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Objective: Psychotherapist training programmes have arguably a most impactful intervention on the field of psychotherapy, shaping the kinds of therapists their graduates become. Yet, little is known about the structural and organisational similarities and differences of these key learning environments in an international context. Method: Ninety psychotherapy training programmes in 16 different countries comprised data for a study initiated by members of the SPR Interest Section on Therapist Training and Development (SPRISTAD). Training directors or senior faculty completed the Training Program Description Form (TPDF), surveying, for example, organisational setting and size, educational/occupational prerequisites, trainee funding and schedules, educational methods and graduation criteria. Results: Among otherwise highly diverse programmes, the most consistent finding was commitment to relationship‐based experiential learning, including direct supervision of trainees' treatment cases and case discussions with experts and peers. Criteria for selecting applicants focussed mainly on their personal qualities (empathy, self‐awareness and good mental health), supplemented by evaluations of relevant intellectual qualities (psychological‐mindedness, theoretical interest and intelligence). Training consistently focussed on individual psychotherapy as the dominant treatment modality. Conclusion: Across countries, essential commonalities among psychotherapy training programmes emerged. Findings suggest there may be common ground for developing therapist training, as knowledge increases on beneficial therapist characteristics and their formation. [ABSTRACT FROM AUTHOR]

Treating patients with eating disorders can be challenging for therapists, as it requires the establishment of a strong therapeutic relationship. According to the literature, therapist characteristics may influence intervention outcomes. The aim of this systematic review was to identify and synthesize existing literature on therapist interpersonal characteristics that could affect psychotherapy relationship or outcomes in the context of eating disorder treatment from both patients' and therapists' perspectives. We conducted a systematic search using electronic databases and included both qualitative and quantitative studies from 1980 until July 2023. Out of the 1230 studies screened, 38 papers met the inclusion criteria and were included in the systematic review. The results indicate that patients reported therapist's warmth, empathic understanding, a supportive attitude, expertise in eating disorders, and self-disclosure as positive characteristics. Conversely, a lack of empathy, a judgmental attitude, and insufficient expertise were reported as therapist negative characteristics which could have a detrimental impact on treatment outcome. Few studies have reported therapist's perceptions of their own personal characteristics which could have an impact on treatment. Therapists reported that empathy and supportiveness, optimism, and previous eating disorder experience were positive characteristics. Conversely, clinician anxiety, a judgmental attitude, and a lack of objectivity were reported as negative characteristics that therapists felt could hinder treatment. This systematic review offers initial evidence on the personal characteristics of therapists that may affect the treatment process and outcomes when working with patients with eating disorders. [ABSTRACT FROM AUTHOR]

The aim of the study: To assess how the therapeutic relationship is perceived by therapists both in online and face-to-face therapy during the Covid-19 pandemic and if the therapist's personal, professional, and psychological characteristics, as well as their experience of the COVID-19 pandemic influence their perception of the therapeutic relationship. Material and Methods: Recruited 327 psychotherapists from four European countries: Sweden (Northern Europe), Poland (Eastern Europe), Portugal (Southern Europe) and Germany (Central Europe). Used original questionnaire and the Scale to Assess Therapeutic Relationship (STAR), the Fear of Contracting COVID-19 Scale (FCS Covid-19), the Pandemic Fatigue Scale (PFS), the Hospital Anxiety and Depression Scale (HADS), the Social Support Questionnaire (F-SozU K-14) and the Sense of Efficacy Test (SET). Results: The therapeutic relationship is perceived as more effective and productive in face-to-face therapy, although therapists noticed more emotional difficulties in this form than in online therapy. The predictor of the assessment of the overall quality and strength of the therapeutic relationship in online therapy is the therapist's self-efficacy, whereas in face-to-face therapy are the therapist's depression, age and cognitive / behavioral approach. Discussion: Variables related with therapist's personal, occupational, psychological characteristics, and their experience with COVID-19 pandemic are related to the perception of the therapeutic relationship and these relationships, although in different configurations, apply to both online and face-to-face therapy. Conclusions: The obtained results broaden the scope of knowledge about the therapeutic relationship, and also encouraged therapists to reflect on the factors that are important for its assessment. [ABSTRACT FROM AUTHOR]

