Student Psychotherapy Research Articles

Who comes to a voluntary depression screening program?

The purpose of this study was to describe who comes to a voluntary depression screening program by analyzing findings from the 1992 National Depression Screening Day. Survey results from 5,367 adult volunteers at 345 facilities were analyzed. The authors examined the prevalence of depression detected at the screening test and sociodemographic characteristics and treatment history of the respondents. They also estimated the percentage of these individuals who would actually have a diagnosis of major depression (positive predictive value). The main assessment measure was the Zung Self-Rating Depression Scale. Of all participants, 76.6% (N = 4,109) had at least minimal depressive symptoms (score of at least 50 on the Zung depression scale), 53.3% (N = 2,859) had at least moderate symptoms (score of at least 60), and 22.6% (N = 1,214) had severe symptoms (score of at least 70). Few of the depressed respondents were currently in treatment for a mental health problem. The positive predictive value of a screening test diagnosis of depression was between 92.5% and 95.5% when a cutoff score of 60 was used to indicate depression and between 88.7% and 92.3% when a cutoff score of 50 was used. Voluntary screening tests, as exemplified by results from the National Depression Screening Day, provide a good opportunity for identifying previously unidentified and untreated individuals with depression.

Body weight, dieting, and eating disorder symptoms among college students, 1982 to 1992.

The authors sought to examine changes in prevalence of dieting behavior and eating disorder symptoms from 1982 to 1992. In 1982, 625 women and 276 men participated in a study examining body weight, eating habits, dieting tendencies, and eating disorder symptoms. Ten years later 564 women and 235 men at the same college completed a nearly identical survey. Similar random sampling methods were used for both studies. All respondents were classified into one of five groups (nondieter, dieter, problem dieter, subclinical eating disorder, or eating disorder according to DSM-III-R criteria). On almost all measures there were significant reductions of problematic eating behaviors and disordered attitudes about body, weight, and shape from 1982 to 1992. The estimated prevalence of bulimia nervosa dropped from 7.2% to 5.1% for women and from 1.1% to 0.4% for men. Binge eating, vomiting, diuretic use, and diet pill use also declined for women during this period. Significantly fewer women and men reported chronic dieting in 1992 than in 1982, and there was evidence of improved body image for both sexes. Subjects in 1992 also reported healthier eating habits in terms of dietary intake and meal regularity. Finally, women in 1992 were more likely to be overweight and were, on average, five pounds heavier than their 1982 counterparts. The prevalence of problematic eating behaviors and eating disorder symptoms appears to be abating. However, they remain a significant problem that affects a substantial segment of this population.

The junior-junior team

Over the years, the use of cotherapy groups has generated considerable debate, pro and con (Adler & Berman, 1960; Benjamin, 1972; Dreikurs, 1950; Gans, 1962; McMahon & Links, 1984; Rabin, 1967; Roller & Nelson, 1991; Russell & Russell, 1979; Slavson, 1960). Coleading therapy groups for training has generated less debate, though it has not been without controversy (Galinsky & Schopler, 1980; Lunden & Aronov, 1952; MacLennan, 1965; Middleman, 1980; Rutan & Alonso, 1980; Rutan & Stone, 1984; Yalom, 1975). I have co-led groups and supervised many, especially those co-led by therapists in training. When supervising, I have seen cotherapists work and learn well together, and I have seen others have fruitless and difficult struggles at considerable cost to the group members. With the latter leaders, their relationship consumed most of the supervision. Despite the controversy, this method of training continues. The limited research done to date suggests that most therapists in training find it a valuable way to learn. For instance, Dies (1974) found that leading with a qualified therapist was the preferred method of learning, and cotherapy with a peer was ranked fourth. Paulson et al. (1976) discovered that 67.86% of the students they surveyed found coleading a positive learning experience. A survey by Roller and Nelson (1991, p. 37) found that 70 of 80 therapists would colead with someone in training with them or under their supervision. One exception was a survey by Dies (1980), which showed that only 27 of 100 group supervisors recommended cotherapy for training. Clearly, the value of cotherapy or colearning (Roller & Nelson, 1991) for group therapy training remains unresolved. Only two of the studies noted address the learning experience of the students directly. So, when invited to present a paper on peer cotherapy and training at the Annual AGPA conference, I asked group psychotherapy students about the nature and learning value of their peer cotherapy experience. These students learned group psychotherapy as part of a general psychodynamic psychotherapy training program I headed for 11 years at the Boston Institute for Psychotherapy. This paper discusses the results of that survey and outlines several questions raised by the survey that require additional research.

