives per se, a full integration of human functioning demands a synthesis of psychological factors with both biological and social elements. This combination of biological, psychological, and social factors comprises an example of contemporary integration in the form of the biopsychosocial perspective. This chapter describes the evolution of individual psychological perspectives into a more comprehensive biopsychosocial synthesis, perhaps first touched upon 2,500 years ago by the Greeks.
The Call to Integration
While there are over 400 different types of approaches to psychotherapy and other professional services offered by clinical psychologists (Karasu, 1986), the major schools of thought reviewed and illustrated in Chapter 5 have emerged during the past century as the primary perspectives in clinical psychology. As mentioned, these include the psychodynamic, cognitive-behavioral, humanistic, and family s.
Similar to ExchangeReReviewofHeartandSoulofChange (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. Dr. Barry L. Duncan, Director_______________________________________________________________________
CDOI Training and Implementation of the Partners for Change Outcome Management System
Here is an exchange I did with a reviewer of The Heart and Soul of Change: Delivering What Works
(2nd Ed.):
Rodebaugh, T.L. (2010). The heart and soul of the dodo [Review of the book The heart and soul
of change: Delivering what works, 2nd ed, by B. L. Duncan, S. D. Miller, B. E. Wampold, &
M. Hubble (Eds.)]. PsycCRITIQUES, 55(28).
Duncan, B. L. (2010). Some Therapies Are More Equal than Others? A response to the review of
The Heart and Soul of Change: Delivering What Works in Therapy (2nd ed.) PsycCRITIQUES,
55(37).
The Heart and Soul of the Dodo: A Review of The Heart and Soul of Change (2nd
Ed.)
Thomas L. Rodebaugh
“The time has come,” the Walrus said, “To talk of many things.”
In The Heart and Soul of Change: Delivering What Works in Therapy, considerable attention is paid to
establishing that Saul Rosenzweig was the original articulator of the dodo bird hypothesis: All
psychotherapies work about equally effectively. Let us look closer at the source of the quotation, found
in Alice in Wonderland, “Everyone has won, and all must have prizes!” (Carroll, 1865 and 1871/1998,
p. 49).
In the story, an assortment of animals and the protagonist, Alice, have become drenched in a sea of
Alice’s own tears. The ensuing “Caucus-race” (Carroll, 1865 and 1871/1998, p. 48) is the dodo’s
invention to motivate the creatures to dry themselves off. It is not actually a race to be won, which is
also demonstrated by the pitiful prizes: Each animal receives a single comfit (a candied, dried fruit).
Because the animals eat all of those, Alice herself receives a thimble. More precisely, she keeps a
thimble, because the comfits and the thimble were her own to begin with.
The dodo bird’s statement is not meant to be a hypothesis: It is meant to quiet the animals. Taken
literally, the declaration regarding winners and prizes is clearly intended as nonsensical. The dodo,
otherwise best known as a dead bird, is thereby made immortal as a purveyor of nonsense.
Rosenzweig’s use of the dodo as a witty epigram some 74 years ago was inspired; that the dodo should
live on as a metaphor for psychotherapy research so many years later strikes me as truly strange.
PO Box 6157, Jensen Beach., FL 34957; 772.204.2511; 561.239.3640; barrylduncan@comcast.net
2. 2
The dodo is a strong force in The Heart and Soul of Change. The book is a series of chapters by
different authors but maintains a structure largely focused on the dodo bird hypothesis, its historical
context, the research that can be taken to support it, and its implications for practice. Much of the rest
of the book consists of further demonstrations that the dodo bird hypothesis is the most sensible
interpretation of the data, set alongside critiques of empirically supported therapies (ESTs) and policies
that support their adoption. Some later chapters focus primarily on what should be the next steps given
that the dodo bird’s viewpoint is better supported than is a viewpoint that emphasizes ESTs.