Treating patients with eating disorders can be challenging for therapists, as it requires the establishment of a strong therapeutic relationship. According to the literature, therapist characteristics may influence intervention outcomes. The aim of this systematic review was to identify and synthesize existing literature on therapist interpersonal characteristics that could affect psychotherapy relationship or outcomes in the context of eating disorder treatment from both patients’ and therapists’ perspectives. We conducted a systematic search using electronic databases and included both qualitative and quantitative studies from 1980 until July 2023. Out of the 1230 studies screened, 38 papers met the inclusion criteria and were included in the systematic review. The results indicate that patients reported therapist’s warmth, empathic understanding, a supportive attitude, expertise in eating disorders, and self-disclosure as positive characteristics. Conversely, a lack of empathy, a judgmental attitude, and insufficient expertise were reported as therapist negative characteristics, which could have a detrimental impact on treatment outcome. Few studies have reported therapist’s perceptions of their own personal characteristics which could have an impact on treatment. Therapists reported that empathy and supportiveness, optimism, and previous eating disorder experience were positive characteristics. Conversely, clinician anxiety, a judgmental attitude, and a lack of objectivity were reported as negative characteristics that therapists felt could hinder treatment. This systematic review offers initial evidence on the personal characteristics of therapists that may affect the treatment process and outcomes when working with patients with eating disorders.

This study investigates whether trainee personal characteristics and technique usage can predict client-rated depth and alliance. A multitrait-multimethod assessment (age, Graduate Record Examination [GRE] score, interpersonal problems, perspective taking, and emotional investment in relationships) of clinical graduate trainees (N = 65) was collected prior to training and matched to process measures obtained from the third session of their first training case. Process measures included the following: observer ratings of exploration, insight, action, and supportive techniques, as well as client ratings of alliance and depth. Regression results indicated that therapist characteristics and technique usage significantly predicted client-rated depth with GRE (negative), action (negative), and support (positive) being significant individual predictors. While the overall two-step regression model was not significant for alliance, there was a significant positive correlation with a moderate effect for observer-rated usage of support and client-rated alliance. Exploratory regression results indicated technique usage variables independently predicted client alliance ratings with support (positive) having the largest unique contribution. Implications for the selection and training of therapists are discussed. [ABSTRACT FROM AUTHOR]

The facilitative interpersonal skills (FIS) method uses simulations of difficult client moments as a test of helpers' ability to remain therapeutic in therapeutically stressful situations. A total of 135 participants completed the FIS task as part of a training in helping skills and provided verbal responses that were assessed by trained raters for interpersonal skills. Audio recordings of these verbal responses were then analysed acoustically for fundamental frequency (F0), spectral slope and F0 range. Mean F0 and F0 range were more highly associated with trained raters' ratings of FIS for female participants than for male participants, although F0 range was associated with FIS of both males and females. The results suggest that F0 is associated with FIS for females, especially the FIS items that are indicative of emotional expression and verbal fluency. Findings are discussed as possibly indicating that some expression of higher F0 in response to distressed client situations may be part of interpersonal skills, such that more skilled therapists respond to stressful client situations with a higher F0. [ABSTRACT FROM AUTHOR]

Objective: Therapist characteristics are known to affect treatment outcome in general and could also influence the use of systematic client feedback (SCF). The current study explores the effect of feedback orientation, regulatory focus, self‐efficacy, attitude towards feedback resources and perceived feedback validity on the use and outcome of SCF in outpatient mental healthcare. Method: The data of therapists (n = 12) and patients (n = 504) of two outpatient centres offering brief psychological treatment were analysed when SCF, based on the Partners for Change Outcome Management System (PCOMS), was added to treatment as usual. The data of therapists were obtained through a therapist questionnaire composed of relevant characteristics from feedback studies in social and organizational psychology. The effect on the use of SCF was analysed using logistic regression; whereas, the effect on outcome was assessed using a two‐level multilevel analysis. Regular use of SCF and the Outcome Questionnaire (OQ‐45) were used as outcome variables. DSM‐classification, sex and age of each patient were included as covariates. Results: High perceived feedback validity significantly increased the use of SCF. No significant therapist characteristics effects were found on outcome, but high promotion focus was associated with treating more complex patients. Conclusions: The perceived feedback validity of SCF is likely to have an influence on its use and is probably affected by the changes in the organizational climate. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Psicoterapia is the property of Revista de Psiquiatria y Psicologia Humanista, S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Young people's mental health is a significant concern globally. The evidence suggests that there is a strong relationship between therapeutic alliance and children's reported outcomes such as symptoms and dropout of services. There are indications that therapist characteristics – including static qualities and dynamic behaviours – can be associated with both alliance and outcomes. Method: The aim of this review was to systematically collate, summarise and critique studies reporting on therapist characteristics that might influence the therapeutic alliance or outcomes for young people accessing child and adolescent mental health services. The Preferred Reporting Items for Systematic Review and Meta‐Analysis guidelines were followed, and four databases (PsycINFO, PsycARTICLES, MEDLINE and CINAHL) were searched for 'therapist' and 'characteristic' combined with 'alliance' or 'outcome' and related terms associated with these topics. Results: A review of 15 papers showed that therapists' in‐session behaviours and interpersonal style have a significant impact on alliance or outcome. One study also indicated important associations with attachment style. Findings related to ethnicity, gender and level of experience were complex; highlighting differences between subgroups, ages, outcome measurement and diagnostic categories. Methodological issues such as secondary analysis on administrative data confounded the interpretation of results. Conclusions: There are indications that specific therapist factors can impact on alliance and outcomes in child and adolescent mental health services. Future research needs to adopt a prospective design and measure therapist characteristics and their relationship to alliance or outcome over time in a broad range of settings. [ABSTRACT FROM AUTHOR]