College Student Psychotherapy as Managed Behavioral Healthcare:

In allocating scarce treatment resources to a defined population, college counselors and psychotherapists inevitable function as managers of behavioral healthcare. Empirical research suggests that the brevity of therapy is primarily a function of consumer behavior and that only minimal efficiencies can be obtained through the imposition of arbitrary treatment duration limits. By identifying variables that mediate the relationships among presenting problems, utilization, and outcomes, therapists can actively manage cases and optimize the relationship between treatment efficiency and effectiveness.

Family background and sexual abuse associated with eating disorders

The authors examined the possible relationship of negative early familial experiences and childhood sexual abuse to the later development of eating disorders. Three anonymous questionnaires--a sexual abuse screening checklist, the Biographic Inventory for Diagnosis of Behavioral Disturbances, and the Eating Disorder Inventory--were distributed to 350 female university students. Of the 202 women who completed the questionnaires, 44 (21.8%) were victims of childhood sexual abuse. There were no significant differences in the total or the subscale scores on the Eating Disorder Inventory among women with no, one, or repeated incidents of sexual abuse. However, women who reported an adverse family background displayed significantly higher Eating Disorder Inventory total and subscale scores than did women who assessed family background as a secure base. The data in this nonclinical female cohort suggest that childhood sexual abuse is neither necessary nor sufficient for the later development of an eating disorder, while an adverse family background may be an important etiological factor.

Intentionalizing Brief College Student Psychotherapy

Although brief therapy has been found to be both effective and efficient in campus counseling and mental health centers, there is often resistance to its employment. A review of literature suggests that two concerns underlie this resistance: (1) that brief models reduce the professional autonomy of staff and (2) that changes accomplished in brief therapy are less substantive that those achieved through time-unlimited modes. The present article draws upon research and practice literatures to address these concerns, highlighting ways in which brevity can be achieved by design, rather than default.

Supervision of Beginning and Advanced Graduate Students of Counseling and Psychotherapy

The purpose of this article is to present a comprehensive picture of supervision for the beginning and the advanced graduate student of counseling and psychotherapy. Even though early‐level supervision is generally characterized by high levels of structure, a didactic orientation, and a skill focus, it is argued that supervision should encourage continuous reflection at all levels of expertise. For the beginning student, the impact of performance anxiety and the advantages and disadvantages of modeling are examined. For advanced students, tension in supervision is considered and the rationale for an explicit contract is explained. For both levels, the quality of the supervisory relationship is considered critical for effective supervision,

The concept of boundaries in clinical practice: theoretical and risk- management dimensions

The authors systematically examine the concept of boundaries and boundary violations in clinical practice, particularly as they relate to recent sexual misconduct litigation. They selectively review the literature on the subject and identify critical areas that require explication in terms of harmful versus nonharmful boundary issues short of sexual misconduct. These areas include role; time; place and space; money; gifts, services, and related matters; clothing; language; self-disclosure and related matters; and physical contact. While broad guidelines are helpful, the specific impact of a particular boundary crossing can only be assessed by careful attention to the clinical context. Heightened awareness of the concepts of boundaries, boundary crossings, and boundary violations will both improve patient care and contribute to effective risk management.

Applying Trans-Generational Family Theory and Therapy to College Student Psychotherapy

While family systems theory and therapy have been integrated into psychological treatment in a wide variety of populations and settings, college therapists, have been slow to find meaningful application to the treatment of students. Conflicting theoretical assumptions about the nature of the college student from the prevailing developmental model as opposed to the family theory model and lack of an elaborated model for such application may be repsonsible. A model for applying trans-generational family interventions is proposed which includes (1) family-theory informed individual therapy; (2) Bowen family coaching; (3) families as consultants to individual counseling; and (4) on-going family sessions. Theoretical and practical issues are illustrated through case examples.

Is it time to improve psychotherapy training?

The practice of psychotherapy is a central activity for clinical psychologists. Accordingly, psychotherapy training is a fundamental part of clinical t of empirical information about the procedures and processes involved in psychotherapy training, and empirical evidence for the effectiveness of current practices is practically nonexistent. The literature on empirical evaluations of therapy training in general, and psychotherapy supervision in particular, is discussed. It is proposed that psychotherapy training can be improved by applying principles and methods from the area of the cognitive sciences concerned with the development and nature of generic expertise. To illustrate this application, a new instructional format, “anchored instruction,” is discussed as a method for providing psychotherapy students with a more thorough comprehension of therapy theories, principles, and procedures than is attainable with current teaching methods.

Dr. Pribor and Dr. Dinwiddie Reply

Dr. Pribor and Dr. Dinwiddie Reply

A practicum in private practice for graduate students in psychiatric nursing

Clinical placements in psychotherapy for graduate students in psychiatric nursing are getting difficult to find because of bureaucracy, liability issues, competition, and safety and convenience concerns in urban areas. One solution is to design a placement in private practice.

