Boundary Identification in Experiential Groups as a Tool for Practice, Research, and Training

2015 ◽  
Vol 66 (1) ◽  
pp. 56-74 ◽  
Author(s):  
Greyling Viljoen ◽  
Assie A. Gildenhuys
Keyword(s):  
Practice Research ◽  
Boundary Identification ◽  
Experiential Groups ◽  
And Training

Integrative Psychotherapy for Generalized Anxiety Disorder

2019 ◽  
pp. 284-302
Author(s):  
Henny A. Westra ◽  
Michael J. Constantino
Keyword(s):  
Anxiety Disorder ◽  
Generalized Anxiety Disorder ◽  
Resistance To Change ◽  
Behavioral Therapy ◽  
Practice Research ◽  
Generalized Anxiety ◽  
Integrative Therapy ◽  
Poor Outcomes ◽  
Future Practice ◽  
And Training

This chapter describes an integrative therapy for generalized anxiety disorder (GAD) that responsively assimilates motivational interviewing (MI) into cognitive-behavioral therapy (CBT). MI is a person-centered method that helps clients increase their intrinsic drive to change by identifying and working through their intrapsychic ambivalence about or interpersonal resistance to change, which are common negative process markers for clients with GAD. The MI spirit can also facilitate CBT outside of these markers by forestalling such processes that, even in small doses, correlate with poor outcomes. The authors also present assessment methods (especially for the markers of change ambivalence and resistance); summarize the application and structure of MI interventions; describe the processes of change, therapeutic relationship, and core techniques in MI + CBT; consider diversity elements; and provide a case example. The chapter concludes by reviewing the outcome research for this integrative therapy and by highlighting future practice, research, and training directions.

International perspectives on social justice: Introduction to the special issue

2020 ◽  
Vol 41 (1) ◽  
pp. 3-12
Author(s):  
Sally L. Grapin ◽  
David Shriberg
Keyword(s):  
Social Justice ◽  
School Psychology ◽  
Educational Psychology ◽  
Practice Research ◽  
Special Issue ◽  
Global Perspectives ◽  
International Perspectives ◽  
The Social ◽  
And Training ◽  
International Social

The concept of social justice has become increasingly prominent in school psychology practice, research, and training. While the literature in this area has burgeoned over the last decade, relatively less scholarship has synthesized global perspectives on social justice. This article provides a brief introduction to the special issue, International Perspectives on Social Justice. In particular, we describe contributions of each of the issue’s four articles to the social justice literature in school and educational psychology as well as identify prominent themes. Finally, we describe potential directions for advancing an international social justice agenda in school psychology.

Toward Science-Practice Integration in Brief Counseling and Therapy

1992 ◽  
Vol 20 (3) ◽  
pp. 403-450 ◽  
Author(s):  
Brett N. Steenbarger
Keyword(s):  
Brief Intervention ◽  
Integrative Model ◽  
Practice Research ◽  
Research Activity ◽  
Science Practice ◽  
Brief Counseling ◽  
Therapeutic Outcomes ◽  
Training Activities ◽  
Future Practice ◽  
And Training

Increased interest in the practice of brief counseling and therapy has been accompanied by an expansion of research activity. Nevertheless, signs abound of a schism between science- and practice-based understandings. This article outlines major approaches to brief counseling practice, including psychodynamic, cognitive-behavioral, and strategic; summarizes recent research on brief therapeutic outcomes and processes; and identifies overlapping themes in the science and practice literatures. An integrative model of brief intervention, capable of being flexibly modified for a variety of client populations, is offered as a framework for future practice, research, and training activities.

scholarly journals Clinical improvisation in music therapy: theory, practice, research and training

2016 ◽  
Vol 25 (sup1) ◽  
pp. 87-88
Author(s):  
Cheryl Dileo ◽  
Jos De Backer ◽  
Jaakko Erkkilä ◽  
Katrien Foubert ◽  
Olivier Brabant ◽  
...  
Keyword(s):  
Music Therapy ◽  
Practice Research ◽  
Clinical Improvisation ◽  
And Training