Although studies have shown that client feedback can improve treatment outcome, little is known about which factors might possibly moderate the effects of such feedback. The present study investigated potential therapist variables that might influence whether frequent client feedback is effective, including the Big Five personality traits, internal/external feedback propensity and self‐efficacy. Data from two previous studies, a quasi‐experimental study and a randomized controlled trial, were combined. The sample consisted of 38 therapists and 843 clients (55.4% females, mean age = 42.05 years, SD = 11.75) from an outpatient mental health institution. The control condition consisted of cognitive‐behavioural therapies combined with low frequency monitoring of clients' symptoms. In the experimental condition, high‐intensity (i.e., frequent) client feedback as an add‐on to treatment as usual was provided. Outcomes were measured as adjusted post‐treatment symptom severity on the Symptom Checklist‐90 and drop out from treatment. The final model of the multilevel analyses showed that therapists with higher levels of self‐efficacy had poorer treatment outcomes, but when high‐intensity client feedback was provided, their effectiveness improved. Furthermore, higher self‐efficacy was associated with a higher estimation of therapists' own effectiveness, but therapists' self‐assessment of effectiveness was not correlated with their actual effectiveness. The results of this study might indicate that therapists with high levels of self‐efficacy benefit from client feedback because it can correct their biases. However, for therapists with low self‐efficacy, client feedback might be less beneficial, possibly because it can make them more insecure. These hypotheses need to be investigated in future research. [ABSTRACT FROM AUTHOR]

Objective: Mentalization has been suggested as a therapist skill that might be important for therapeutic success. The aim of this study was to explore whether the mentalization capacity of students of clinical psychology differs from other students, and whether last-year students differ from first-year students. Method: A total of 297 students participated in this study, recruited from first and last years of psychology and engineering study programs. All participants filled out the MentS, a self-report measure of mentalization capacity. Results: No significant differences were found in self-reported mentalization capacity between first and last year students of clinical psychology. The results did however show that first year students of psychology had significantly higher self-reported mentalization skills compared to students of engineering, and higher MentS-scores were associated with gender (female) and higher age. Conclusion: The finding that students of clinical psychology rate themselves as having a higher capacity to mentalize compared to students of engineering might suggest that individuals with a higher capacity to mentalize are more likely to engage in clinical psychology and become therapists. However, the lack of significant difference in self-reported mentalization capacity in last year students of clinical psychology compared to first year students might indicate that the Norwegian education in clinical psychology does not succeed in enhancing mentalization in future therapists. Clinical psychology study programs might benefit from targeted mentalization training. [ABSTRACT FROM AUTHOR]

Objective: Psychotherapists differ in their treatment effectiveness as measured by the therapy outcome of their patients. One possible factor for therapist effects seems to be the therapists' interpersonal skills. Therapist assessments of interpersonal skills have demonstrated sufficient predictive validity, but little is known about underlying skills and related constructs. The purpose of the present study is to compare the different constructs of interpersonal skills with each other and to investigate possible underlying abilities. Study Population and Methods: In this exploratory study, the concept of interpersonal skills was investigated using three survey methods (questionnaires, computer tests, and assessments) and comparing two measurements each. For this purpose, 6 measures of interpersonal skills were collected from 20 prospective psychotherapists as well as 28 psychology students (total N = 48). Alongside more traditional methods, the correlations and overlaps of the constructs were examined using partial and Bayesian networks. Results: Moderate to high correlations are found within the self-report measures. The assessments, however, did not correlate with self-report measures nor with computer tests. Discussion and Conclusion: The similarities in the self-assessments indicate stable self-concepts of interpersonal skills, which, however, cannot be explained by the underlying skills nor by the observer-based evaluations. The marginal correlation between the assessments also indicates that interpersonal, therapy-related abilities must be interpreted in a situation-specific manner. [ABSTRACT FROM AUTHOR]