Psychotherapy and Career Counseling: Toward an Integration for Use with College Students

The authors suggest that psychotherapy and career counseling with college students can be identified as potentially concurrent and interactive processes. They seek to increase awareness of this connection and underscore the value of its application when it is appropriate to do so. Selecting a career is a crucial developmental task for young adults and is, to varying degrees, an integral part of their psychosocial adjustment. The literature is reviewed from five perspectives: the psychodynamic model of career counseling; case examples; integration of career counseling and psychotherapy; a review of the developmental theories of Erikson, Farnsworth, Chickering, and Medalie; and empirical justification. The authors discuss the rationale for merging student psychotherapy and career counseling and offer case examples.

Dr. Beck and Dr. Steer Reply

Dr. Beck and Dr. Steer Reply

Dr. Karasu Replies

Back to table of contents Previous article Next article ArticleNo AccessDr. Karasu RepliesT. BYRAM KARASUT. BYRAM KARASUSearch for more papers by this authorPublished Online:1 Apr 2006https://doi.org/10.1176/ajp.147.10.1385-bAboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail "Dr. Karasu Replies." American Journal of Psychiatry, 147(10), pp. 1385-b–1386 Access content To read the fulltext, please use one of the options below to sign in or purchase access. Personal login Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - American Journal of Psychiatry $35.00 Add to cart PPV Articles - American Journal of Psychiatry Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byThe Journal of the American Academy of Psychoanalysis and Dynamic Psychiatry, Vol. 38, No. 4Journal of Clinical Psychology, Vol. 58, No. 10International Journal of Mental Health, Vol. 31, No. 2Journal of College Student Psychotherapy, Vol. 14, No. 2Evidence-based practice: Where is the evidence? the case of cognitive behaviour therapy and depression28 September 2007 | Australian Psychologist, Vol. 33, No. 2Occupational Therapy International, Vol. 5, No. 1Health Care for Women International, Vol. 17, No. 1The Australian and New Zealand Journal of Obstetrics and Gynaecology, Vol. 36, No. 4Family Preservation and Poor Families: When “Homebuilding” is not Enough31 July 2018 | Families in Society: The Journal of Contemporary Social Services, Vol. 74, No. 9International Journal of Geriatric Psychiatry, Vol. 8, No. 1New Directions for Mental Health Services, Vol. 1993, No. 57Cognitive Therapy and Research, Vol. 17, No. 3Acta Psychiatrica Scandinavica, Vol. 87, No. S371Nordic Journal of Psychiatry, Vol. 46, No. 6Journal of Clinical Psychology, Vol. 47, No. 5Indikation und Wirksamkeit nichtmedikamentöser Behandlungsverfahren bei depressiven ErkrankungenAmerican Journal of Dance Therapy, Vol. 13, No. 2Academic Psychiatry, Vol. 15, No. 3 Volume 147Issue 10 October 1990Pages 1385-b-1386 Metrics PDF download History Published online 1 April 2006 Published in print 1 October 1990

Impact of life events on subjects with panic disorder and on comparison subjects

A questionnaire measure of major life events was given to 64 subjects with diagnoses of panic disorder with agoraphobia, 33 subjects with other anxiety disorders, and 34 nonanxious subjects. Anxious subjects indicated the life events that had occurred in the 6-month period immediately before their current disorder began and rated the impact of each event on a 7-point scale. Nonanxious subjects made the same ratings for a 6-month period 1 1/2-2 years before the study. There was no significant difference between groups in the number of life events reported. However, anxious subjects rated these events as having a significantly greater negative impact than did nonanxious subjects.

Dr. Herman and Associates Reply

Dr. Herman and Associates Reply

Book Review: Teaching: An Outline of Psychotherapy for Medical Students and Practitioners

Book Review: Teaching: An Outline of Psychotherapy for Medical Students and Practitioners

Book Review: An Outline of Psychotherapy for Medical Students and Practitioners

Book Review: An Outline of Psychotherapy for Medical Students and Practitioners

What Parents Need to Know About Counseling and Psychotherapy

Today's college and university students find mental health services far more available and acceptable than did students in their parents' generation. But even bright and well-educated people still tend to attach stigma to getting help with emotional problems and the considerable developmental challenges of the college years. Parents are advised to acknowledge their sons and daughters needs to grow psychologically and to try to reduce the stigma. Practical information about services is provided, major kinds of crises-including sucicide threats, substance abuse and psychotic breakdown- are discussed, and psychotherapy is described as a process of experiential learning. In conclusion, some results of college student psychotherapy are noted.