Any adherents to ESTs who stumble upon the book might be forgiven for thinking they had
accidentally landed in the mirror world described in Lewis Carroll’s other famous adventure for Alice:
They are likely to cry foul, that evidence has been distorted and conclusions have been drawn
contrariwise. Most (but not all) of the authors opine that ESTs offer no advantage and have been
massively overblown and overpromoted.
Yet supporters of ESTs will probably already have to hand several recent challenges to the dodo (e.g.,
Ehlers et al., 2010). Among these counterpoints, I find particularly lucid Siev and Chambless’s (2007)
demonstration that one must examine specific treatments for specific disorders to uncover differences
between treatments. Supporters of ESTs might question why such findings are not responded to in this
book. Certainly at least Siev and Chambless’s meta-analysis was available at the time of the writing of
the chapters. Such apparent stacking of the deck does little to persuade people already inclined to
support ESTs.
This book is clearly not aimed at such readers; neither is it, despite the title, primarily aimed at
individuals looking for a how-to book regarding common factors in therapy. Although a chapter by
Norcross, “The Therapeutic Relationship,” presents an excellent summary of these factors and the
research that has investigated them, very little evidence is given as to how these factors can be better
brought to bear in therapy. That is, although it seems clear that (for example) a stronger therapeutic
alliance is desirable, there appears to be little systematic research available to establish that any
particular intervention (e.g., a type of therapist training) necessarily improves alliance (although
feedback, dealt with below, is held up as an exception to this general rule).
In fact, in another chapter, Wampold indicates that piecemeal investigations of one of the common
factors cannot be conducted successfully: “The presence or absence of a common factor cannot be
manipulated” (pp. 72–73). If this were accurate, then true experiments regarding common factors
would be impossible and their causal role would remain unclear to the many researchers and clinicians
who rely upon strong causal inference to understand the nature of treatment (cf. Borkovec & Miranda,
1999).
For whom, then, is the book intended? People who are amenable to the dodo bird hypothesis or find
support of ESTs misguided are most likely to find the book palatable, and presumably this is the target
audience. It seems likely that many of the authors would like policy makers to read the book, although
I am not sure how likely that outcome is. Although it might seem a curious recommendation, I suggest
that those who most strongly believe that ESTs are valuable could benefit from reading this book. I do
not think this book will likely sway many such readers, but I do think it will be very helpful in
illuminating the concerns of the researchers and clinicians who find adherence to ESTs misguided.
As most readers will have probably already guessed, I myself am convinced of the value of ESTs, at
least for some disorders. Nevertheless, I can see many of the authors’ points. Although the repetitive
dismissal of ESTs and related research, found chapter after chapter, seems excessive (like beating a
3. dead dodo), my primary disappointment in the book is that it contains so little information regarding
what changes an individual practitioner could make that are known to improve outcomes. In short,
readers looking for guidance in employing the common factors (aside from feedback) might do better
to read the Norcross chapter and follow it with seminal work by previous authors (I have my own
favorites: Rogers, 1961; Wachtel, 1993) rather than read the entire book.
The major concept put forward for improving the common factors is gathering systematic feedback
from clients, focusing on avoiding or mending ruptures in the therapeutic relationship; two full
chapters (and additional space in other chapters) are devoted to demonstrating that such feedback is
valuable and can have effects in community mental health organizations. These chapters appear longer
on promise than on specific guidelines on what works and what does not.
Much additional research needs to be done, but the point regarding the general value of feedback is
well taken and should be well considered by any practicing clinician. Devotees of cognitive therapy
might nevertheless find perplexing the news that “of course, one need not choose between giving
feedback and using empirically supported treatments. They can work in concert” (see Lambert’s
chapter, “‘Yes, It Is Time for Clinicians to Routinely Monitor Treatment Outcome,” p. 249). Feedback
from clients in each session has long been emphasized by cognitive therapists (Beck, 1995).