The rising prevalence of mental illness among youth has underscored the critical need for proficient therapists trained in effective methods for treating prevalent mental disorders. As mental health services grapple with resource constraints, the demand for shorter training programs has increased. This study aimed to investigate whether therapist competence improves continuously over a two-year cognitive behavioural therapy (CBT) training course, whether specific CBT skills show greater improvement than generic skills, and whether self-perceived competence varies based on therapist characteristics. Data were gathered from seven different CBT training courses spanning the years 2013–2021 involving a total of 151 Norwegian therapists. Therapist self-assessed their CBT competence using the Cognitive Therapy and Adherence Scale (CTACS). The collected data were analysed using mixed effects models using the R program. The findings revealed a significant increase in self-reported competence throughout the two-year training period. Notably, skills related to case formulation and CBT techniques displayed the most substantial improvements, indicating a high level of competence attained by the conclusion of training. No significant interactions were identified between time and therapist characteristics. The outcomes of this study support the efficacy of in-depth training through an extended CBT course spanning multiple semesters. The observed progress in CBT skills suggests that investments in therapist training can yield high levels of competence. Furthermore, this investment appears warranted regardless of therapists' individual characteristics. Key learning aims: (1) To gain insight into the differential development of generic and CBT specific competence during CBT training. (2) To reflect on the significance of therapist characteristics in the training process. (3) To reflect on the possible importance of reaching a high level of CBT competence during CBT training. [ABSTRACT FROM AUTHOR]

Previous research has sought to understand what therapist characteristics contribute to positive outcomes for clients. It is widely accepted knowledge that the alliance between the therapist and client is a significant contributing factor to client outcomes. With that said, few studies have examined specific characteristics within the therapist themselves that may contribute to client success, regardless of the therapeutic model being used. Using data from a sample of therapist‐trainees at a large, midwestern institution, this study sought to explore therapist confidence in their theory of choice and its potential impact on client outcomes. Findings suggest that those clients who have therapists with greater confidence in their theory are less likely to terminate treatment prematurely or without agreement. These findings have the potential to inform the curriculum for training programs to focus more on developing confidence in the chosen theory. [ABSTRACT FROM AUTHOR]

Background Traumatic events are strongly associated with mental health problems. At present, traumatic events and trauma-specific needs are commonly underdetected in therapeutic settings. Many mental health professionals lack key competencies for trauma inquiry and treatment. Objective In this study, we aimed to investigate the everyday practices of dealing with traumatic events in outpatient psychotherapy in Germany as well as the influence of the therapist’s gender, own traumatic events, length of professional experience, and theoretical orientation. Method A total of 148 outpatient psychotherapists completed a purpose-designed online questionnaire. Therapists rated barriers and attitudes towards trauma assessment, possible requirements for enquiring about trauma, and practical aspects of trauma assessment. Results Barriers reported in previous studies, e.g. fear of offending the patient or exacerbating their psychological state, could not be confirmed in our sample. Overall, participating therapists felt confident in engaging with traumatic events and considered enquiring about trauma important in all patients. Group differences were found for therapist’s gender, own traumatic events, length of work experience, and theoretical orientation. Conclusions Our results suggest that trauma training lowers barriers and raises therapists’ self-confidence in dealing with patients´ traumatic experiences. Therapists’ characteristics effecting trauma assessment should be considered during training. Due to the increasing demand for psychotherapy, especially considering people with severe mental illness affected by traumatic events, trauma training should be obligatory for all mental health professionals.

