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Descriptors:
Stakeholders; Therapy; Foreign Countries; Psychologists; Educational Psychology; Focus Groups; Disabilities; Intervention; Counselor Role; Leadership; Delivery Systems; Interviews; Supervision; Documentation

Abstract:
This project follows a survey into the role of UK educational psychologists (EPs) in delivering therapeutic interventions to children and young people. Four educational psychology services (EPSs) that identified themselves as providing effective therapeutic practice were selected on the basis of their qualitative responses to the survey. Site visits included analysis of service documentation, an interview with the Principal Educational Psychologist (PEP) and focus groups with EPs and with stakeholders, multi-agency partners and commissioners of EPSs. Thematic analysis yielded a number of key themes. Those relating to how the service context can support the delivery of therapeutic interventions included: "contracting and promoting"; "leadership"; "opportunities to practice"; "supervision"; "time and resources"; and "training". (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Anxiety Disorders; Models; Metacognition; Cognitive Restructuring; Behavior Modification; Therapy; Outcomes of Treatment; Research Needs

Abstract:
Cognitive-behavioural models and interventions for obsessive-compulsive disorder (OCD) have always included some metacognitive elements but until recently these have been predominantly construed of as cognitive as opposed to metacognitive processes. Increasingly, psychological models of OCD are now recognising the importance of metacognitive constructs in the maintenance and treatment of the disorder. Metacognitive models emphasise the importance of thinking processes, and thus represent a step away from traditional cognitive approaches which focused on the content of thoughts. This article reviews the current literature on metacognition in psychological models of OCD with an emphasis on: the role of metacognition in theoretical models of OCD and evidence to support this role; measures of metacognition in OCD; and, metacognitive treatment approaches for OCD and the evidence to support these approaches. The evidence indicates that metacognition has a key role in the aetiology of OCD. Treatment outcome research has indicated promising results, with several trials indicating clinically and statistically significant improvements using metacognitive-based approaches. However, there is a need for larger, controlled trials with longer follow-up periods to improve upon the methodological limitations of studies conducted to date. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Psychopathology; Health Services; Self Destructive Behavior; Behavior Modification; Therapy; Personality Problems; Resource Allocation; Counseling Services; Student Problems; Surveys; Suicide; Hospitals; Outcomes of Treatment; College Students

Abstract:
Trends in college mental health literature suggest many college and university counseling centers are facing increased demands for services. Moreover, survey data suggest that counseling center directors and staff perceive increases in serious psychopathology, suicidality, and nonsuicidal self-injurious behavior, along with other typical student problems. At Sarah Lawrence College, a marked increase in the number of students hospitalized for psychiatric reasons, many meeting criteria for borderline personality disorder (BPD), required Health Services to rethink clinical service delivery, staff training, and resource allocation. Owing to its proven efficacy in the treatment of BPD, dialectical behavior therapy (DBT) was adapted at our setting. An overview of DBT is presented, followed by a brief history and a detailed description of the Sarah Lawrence College DBT Program, initial data on its impact for student retention and hospitalizations, and a discussion of the potential benefits of employing DBT with students in other collegiate settings. As one of few college counseling centers offering such treatment, the DBT Program at Sarah Lawrence College represents a promising model of treatment for college students with BPD. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Addictive Behavior; Religion; Religious Factors; Spiritual Development; Counseling Techniques; Therapy; Correlation; Age; Rehabilitation Counseling; Regression (Statistics); Attitude Measures

Abstract:
A total of 84 individuals with addiction issues (e.g., drugs, sex, weight, food, and codependency) were asked about their willingness to incorporate religion or spirituality in their counseling. These respondents expressed willingness to deal with religion or spirituality in counseling if the counselor was knowledgeable about their religion or spirituality. Degree of willingness was significantly related to clients' religious background and age. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Chronic Illness; Time Perspective; Role; Personality Theories; Therapy; Correlation; Death; Mental Disorders; Emotional Adjustment; Social Adjustment; Rehabilitation Counseling