Such verbal feedback does not match the technical and statistical sophistication of the processes
reviewed in this book, but the same intent is there. That Lambert needs to point out that ESTs and
feedback are, in fact, compatible speaks to a very strange disconnect, the fissures of which seem to run
throughout the book.
Perhaps my underwhelmed reaction to this book speaks merely to the effects of my allegiances. Of
course, the authors and editors have allegiances of their own, although I wonder if they are as uniform
in those allegiances as it might seem at first glance. Upon a closer inspection, it seems to me that a
range of understandings of the dodo hypothesis is expressed across chapters.
In the weakest form, the argument seems to assert merely that ESTs may have been overemphasized
by some and that common factors deserve more research. In its strongest form, the argument seems to
assert that (a) anything that therapists and clients can believe is a therapy will work as well as any
other such treatment; (b) common factors explain virtually everything about the way therapy works,
yet there is probably little that could be mandated that could improve their effects; and (c) naturalistic
tracking of outcomes is perhaps the sole exception to (b) and can also conclusively demonstrate that
therapy is useful. In the strongest form, then, therapy and therapists are treated as a set of black boxes:
There is no way to systematically alter the functions of these boxes, yet one can select therapists and
therapist/client dyads on the basis of results.
I find myself concerned that some readers, perhaps most particularly those who see ESTs as a
magnifier of the bureaucratic nightmare of insurance company requirements, might too easily endorse
PO Box 6157, Jensen Beach., FL 34957; 772.204.2511; 561.239.3640; barrylduncan@comcast.net
4. 4
the strong dodo hypothesis. The position might seem attractive because it basically implies that
therapists should be allowed to do whatever it is they do.
However, this position strikes me as pregnant with unwanted consequences. If good therapy entails a
special quality (in the therapist, client, or both) that cannot be systematically varied (that is, caused to
be present in some courses of therapy but not others), then one might wonder why anyone should
research psychotherapy at all.
It seems to me that rather than the (strong) dodo hypothesis, we would be better off listening, but just
for a moment, to the walrus hypothesis: The time has come to talk of many things. The field of
psychotherapy needs more research, using many approaches, at all levels; it does not need an excuse to
leave well enough alone.
However, research is not the only consequence of the strong dodo hypothesis. Practice, too, could
suffer. If being a good therapist cannot be systematically taught, who would want to pay for years of
training? One might wonder: Why not let anyone, with any level of training, try out being a therapist?
One could simply select those people who are able to get the best results while accepting a minimum
wage (perhaps the minimum wage) as payment.
It seems to me that the strong dodo hypothesis supports a form of essentialism that will not do science,
practice, or policy any good at all. Neither supporters of ESTs nor their detractors want to see the
therapeutic practice of clinical psychology go the way of the dodo.
Beck, J. S. (1995). Cognitive therapy: Basics and beyond. New York, NY: Guilford Press.
Borkovec, T. D., & Miranda, J. (1999). Between-group psychotherapy outcome research and
basic science. Journal of Clinical Psychology, 55, 147–158. doi:10.1002/(SICI)1097-
4679(199902)55:2<147::AID-JCLP2>3.0.CO;2-V
Carroll, L. (1998). The annotated Alice: Alice’s adventures in Wonderland & Through the
looking glass (M. Gardner, Ed.). New York, NY: Wings Books. (Original work published
1865, 1871)
Ehlers, A., Bisson, J., Clark, D. M., Creamer, M., Pilling, S., Richards, D., . . . Yule, W. (2010).
Do all psychological treatments really work the same in posttraumatic stress disorder? Clinical
Psychology Review, 30, 269–276. doi:10.1016/j.cpr.2009.12.001
Rogers, C. R. (1961). On becoming a person: A therapist’s view of psychotherapy. Boston, MA:
Houghton Mifflin.
Siev, J., & Chambless, D. L. (2007). Specificity of treatment effects: Cognitive therapy and
relaxation for generalized anxiety and panic disorders. Journal of Consulting and Clinical
Psychology, 75, 513–522. doi:10.1037/0022-006X.75.4.513
Wachtel, P. L. (1993). Therapeutic communication: Principles and effective practice. New York,
NY: Guilford Press.