Objectives:This study investigated the development of German psychotherapy trainees in professional, relational, and personal competence. Methods: The study followed a naturalistic pre–post design over 3 years and included a control group of non-trainee psychologists. The sample consisted of 219 participants, including 64 cognitive–behavioral trainees, 120 psychodynamic trainees and 35 control participants. Outcomes were knowledge (multiple choice exam), case-formulation competence (Case Formulation Content Coding Method), healing and stressful involvement (Therapist Work Involvement Scales), attributional complexity (Attributional Complexity Scale), introject affiliation, and affiliation in patient treatments (Intrex questionnaire). Multilevel Modeling was used to investigate change over time and group by time interactions. Comparisons to the control group were limited to knowledge, case-formulation competence, and attributional complexity. Results: Trainees improved in knowledge, case-formulation competence, healing involvement, and affiliation in treatments with small to medium effects. There was no change in stressful involvement, attributional complexity or introject affiliation. According to reliable change indices, the majority of trainees did not change reliably. Over time, trainees outperformed the control group only in case-formulation competence. There were several main and group by time effects regarding trainee orientation. Conclusions: Results imply benefits of training on professional and relational competence but only limited effects on personal competence. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Psychotraumatology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There was insufficient understanding of how art therapists experience their work with people with psychosis-related diagnoses, and of their practice development. To understand art therapists' perceived practise and its development regarding psychosis. Within a grounded theory framework, interviews and a focus group carried out in the years 2015–2017 elicited the experiences of 18 UK-based art therapists, working in a range of National Health Service (NHS) contexts, concerning art therapy in relation to psychosis and how they developed their current practice. Audio-recordings were transcribed verbatim and analysed to build theory. The grounded theory proposes how practice and its development intertwine. Training confers resilience but therapists learn greatly from their clients, enhancing their ability for alliance-building. Therapists' early struggles also spur further training. Skills for trauma are helpful. Clients may become stuck or disengage, and/or develop through ongoing engagement with art and the art therapist, who supports their journey. The service and wider societal contexts impact the art therapist's work through their effect on clients and/or the art therapist's ability to attune to clients. The findings concur with previous research regarding common therapeutic factors, especially the alliance, and on other therapists' practice development. Understanding therapy processes should incorporate service and societal influences on therapist and client. Training needs to include understanding adversity and trauma, and working with trauma. People who receive a diagnosis of psychosis or schizophrenia are sometimes offered art therapy. However, we did not know enough about exactly what art therapists do. It was also important to understand how art therapists come to know what helps people in art therapy. Art therapy training has to cover many things, not only psychosis, so art therapists learn their skills in various ways. Through interviews and a focus group we talked to 18 UK-based art therapists working in different NHS contexts and digitally recorded the discussions. We made written records of what was said, and analysed these to create a theory of how art therapists work with people who have been given a diagnosis of psychosis or schizophrenia across inpatient and outpatient settings. Our theory proposes that art therapists' training makes them quite resilient. However, they learn vital things from their clients. This especially helps them to become better at building a helpful relationship with each client. Some art therapists also seek further training when they are newly qualified, especially if they run into difficulties when trying to help a client. Some art therapists find it helpful to have skills for supporting people who have experienced past trauma. Clients develop through art-making and talking with the art therapist. Art therapists find it easier to do their work with clients if the service they work in is supportive. Our theory fits in with previous research, which says that building a good relationship with clients makes an important difference to the outcome in different kinds of therapies. Our theory also fits in with previous research on how other therapists develop their skills. Future research on art therapy should include looking at the service where the therapist works, and how it may affect both therapists and clients. Art therapy training needs to include trauma-related work. [ABSTRACT FROM AUTHOR]

Background and aimsTherapist characteristics may be associated with variation in consistency, quality and effectiveness of treatment delivery. We examined associations between treatment fidelity and therapist education, experience, treatment orientation and perceived skills in a randomized, multi-site trial of Twelve Step Facilitation (TSF).MethodsRaters scored audio-recorded, TSF sessions (n = 966; 97% of TSF sessions) from 32 community-based, trained therapists for adherence, competence, empathy and global session performance.ResultsTherapists with graduate degrees had significantly higher adherence and global performance fidelity ratings. Therapists reporting more positive attitudes toward 12-Step groups had lower adherence ratings. Being in recovery was associated with lower fidelity in univariate tests, but higher adherence in multivariate analysis. Fidelity was higher for therapists reporting self-efficacy in basic counseling skills and lower for self-efficacy in addiction-specific counseling skills. Fidelity was also superior in group relative to individual TSF sessions.ConclusionsResults have implications for therapist selection, training and supervision in community-based, effectiveness trials and community implementation of evidence-based treatments. To obtain high fidelity and improve outcomes, it may be preferable to choose masters level therapists who are open to learning new treatments and have good, general counseling skills.

