Southern, S. & Devlin, J. (2010). Theory development: A bridge between practice and research. The Family Journal , 18, 84-87.

Abstract: Theory development is an intentional process by which marriage and family counselors may bridge the gap between research and practice. The theory building process includes inductive and deductive forms of reasoning, qualitative and quantitative approaches to knowledge development, and diffusion of innovations. Grounded theory provides an accessible method for bridging the gap. Theoretical orientation development is a lifelong process involving the interaction of personal and professional influences in theory selection and elaboration. Examination of personal values and values implicit in theories afford opportunities for ongoing professional development.

Discussion Questions:

1. Theories are constructed out of both inductive and deductive reasoning. Define both and give an example of each.
2. These authors present the idea of theory building as a lifelong process. What do you think about this idea.
3. What personal values do you have that will affect your theory choice?

Karr, C. A., & Larson, L. M. (2005). Use of theory-driven research in counseling: Investigating three counseling psychology journals from 1990 to 1999. The Counseling Psychologist, 33 ( 3), 299-326.

Abstract: Three major journals in counseling psychology were sampled from 1990 to 1999 to assess the percentage of quantitative, empirical articles that were theory driven. Only 43% of the studies utilized a theory or model, and 57% predicted the relation between the variables, with few studies specifying the strength of the relation. Studies sampled in the Journal of Counseling Psychology (63%) and the Journal of Vocational Behavior (65%) reported a significantly higher percentage of theory-driven research than the Journal of Counseling and Development (43%). A higher proportion of Journal of Counseling Psychology studies compared with Journal of Counseling and Development studies anchored findings to theory. Few studies replicated previous studies. This paucity implies that replication is underutilized by the field as a potentially fruitful way to substantiate empirical knowledge. A binary logistic regression was conducted to examine trends over time. No trends emerged. Suggestions for future implementation of theory and implications for counseling psychology as a field are offered.

Discussion Questions:

1. What do the authors mean by “theory driven research”?
2. Why do you think the Journal of Vocational Behavior reported more theory-driven research?
3. What is the scientific value of “replication of findings”? Why is it important, and why do these authors think this kind of work is not published more frequently?

Trepal, H. C., Wester, K. L., Shuler, M. (2008). Counselors'-in-training perceptions of gendered behavior. The Family Journal, 16 (2), 147-154.

Abstract: This study utilized Q methodology to examine counselors'-in-training (CIT) perceptions of gendered behavior. Findings supported that most CITs adhered to a traditional view of gender. To work effectively with couples and families, it is suggested that counselors need to address and explore potential biases and socialized stereotypes of gender.

Discussion Questions:

1. What is Q methodology? How has it been important in counseling research?
2. Do the findings of this article surprise you? Why or why not?
3. What recommendations would you make, based on the findings of this article, to help counselors –in-training learn to recognize their gender biases?

Clara K. Paynter & Estrada, D. (2009). Multicultural training applied in clinical practice: Reflections from a Euro-American female counselor-in-training working with Mexican immigrants. The Family Journal, 17, (3), 213-219.

Abstract: The clinical experience of a Euro-American female counselor-in-training providing bilingual family therapy services to Mexican immigrants is described. Cultural themes encountered when applying academic discourse to clinical work are raised in the context of case studies in which the student therapist works from a postmodern client-as-expert therapeutic stance. Strategies and techniques that helped the student counselor adapt Eurocentric counseling theories and processes into culturally congruent interventions with Mexican immigrant clients are detailed. In an effort to increase discussion regarding the implementation of culturally responsive counseling skills, implications for training based on this cross-cultural internship experience are discussed.

Discussion Questions:

1. What do the authors mean when they describe most current counseling theories as “Eurocentric?”
2. What do the authors mean by a “postmodern stance” toward psychotherapy? How do you react to this idea? In what ways does it seem attractive or unattractive (or both) to you?
3. What specific adaptations did the authors think were necessary for Mexican immigrant clients? Do you think these adaptations would be similar to, or different from, adaptations needed for other immigrant cultures?

Hendricks, B. C., Bradley, L. J., Brogan, W. C., & Brogan, C. (2009). Shelly: A Case Study Focusing on Ethics and Counselor Wellness. The Family Journal, 17, (4), 355-359.

