Supportive Therapy Techniques Part II

Author(s):  
Brian A. Sharpless

This chapter concludes the section on supportive therapy and describes four additional sets of techniques with clinical examples. Interventions that are intended to reduce and prevent unhelpful anxiety or other emotions are discussed first. These include techniques such as supportive bypassing, encouraging the use of adaptive defenses, and reframing. Next, supportive approaches meant to enhance patient self-awareness are discussed (e.g., the use of “upward explanations”). A third set of interventions focuses on what have been called, for lack of a better term, “parenting strategies.” Examples include containing affect, setting limits, and providing limited advice. Techniques to create and sustain a positive therapeutic alliance are discussed last. Displaying interest and empathy, sharing agendas, jointly agreeing upon treatment contracts, and many other approaches and interventions serve to foster a therapeutic alliance. The alliance is a critical component of all therapies and may be particularly challenging to achieve with lower-functioning patients. The chapter concludes with a discussion of the process of “working through” in supportive therapies.

Author(s):  
Christine Maguth Nezu ◽  
Christopher R. Martell ◽  
Arthur M. Nezu

Chapter 11 provides a focus on multicultural competencies related to the practice of cognitive and behavioural psychology consistent with the core foundational competencies in professional psychology, especially with regard to individual and cultural diversity. It provides a unique perspective for cultural competency focusing on the principle of self- awareness, as well as respect for how an individual’s past and current functioning is impacted by a wide breadth of multicultural and individual factors. It also discusses the implications for assessment, intervention, and therapeutic alliance.


Author(s):  
Len Jennings ◽  
Vilma D’Rozario ◽  
Michael Goh ◽  
Ashley Sovereign ◽  
Megan Brogger ◽  
...  

Personal characteristics, developmental influences, and therapy practices of nine peer-nominated expert psychotherapists practicing in the diverse country of Singapore were identified using qualitative methods. Sixteen themes were organized within four categories: (1) personal characteristics (empathic, nonjudgmental, and respectful), (2) developmental influences (experience, self-awareness, humility, and self-doubt), (3) approach to practice (balance between support and challenge, flexible therapeutic stance, empowerment/strength-based approach, primacy of the therapeutic alliance, comfortable addressing spirituality, and embraces working within a multicultural context), and (4) ongoing professional growth (professional development practices, benefits of teaching/training others, and challenges to professional development in Singapore). Cross-cultural comparisons between this study and Jennings and Skovholt’s 1999 study of Minnesota expert psychotherapists found considerable overlap of themes. Implications for research and practice of psychotherapy are offered.


Author(s):  
Nicholas R. Morrison ◽  
David R. Topor

This chapter discusses a variety of practices the healthcare education community can adopt from the psychotherapy literature regarding therapeutic alliance training when supervising trainees, and provides a series of recommendations, grounded in the extant literature, to bring these practices to life. In addition to describing how healthcare educators can translate Bordin's therapeutic alliance model to the medical and allied health communities, this chapter discusses aspects of therapeutic alliance facilitation and maintenance supervisors can address explicitly in supervision, including attunement to the developmental stage of trainees, using the supervisory alliance with trainees, addressing issues of diversity and multiculturalism, and increasing trainee self-awareness in the service of alliance maintenance. Specific strategies including role-play, alliance measurement, and use of video/audio recording are discussed. Supervisors can apply these nomothetic concepts to their scopes of practice and address idiographic concerns with trainees that emerge in their patient populations.


2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.


2012 ◽  
Vol 17 (1) ◽  
pp. 44-54 ◽  
Author(s):  
Guido Alessandri ◽  
Gian Vittorio Caprara ◽  
John Tisak

Literature documents that the judgments people hold about themselves, their life, and their future are important ingredients of their psychological functioning and well-being, and are commonly related to each other. In this paper, results from a large cross-sectional sample (N = 1,331, 48% males) are presented attesting to the hypothesis that evaluations about oneself, one’s life, and one’s future rest on a common mode of viewing experiences named “Positive Orientation.” These results corroborate the utility of the new construct as a critical component of individuals’ well functioning.


Author(s):  
Rémi L. Capa ◽  
Gaëlle M. Bustin ◽  
Axel Cleeremans ◽  
Michel Hansenne

The present study investigates whether updating an important function of executive control can be driven by unconscious reward cues. Participants had to memorize several numbers and update those numbers independently according to a sequence of arithmetic operations. At the beginning of each trial, a reward (1 euro or 5 cents) was presented, either subliminally or supraliminally. Participants could earn the reward if they found the correct response on the updating task. Results showed better performance when a high (conscious or unconscious) reward was at stake compared to a low reward. This suggests that subliminal information can influence a component process of executive control traditionally thought to require consciousness.


1990 ◽  
Vol 58 (5) ◽  
pp. 608-613 ◽  
Author(s):  
Lise Bourgeois ◽  
Stéphane Sabourin ◽  
John Wright

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