Therapist differences in psychotherapy outcomes have been consistently found. Therefore, therapists' characteristics such as interpersonal skills are of particular interest. Two assessments of interpersonal skills for the selection of trainees have recently been developed. To extend current knowledge, this study compares trainee therapist's and psychology student's interpersonal skills in both assessments simultaneously and also investigates the potential influence of clinical experience and age on interpersonal skills. Furthermore, the psychometric properties of these assessments are examined. A total of 19 trainee therapists and 17 undergraduate students (N = 36) participated in both assessments and provided information on their prior clinical experience. Trainee therapists had significantly better interpersonal skills than the students in both assessments. However, different indicators of clinical experience (e.g., years in practice, patients treated, and supervision) did not influence their performance in either assessment. The good psychometric properties of both assessments could be replicated. Conceptual and practical considerations on the assessment of interpersonal skills are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Psychotherapeut is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Facilitative interpersonal skills (FIS) video stimuli were used to develop and test a brief training component of observational modeling with repeated practice. Specifically, this study hypothesized that a brief training of video modeling therapeutic use of interpersonal skills, combined with repeated practice, would result in improved FIS responses (relative to control). Method: Undergraduates (n = 101) with expressed interest in the helping professions were randomly assigned to Modeled Practice or Control conditions. After a baseline, participants in Modeled Practice observed model responses and then repeatedly practiced different responses, while those in the Control group observed videos comparable in format, but nontherapeutic in content. Participants then gave responses to different simulated clients, which were used to assess hypotheses. Results: FIS for Modeled Practice was significantly higher than controls in postpractice. Conclusions: Result provides empirical support for training in practice strategy components and has implications for therapeutic deliberate practice training. [ABSTRACT FROM AUTHOR]

This study examined the professional development of psychotherapy trainees over three years of training. The first objective was to investigate the long-term change of work involvement (Healing and Stressful Involvement) during psychotherapy training. The second objective was to investigate possible predictors of professional development from the areas of training context as well as professional and personal attributes of trainees. A total of 184 psychotherapy trainees with psychodynamic, psychoanalytic and cognitive behavioral orientation participated in the study. The development of work involvement was assessed over three years of training using the Work Involvement Scales. The set of possible predictors for work involvement included training context variables (training orientation, supervision), professional attributes of trainees (theoretical breadth, work satisfaction), and personal attributes of trainees (introject affiliation, attachment strategies, personality traits). Hierarchical Linear Modeling was conducted to investigate the change over time and the individual predictors of work involvement. Over three years of training Healing Involvement improved whereas Stressful Involvement did not change over time. Healing Involvement was mostly predicted by training context variables and professional attributes (therapeutic orientation, job satisfaction) as well as extraversion. Stressful Involvement was only predicted by personal attributes of trainees (age, neuroticism, conscientiousness, introject affiliation). The results imply two distinct sets of predictors for Healing and Stressful Involvement that will be discussed with regard to their implications for psychotherapy training and trainee selection.

Accurate alliance rupture detection is a prerequisite to any successful repair process. Despite its importance, however, rupture detection remains a struggle for most therapists. Supporting the existence of a therapist effect on therapy outcomes, rupture detection skills may rely on certain therapists’ personal characteristics. The aim of this study was to verify whether alliance rupture detection performance is related to therapists’ personal characteristics. One hundred and eight undergraduates, trainees and mental health professionals participated in an experimental task assessing their alliance rupture detection ability. Participants also completed attachment, empathy and countertransference management self-reported measures. Participants with clinical experience (trainees and professionals) reported more alliance ruptures, accurate or not, than those with no clinical experience (undergraduates). Trainees reported more accurate ruptures and less inaccurate ones than the two other groups. Attachment anxiety was positively associated with accurate ruptures detection for undergraduates, while this association proved negative for trainees and therapists. Perspective-taking, a cognitive dimension of empathy, was negatively associated with accurate rupture detection, whereas personal distress, an affective dimension of empathy, was negatively associated with accurate ruptures detection for trainees, and positively associated for undergraduates. Self-insight, a component of countertransference management, revealed a negative association with accurate rupture detection for trainees. These findings suggest that therapists vary as to their rupture detection ability and that this ability is related to certain personal characteristics. They also highlight the importance of specific training and clinical supervision for both trainees and experienced therapists in order to improve their detection ability.

