This book examines the training and supervision of psychotherapists, with a focus on psychotherapy efficacy and key issues facing psychotherapy training programs today. While some therapists are more effective than others, good training and supervision can provide all clinicians with the skills and tools to become effective practitioners. Considerable research has shown the broad efficacy of psychotherapy, but there are still many clients who do not fully benefit from therapy, some who don't benefit at all, and even some who get worse as a consequence of therapy. The overall goal of training and supervision, and efforts to study these practices, should be to enhance the current degree of effectiveness that has been reached in psychotherapy. This book offers innovative knowledge on how to better understand and improve training by relying on the reflections, research discoveries, and collaborative work of psychotherapy scholars who represent a diversity of theoretical orientations, methodological expertise, and levels of experience.
Louis Georges Castonguay, PhD, completed his doctorate in clinical psychology at Stony Brook University, a clinical internship at U.C. Berkeley, and a post-doctorate at Stanford University. He is currently Liberal Arts Professor of Psychology at The Pennsylvania State University. His research focuses on factors related to the process, outcome, and training of psychotherapy. In recent years he has conducted practice-oriented research aimed at better understanding and improving psychotherapy as practice in natural settings. He has more than 230 publications, including 12 co-edited books. Among these books is the 7th edition of the Bergin and Garfield's Handbook of Psychotherapy and Behavior Change, which he co-edited with Michael Barkham and Wolfgang Lutz. Clara E. Hill, PhD, earned her doctorate at Southern Illinois University in 1974. She started her career in 1974 as an assistant professor in the Department of Psychology, University of Maryland and is currently still there as a professor. She has been president of the Society for Psychotherapy Research, editor of the Journal of Counseling Psychology, co-editor of Psychotherapy Research, and is currently the president of the Society for the Advancement of Psychotherapy (APA Division 29). Her major research interests are therapist skills, psychotherapy process and outcome, training and supervising therapists, dream work, meaning in life, and qualitative research. She has published 270+ journal articles, 75+ chapters in books, and 16 books (including Helping Skills, Dream Work in Therapy, Essentials of Consensual Qualitative Research, and Meaning in Life).
Chapter 1. Introduction to Advancing Training and Supervision in Psychotherapy Louis G. Castonguay and Clara E. Hill Part I. Conceptual and Empirical Foundations Chapter 2. What Competencies Should Therapists Acquire and How Should They Acquire Them? Louis G. Castonguay, James F. Boswell, Franz Caspar, Myrna L. Friedlander, Beatriz GOmez, Adele M. Hayes, Martin grosse Holtforth, Stanley B. Messer, Michelle G. Newman, and Bernhard M. Strauss Chapter 3. Psychotherapy Training and Supervision with Undergraduate and Graduate Students Clara E. Hill and Sarah Knox Chapter 4. Professional Training and Supervision after Graduation: Is it Worthwhile? Katie Aaffies van Doorn and Jacques P. Barber Part II. Therapeutic Skills Training Chapter 5. Training on Context-Responsive Psychotherapy Integration: An Evidence-Informed Framework Michael J. Constantino, Alice E. Coyne, James F. Boswell, Marvin R. Goldfried, and Louis G. Castonguay Chapter 6. Alliance-Focused Training: Teaching Therapists to Navigate Alliance Ruptures Catherine F. Eubanks, J. Christopher Muran, and Lisa Wallner Samstag Chapter 7. Training Therapists to Manage Countertransference via Reflective Practice Jeffrey A. Hayes, Claire C. Cartwright, and Fanghui Zhao Chapter 8. Building a Theory of Therapist Responsiveness Training Williams B. Stiles, Jordan Bate, and Timothy Anderson Chapter 9. Deliberate Practice for Immediacy: Skill Use and Client Outcome D. Martin Kivlighan III, and Dennis M. Kivlighan Jr. Part III. Technology and Psychotherapy Training Chapter 10. Data and Feedback-Informed Clinical Training and Practice Wolfgang Lutz, Anne-Katharina Deisenhofer, Birgit Weinmann-Lutz, and Michael Barkham Chapter 11. Technology and Psychotherapy Training Matteo Bugatti, Zac E. Imel, and Jesse J. Owen Part IV. Supervision and Consultation Chapter 12. Good Supervision, Better Therapy: Trainees Accounts of How Supervisors Helped Them Manage Difficult Therapy Situations Myrna L. Friedlander, Laurie Heatherington, Clara E. Hill, Sarah Knox, Catherine F. Eubanks, Lynne E. Angus, and Mengfei Xu Chapter 13. Peer Consultation for Early Career Psychotherapists: A Preliminary Study J. Ryan Kilcullen, Louis G. Castonguay, Dever M. Carney, Katherine A. Davis, Natalie R. Pottschmidt, Samuel J. Knapp, Corrie L. Jackson, Neil A. Hemmelstein, and Ann Marie Frakes Chapter 14. Informal Supervision: A Significant and Overlooked Aspect of Therapists' Training Barry A. Farber and Daisy Ort Part V. Looking for the Best, Avoiding the Worst, and Exploring Lifelong Experiences in Training Chapter 15. Selecting Future Psychotherapists for Training: A Nationwide Study of Ideal Characteristics and Current Practices Laurie Heatherington, Jacques P. Barber, J. Ryan Kilcullen, Louis G. Castonguay, Katherine A. Davis, Peter Barry, and Dennis M. Kivlighan Jr. Chapter 16. Nil Nocere: How to Avoid Harm in Psychotherapy Training Bernhard M. Strauss and Dominique Frenzl Chapter 17. The Role of Faith and Doubt in the Development of Six Psychotherapy Scholars and Practitioners: Implications for Training and Supervision Clara E. Hill, Sarah Knox, Heidi A. Zetzer, Barry A. Farber, Catherine F. Eubanks, and Timothy Anderson Part VI. Conclusions Chapter 18. Clinical, Research, and Policy Implications for Psychotherapy Training and Supervision in the 21st Century Clara E. Hill, Louis G. Castonguay, and the participants in the Penn State Conference