Some Therapies Are More Equal than Others? A response to the review of The
Heart and Soul of Change: Delivering What Works in Therapy (2nd ed.)
Barry L. Duncan
Rodebaugh (2010) candidly admits his allegiance to empirically supported treatments (EST), which
perhaps explains the myopic lens used to examine the book. The dodo verdict (“Everybody has won
5. and all must have prizes.”) still perfectly describes the state of affairs in psychotherapy—all bona fide
approaches, in spite of vociferously argued differences, appear to work equally well. It is the most
replicated finding in the outcome literature. Commenting on the dodo verdict’s ubiquity is hardly
“stacking of the deck” when the findings that contradict it are less than would be attributable to chance
alone. Importantly, saying that the dodo verdict persists in no way suggests that specific treatments for
particular problems are not helpful.
While we take a critical stance toward claims of model superiority and confirm the veracity of the
dodo verdict across modalities and populations, we do not denigrate model and technique nor specific
effects, but rather propose that model/technique are essential components of a common factors
perspective. We offered a way to understand how the alliance, expectancy, and model/technique are
interdependent and overlapping. Technique is the alliance in action, carrying an explanation for the
client’s difficulties and a remedy for them—an expression of the therapist’s belief that it could be
helpful in hopes of engendering the same response in the client. Indeed, you cannot have an alliance
without a treatment, an agreement between the client and therapist about how therapy will address the
client’s goals. Similarly, you cannot have a positive expectation for change without a credible way for
both the client and therapist to understand how change can happen.
We attempted to unite the warring factions via a more sophisticated understanding of change
(interconnected factors, not disembodied parts or a tiresome specific v common factors polemic) as
well as APA’s more contextual definition of evidence based practice. As the APA Task Force noted,
the response of the client is variable and therefore must be monitored and treatment tailored
accordingly to ensure a positive outcome. Proponents from both sides of the common versus specific
factors aisle have recognized that outcome is not guaranteed, regardless of evidentiary support of a
given technique or the expertise of the therapist. Monitoring outcome with clients, what has been
called practice based evidence, has been shown to significantly improve outcomes regardless of the
treatment administered. There are now nine RCTs showing the significant benefits of feedback
(Duncan, 2010).
Rodebaugh’s assertion that one must examine specific treatments for specific disorders to uncover
differences between treatments ignores the many direct comparisons that have not yielded any
differences for specific disorders, like the TDCRP, Project Match, the Youth Cannabis Project, to
mention a few (see Duncan et al., 2010). Consider the study we didn’t cite (Siev & Chambless, 2007).
Although it is hard to imagine many therapists who would solely do relaxation training with panic,
CBT beat relaxation alone on primary measures (although a closer look at the five studies reveals that
one was significantly more positive than the other four, and two found very little difference). But even
accepting this investigation at face value, that CBT is better than relaxation for panic (but not GAD) on
primary measures only, hardly seems like any definitive overturn of the dodo verdict.
Nowhere in the book is there any suggestion that the dodo verdict implies that we should “leave well
enough alone” regarding research, or perhaps the most egregious comment, that anything goes in the
consulting room—or that there is little point to training. Quite the contrary, the book advocates for a
shift toward research and training about what works and how to deliver it, and away from a sole
reliance on comparative, “battle of the brands,” clinical trials. For example, my colleagues and I
PO Box 6157, Jensen Beach., FL 34957; 772.204.2511; 561.239.3640; barrylduncan@comcast.net
6. 6
recently explored the relationship of the alliance to outcome and found that it predicted outcome above
early treatment change and that ascending alliance scores were associated with better outcomes
(Anker, Owen, Duncan, & Sparks, 2010), a strong argument for continuous alliance assessment. The
book also calls for a more sophisticated clinician who chooses from a variety of orientations and
methods to best fit client preferences and cultural values. Although there has not been convincing
evidence for differential efficacy among approaches, there is indeed differential efficacy for the client
in the room now—therapists need expertise in a broad range of intervention options, including ESTs, a
point made by several authors.