In this study, we investigated the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist–child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether child age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 level III certified pivotal response treatment therapists who recorded three 10-min pivotal response treatment sessions and completed four questionnaires to measure therapist characteristics. Results indicated that therapists' attitude toward evidence-based practices, specifically openness to innovation, and therapists' experience with pivotal response treatment significantly predicted fidelity of pivotal response treatment implementation. Cross-validation methods largely confirmed these findings. Therapist personality, therapist–child relationship, and child characteristics were not significantly related to pivotal response treatment fidelity. Implications for clinical practice and directions for future research are discussed. Pivotal response treatment is a naturalistic behavioral intervention that teaches pivotal skills to children with autism spectrum disorder to produce widespread gains in other skills. Although most children with autism spectrum disorder benefit from pivotal response treatment, intervention outcomes vary considerably among children. Fidelity of intervention implementation (i.e. the extent to which an intervention is implemented as intended) may affect intervention outcomes. In this study, we studied the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist–child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether a child's age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 pivotal response treatment therapists who videotaped three pivotal response treatment sessions and completed four questionnaires to measure therapist characteristics. This study found that therapists' openness to innovation and their experience with pivotal response treatment predicted fidelity of implementation. Therapist personality, therapist–child relationship, and child characteristics were not related to pivotal response treatment fidelity. The results of this study emphasize that it is important (1) to target therapists' attitudes toward innovation prior to or during training in pivotal response treatment and (2) to provide therapists with ongoing supervision and feedback after training to increase fidelity of implementation and thus to improve intervention outcomes for children with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

This study examined the professional development of psychotherapy trainees over three years of training. The first objective was to investigate the long-term change of work involvement (Healing and Stressful Involvement) during psychotherapy training. The second objective was to investigate possible predictors of professional development from the areas of training context as well as professional and personal attributes of trainees. A total of 184 psychotherapy trainees with psychodynamic, psychoanalytic and cognitive behavioral orientation participated in the study. The development of work involvement was assessed over three years of training using the Work Involvement Scales. The set of possible predictors for work involvement included training context variables (training orientation, supervision), professional attributes of trainees (theoretical breadth, work satisfaction), and personal attributes of trainees (introject affiliation, attachment strategies, personality traits). Hierarchical Linear Modeling was conducted to investigate the change over time and the individual predictors of work involvement. Over three years of training Healing Involvement improved whereas Stressful Involvement did not change over time. Healing Involvement was mostly predicted by training context variables and professional attributes (therapeutic orientation, job satisfaction) as well as extraversion. Stressful Involvement was only predicted by personal attributes of trainees (age, neuroticism, conscientiousness, introject affiliation). The results imply two distinct sets of predictors for Healing and Stressful Involvement that will be discussed with regard to their implications for psychotherapy training and trainee selection. [ABSTRACT FROM AUTHOR]

Conventional psychotherapy approaches are currently contending with a prospective client market that is increasingly receptive to intuitive healers, tarot card readers, and extrasensory perception or ESP practitioners. More notable, however, than the alternative sources for personal insight and growth, is the societal shift to valuing, embracing and integrating a broader range of knowledge. In this evolving context, an ever-inclusive relationship to information may demand that conventionally-ground psychotherapists consider creative means for advancing clinical practice. Creative advancement in this regard requires courage and sustained focus. Two process-level strategies for enhancing therapist courage and clinical acuity are introduced in this article. [ABSTRACT FROM AUTHOR]

Accurate alliance rupture detection is a prerequisite to any successful repair process. Despite its importance, however, rupture detection remains a struggle for most therapists. Supporting the existence of a therapist effect on therapy outcomes, rupture detection skills may rely on certain therapists' personal characteristics. The aim of this study was to verify whether alliance rupture detection performance is related to therapists' personal characteristics. One hundred and eight undergraduates, trainees and mental health professionals participated in an experimental task assessing their alliance rupture detection ability. Participants also completed attachment, empathy and countertransference management self-reported measures. Participants with clinical experience (trainees and professionals) reported more alliance ruptures, accurate or not, than those with no clinical experience (undergraduates). Trainees reported more accurate ruptures and less inaccurate ones than the two other groups. Attachment anxiety was positively associated with accurate ruptures detection for undergraduates, while this association proved negative for trainees and therapists. Perspective-taking, a cognitive dimension of empathy, was negatively associated with accurate rupture detection, whereas personal distress, an affective dimension of empathy, was negatively associated with accurate ruptures detection for trainees, and positively associated for undergraduates. Self-insight, a component of countertransference management, revealed a negative association with accurate rupture detection for trainees. These findings suggest that therapists vary as to their rupture detection ability and that this ability is related to certain personal characteristics. They also highlight the importance of specific training and clinical supervision for both trainees and experienced therapists in order to improve their detection ability. [ABSTRACT FROM AUTHOR]