Making Collaboration Work: Key Components of Practice/Research Partnerships

2002 ◽  
Vol 32 (3) ◽  
pp. 837-848 ◽  
Author(s):  
Cathy J. Reback ◽  
Allan J. Cohen ◽  
Thomas E. Freese ◽  
Steven Shoptaw
Keyword(s):  
Collaborative Research ◽  
Research Collaboration ◽  
Practice Research ◽  
Service Agency ◽  
Community Based ◽  
Research Partnerships ◽  
Agency Staff ◽  
Common Goals ◽  
Common Problems ◽  
And Training

Drawing on our experiences as researchers and community-based providers, this paper outlines several key components of successful practice/research collaboration: forming equal partnerships, bilateral communication, ensuring nonhierarchical collaborations, and appropriate dissemination of outcomes. Many concrete benefits can result from collaborative research projects, including additional services, program development, and training for service agency staff. Building partnerships takes time and a good amount of planning and negotiation prior to writing proposals. However, these collaborations can result in more effective efforts to solve common problems and reach common goals.

scholarly journals impact of context on community interpreting research, practice & training

2021 ◽  
Vol 20 ◽  
Author(s):  
Esther De Boe ◽  
Katalin Balogh ◽  
Heidi Salaets
Keyword(s):  
Practice Research ◽  
Research Practice ◽  
Community Settings ◽  
And Training ◽  
Different Levels

Although the notion of context is omnipresent in research in interpreting studies (IS), especially in community settings, and defines the ways in which interpreting is being practised, researched and trained, it has not yet been recognized or defined as a topic in its own right, at least not within IS. Starting from some theoretical notions on the concept of context, this article moves on to discuss different levels of context, namely, geographical, socio-institutional and interactional. By means of examples from a variety of settings in community interpreting (CI), it shows how the different levels of context interact, and, in these ways, have an impact on CI practice, research and training.

Future Directions in Psychotherapy Integration

2019 ◽  
pp. 474-486
Author(s):  
Catherine F. Eubanks ◽  
Marvin R. Goldfried ◽  
John C. Norcross
Keyword(s):  
Mental Health ◽  
Psychotherapy Integration ◽  
Practice Research ◽  
Future Directions ◽  
And Training

Psychotherapy integration has become a well-established and influential movement in mental health. In this chapter, the authors explore where psychotherapy integration may be headed in the areas of theory, practice, research, and training, and as a formal movement. The authors hope to advance discussion about future directions that seem particularly promising. As an indication of therapeutic flexibility, the authors believe that the most valuable aspects of integration may prove to be (1) the enthusiastic, open-minded stance of the integrative therapist who (2) is willing to change his or her approach in order to be responsive to a patient’s needs.

Core Competencies in Forensic Anthropology: A Framework for Education, Training, and Practice

2020 ◽  
Vol 3 (2) ◽  
pp. 75-80
Author(s):  
Natalie Langley ◽  
MariaTeresa Tersigni-Tarrant
Keyword(s):  
Forensic Science ◽  
Forensic Anthropology ◽  
Core Competencies ◽  
The United States ◽  
Education And Training ◽  
Forensic Sciences ◽  
Practice Research ◽  
National Academy Of Sciences ◽  
Forensic Practice ◽  
And Training

Forensic practice, research, and expert testimony has been scrutinized increasingly by the medicolegal system over the last several decades, requiring attention to rigor and triggering reform in the forensic sciences. One hindrance to the forensic science enterprise noted in the National Academy of Sciences report Strengthening Forensic Science in the United States: A Path Forward is fragmentation in education and training among the forensic sciences. It is crucial that practitioners receive appropriate training in their field of expertise and that education programs demonstrate the effectiveness of curricula in producing competent practitioners. This article examines a model for delineating core competencies in forensic anthropology and translating these competencies into measurable activities that characterize the knowledge, skills, and behaviors required of forensic anthropologists. We propose the model used in medical education: core competencies and Entrustable Professional Activities (EPAs). We suggest EPAs that encapsulate the core competencies and allow practitioners to demonstrate that they can be trusted to perform units of professional practice unsupervised. This model emphasizes the abilities to be acquired by trainees, providing education and training programs with a set of guidelines for designing curricula and assessing learners. It also informs certification testing and credentialing in forensic anthropology. In the era of greater accountability, a competency-based model ensures that all board-certified practitioners are competent in all essential domains. The dynamic model also communicates to the medicolegal community and stakeholders the units of work produced by forensic anthropologists and our role in forensic investigations and casework.

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