Dismissing the book on the basis that some therapies are more equal than others is reminiscent of
another set of animals in another classic story. It’s time to transcend the polemics and instead focus on
what works with the client in my office now.
Anker, M., Owen, J., Duncan, B., & Sparks, J. (2010). The alliance in couple therapy: Partner
influence, early change, and alliance patterns in a naturalistic sample. Journal of Consulting
and Clinical Psychology.
Duncan, B. (2010). On becoming a better therapist. Washington, DC: American Psychological
Association.
Duncan, B., Miller, S., & Wampold, B., & Hubble, M. (Eds.) (2010). The heart and soul of
change: Delivering what works, 2nd edition. . Washington D.C.: American Psychological
Association.
Rodebaugh, T.L. (2010). The heart and soul of the dodo [Review of the book The heart and soul
of change: Delivering what works, 2nd ed, by B. L. Duncan, S. D. Miller, B. E. Wampold, &
M. Hubble (Eds.)]. PsycCRITIQUES, 55(28). doi: 10.1037/a0020296
Siev, J., & Chambless, D. L. (2007). Specificity of treatment effects: Cognitive therapy and
relaxation for generalized anxiety and panic disorders. Journal of Consulting and Clinical
Psychology, 75, 513–522.
A Response to Barry L. Duncan
Thomas L. Rodebaugh
Let me emphasize that my reaction to The Heart and Soul of Change: Delivering What Works in
Therapy was not uniformly negative. Further, I did not intend my review to be completely negative. I
found the book useful overall; some chapters were particularly helpful. It would be a shame if the
current debate were to overshadow that point.
The current format demands brevity. A point-by-point response to Barry L. Duncan (all the way down
to Animal Farm) is untenable. The interested reader might re-examine my original review; my answers
to some of Duncan’s statements are already implied there.
Allow me to focus on the term bona fide, upon which the current version of the dodo bird hypothesis
rests. Bona fide treatments are treatments that are intended to be therapeutic. Intended by whom?
Duncan expresses doubt that “many psychologists” would use relaxation treatment alone to treat panic
disorder. I know one psychologist who would do so. I have informally polled my colleagues, who state
that they have encountered others. Perhaps it is important that many psychologists believe that a
treatment should work before it be considered bona fide. How many?
7. Without precise definition, whether something is bona fide is a subjective judgment. Studies could be
dismissed because particular authors believe a treatment not to be bona fide or because they believe the
researchers probably did not believe them to be bona fide, even if the researchers actually thought
otherwise. I have had only modest experiences with clinical trials, but even I have seen many
variations in level of belief at different levels of study teams. Sometimes therapists seemed to clearly
believe more or less in particular conditions than did the principal investigator(s). Is it the therapists,
investigators, or psychologists at large who count? Unless we define what level of belief is needed in
the individual clinician or researcher, or how many psychologists must have such belief, our resulting
decisions cannot be consistent (cf. Ehlers et al., 2010, for similar concerns).
Duncan seems to dismiss the idea that his argument indicates that “anything goes” in treatment. I can
see his point, if bona fide means that “many psychologists” believe a treatment should work. We could
thus be saved from endorsing ludicrous, fringe treatments. All the more reason to stringently define
bona fide and thus reduce confusion among psychologists interpreting this literature.
Yet ineffective treatments sometimes have a popular following. As Ehlers et al. (2010) have pointed
out, critical incident stress debriefing is certainly one example of a treatment that psychologists
intended to be therapeutic but seems, upon investigation, possibly worse than useless. The hypothesis
is that all (bona fide) treatments have won. To disprove it requires only one that has lost.
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