Background: Despite growing attention to the general therapist effects in a wide range of clinical settings, little is known about the individual, cross‐situational, and therapy–nonspecific variables that impact on the differential effectiveness of clinicians. The current study is a systematic review of the evidence relating to the influence of therapist's subjective characteristics on outcomes of psychodynamic psychotherapies. Method: A multistage and systematic search of articles published between 1987 and 2017 identified 30 relevant studies, which were organized into 6 areas according to the specific therapist's variable considered. Results: Therapists' interpersonal functioning and skills showed the strongest evidence of a direct effect on treatment outcomes. Furthermore, there were preliminary evidence that therapists' attachment styles, their interpersonal history with caregivers, and their self‐concept might affect outcomes through interaction effects with other constructs, such as technical interventions, patient's pathology, and therapeutic alliance. The high variability between studies on therapists' overall reflective or introspective abilities and personality characteristics suggested the need for more systematic research in these areas, whereas therapists' values and attitudes showed small effects on therapeutic outcome. Conclusions: The present review clarifies how a deep examination of the contribution of therapists' subjective characteristics can help elucidate the complex association between relational and technical factors related to the outcome of psychodynamic treatments. [ABSTRACT FROM AUTHOR]

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Background: Recent literature suggests that animal-assisted therapy (AAT) has shown significant results for a variety of clinical populations. However, little is known about how clinicians involved in using AAT frame their practices, understand their roles among other human-service providers, and perceive success when providing AAT services. Objective: The goal of this study of AAT providers was to begin a process that could eventually lead to more a broad and national assessment of AAT professionals. Materials and Methods: In-depth interviews were conducted with 14 AAT therapists working on a therapeutic ranch in the U.S. Midwestern states. The study examined phenomenological understanding of the therapists' roles, goals of the facility, and how the therapists viewed success. Participants outlined the goals of AAT programs, explained what they hoped clients learned through the therapy process, and shared their perceptions regarding success in AAT (highlighting the importance of tangible behavior change, clients' perceptions of their own accomplishments, and parents' cogent impact on the longevity of success), and described necessary characteristics of therapists who pursue work in AAT. The study's findings are related to previously published research regarding AAT and potential benefits and limitations are provided in this article for practicing clinicians who consider utilizing AAT. Results: Six potential effects that AAT could have include: (1) positive behavior patterns, (2) trust, (3) caring for others, (4) empathy, (5) cooperation and responsibility, and (6) unexpected benefits. Success with AAT was defined as (1) seeing client behavioral changes, (2) clients processing feelings effectively, and (3) providing clients with an overall sense of accomplishment. Characteristics needed for therapists interested in AAT were identified as (1) an intrinsic motivation for job satisfaction, (2) an open and vulnerable personality, (3) commitment to the job, and (4) flexibility in working with clients. Conclusion: AAT can work when conventional talk therapy fails, is effective at holistic levels, and can be applied at multiple treatment locations. However, AAT is not for all licensed clinicians, requires specific personality characteristics, is not the best choice for all clients, and requires appropriate animal-client matches. Future research could explore regional preferences for specific animals, comparisons of facilities that use various kinds of animals. The current study should be replicated in other AAT milieux. [ABSTRACT FROM AUTHOR]

Objectives: Therapist effects, independent of the treatment provided, have emerged as a contributor to psychotherapy outcomes. However, past research largely has not identified which therapist factors might be contributing to these effects, though research on psychotherapy implicates relational characteristics. The present Randomized Clinical Trial tested the efficacy of therapists who were selected by their facilitative interpersonal skills (FIS) and training status.Method: Sixty-five clients were selected from 2713 undergraduates using a screening and clinical interview procedure. Twenty-three therapists met with 2 clients for 7 sessions and 20 participants served in a no-treatment control group.Results: Outcome and alliance differences for Training Status were negligible. High FIS therapists had greater pre–post client outcome, and higher rates of change across sessions, than low FIS therapists. All clients treated by therapists improved more than the silent control, but effects were greater with high FIS than low FIS therapists. From the first session, high FIS therapists also had higher alliances than low FIS therapists as well as significant improvements on client-rated alliance.Conclusions: Results were consistent with the hypothesis that therapists’ common relational skills are independent contributors to therapeutic alliance and outcome. [ABSTRACT FROM PUBLISHER]