Abstract:
The first part of this article focused on providing the reader with a general overview of the concept of time with special emphasis on understanding time's role in the structure of personality theories and their associated therapeutic approaches, as well as linking the discussion to the understanding of time in the context of psychosocial adaptation to chronic illnesses and disabilities (CIDs). In the second part of this article, the author seeks to (a) briefly comment on the association among death, disability, and time; (b) discuss findings from the clinical and empirical literatures regarding time perception/orientation within the context of psychiatric disabilities; (c) review findings on the relationships between time perception/orientation and psychosocial adaptation to CIDs; and (d) highlight those treatment modalities that have been suggested for individuals whose disabilities have resulted in time distortions. (Contains 1 note.) [For Part I, see EJ967880.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Personality Traits; Psychological Patterns; Therapy; Personality; Violence; Cognitive Restructuring; Behavior Modification; Aggression; Outcomes of Treatment; Antisocial Behavior; Personality Problems

Abstract:
Cognitive behavioral therapies have positive effects on anger and aggression; however, individuals differ in their response to treatment. The authors previously found that dynamic factors, such as increases in readiness to change, are associated with enhanced outcomes for violence reduction training. This study investigated how less dynamic factors, specifically Cluster B personality traits, moderate the effects of violence reduction training. The authors used mixed modeling to fit growth curves to 14 weeks of anger strategies data and evaluated whether the presence of Cluster B traits affected pretreatment anger levels and rates of change. As expected, overall levels of negative anger strategies decreased across the 14-week treatment. Participants with antisocial, borderline, and histrionic personality features reported higher rates of negative anger strategies, whereas those with narcissistic personality features reported fewer negative anger strategies. Those with antisocial personality features improved at a rate similar to the overall trend of those without Cluster B traits. Those with borderline and histrionic features improved at an accelerated rate. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Child Behavior; Parent Education; Therapy; Outcomes of Treatment; Speech Communication; Preschool Children; Disadvantaged Youth

Abstract:
Empirical examination of components of behavioral parent training programs is necessary to inform treatment effectiveness and efficiency; however, comprehensive research on many components is lacking. The current study examined two parenting components utilized in Parent-Child Interaction Therapy by investigating the effects of behavioral descriptions on on-task behavior and the effects of reflections on descriptive speech. Twenty six parent-child dyads, with a child age 3-5, completed five parental-skill conditions. Results suggest that combined skills increased child on-task behavior more than other conditions; and that behavioral description alone increased on-task behavior more than questions. Furthermore, parental questions increased descriptive speech more than other forms of parental attention. These findings provide preliminary support for the utility of specific types of parental attention. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Staff Development; Correctional Rehabilitation; Juvenile Justice; Measurement Techniques; Interviews; Therapy; Observation; Interaction; Interpersonal Relationship; Residential Care

Abstract:
One prerequisite for effective institutional care is that staff agree on how to deliver treatment and have a unified view of how to achieve change--in other words, to have staff group unanimity (SGU). This study used the Correctional Program Assessment Inventory (CPAI) 2000, interviews with key staff, and observations of daily activities to examine the levels of SGU on eight treatment wards in Sweden. Results show that staff members had differing views of the theory and methods, low common therapeutic goals, low to modest confidence in management, and low agreement about how treatment should be delivered. At institutions displaying low and medium levels of SGU, observations revealed significantly less interactions between staff and residents, and the residents spend a lot less time in staff supervised activities than at institutions with a high level of SGU. This article also considers the complexity of promoting positive interactions among the staff while maintaining close relationships between the staff and residents. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Therapy; Trainees; Group Dynamics; Counselor Training; Group Counseling; Individual Development; Experiential Learning

Abstract:
Although researchers speculate counselor-trainees who participate in personal growth groups as part of their course curriculum experience essential group processes and personal growth, there is a lack of empirical evidence supporting this claim. This quantitative study investigates counselor-trainee's perceptions of the therapeutic, developmental, and wellness factors that occur within their personal growth groups. Forty-three personal growth group participants attending personal growth groups as part of their masters' level counselor education curriculum participated in this study. The results of this study provide preliminary empirical evidence that counselor-trainees are obtaining first-hand knowledge of essential group processes (i.e., group development, therapeutic factors, and personal growth) through their participation in the 10-hr personal growth groups. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Group Experience; Counselor Training; Group Counseling; Experiential Learning; Individual Development; Therapy; Trainees; Graduate Students; Group Dynamics; Models

Abstract:
The purpose of this study was to identify student growth factors during a semester long Master's level group counseling class. Results indicated that 12 growth factors accounted for 86% of the total number of critical incidents that participants reported as influencing their personal growth and awareness during the group experience. Two other factors, Outside Dynamics (OD) and Regular Attendance and Active Participation (RA) also emerged and formed a secondary factors category, accounting for 100% of all the critical incidents. Implications for future research and training are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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