Abstract: Counselors experience stress and anxiety as part of their profession. However, frequently counselors do not attend to their own needs regarding self-care and wellness, thus, placing themselves at risk of ethical violations relating to counselor impairment. In this article, a case study is presented with a correspondent wellness plan illustrating ways that counselors might implement self-care strategies to improve their wellness. The wellness treatment plan is written in conjunction with a physician, a cardiologist, who suggests simple ways to assess and monitor wellness. Discussion Questions:

1. What are the essential ethical responsibilities that psychotherapists have for their clients?
2. What ethical responsibilities do psychotherapists have toward themselves?
3. In what ways do you need to improve your commitment to your own wellness? If you were to consult experts, as Shelly did in this article, what advice do you think you would be given?

Hersoug , A.G. (2010). A closer look at good and poor outcome in psychodynamic psychotherapy: A case comparison study. Clinical Case Studies, 9 (2), 135-155.

Abstract: The process and outcome of three patients’ individual psychodynamic psychotherapies with the same therapist were investigated in this case comparison study. Multiple assessments with different instruments, including an independent assessor’s perspective both at termination and at follow-up were examined, to identify factors with an impact on good versus poor outcome. This case study illustrated that, assessing the outcome more than once, and with several measures, gave a more complete picture than one single measure at termination. Although this procedure represented the outcome in a better way, it also reflected the complexity of assessing psychotherapy results. Among the central factors for the outcome are: initial severity, quality of object relations, and vulnerability. Treatment implications of the findings are discussed (e.g., the importance of adjustment of therapy techniques, assessments and realistic expectations). Due to the complexity of the results, it is a challenge to understand fully and explain differences between patients and their individual ways of changing over the course of psychodynamic psychotherapy. Discussion Questions:

1. What is “process” and what is “outcome” in psychotherapy research?
2. What is defined as a “good outcome” in psychodynamic psychotherapy? How was it measured in this study?
3. What did the authors conclude about what leads to a good outcome versus a poor outcome ?

Kraus, M. W., & Chen, S. (2010). Facial-feature resemblance elicits the transference effect. Psychological Science, 21 (4), 518-522.

Abstract: In transference, a perceiver’s representation of a significant other is activated and used to interpret and respond to a new target person who bears some resemblance to the particular significant other. Integrating research on face perception and transference, we hypothesized that transference can occur on the basis of the resemblance of a target’s facial features to those of a perceiver’s significant other. Experimental results supported this hypothesis. Manipulating an upcoming interaction partner’s facial features to resemble those of participants’ significant other led participants to make representation-consistent inferences about and evaluations of the partner. Moreover, participants undergoing transference experienced shifts in their self-concept, so that they described themselves more like the person they are when with the relevant significant other. The results represent the first evidence of transference processes occurring through facial-feature resemblance. Implications for research on impression formation, social cognition, and emotions are discussed. Discussion Questions:

1. What implications does this article have for the concept of transference in the therapeutic relationship?
2. In what ways are the results of this article consistent with psychodynamic theory? In what ways are they inconsistent?
3. The authors bring in concepts from social and developmental psychology (impression formation; social cognition) to explain their results. These concepts were developed much later than psychoanalytic ideas about interpersonal influence. What do you think of using concepts from one theory to expand the concepts from another theory? Does the blend make sense to you, or is it more like mixing oil and water?

Welch, R. D., & Houser, M. E. (2010). Extending the four-category model of adult attachment: An interpersonal model of friendship attachment. Journal of Social and Personal Relationships, 27 (3), 351-366.

Abstract: Relationships among adult friendship attachment styles and levels of hope, self-disclosure, relationship satisfaction, and trust were studied to assess their validity as explanatory factors in friendship attachments in a cross-section of 268 undergraduate students at a small, private university. Significant relationships were found between attachment styles and hope, self-disclosure, and relationship satisfaction. Specifically, securely attached individuals showed significantly more hope, self-disclosure, and relationship satisfaction than individuals with fearful attachment styles. In addition, individuals with fearful attachment styles showed significantly less hope, self-disclosure, and relationship satisfaction than individuals with secure, dismissing, or preoccupied attachment styles.

Discussion Questions:

1. According to Bowlby and researchers who have followed his thinking, “attachment style” is determined by early experiences with caregivers. What characterizes a “secure” attachment style, and how do the authors define “fearful” attachment styles?
2. What attachment style do you think you have prominently? In which relationships have you been most secure? In which relationships have you exhibited more “fearful” tendencies?
3. What implications do you think that a therapist’s attachment style would have for their own personal life, and their work with clients?

Prilleltensky, I. (1994). On the social legacy of B.F. Skinner. Rhetoric of change, philosophy of adjustment. Theory Psychology, 4(1), 125-137.

Abstract: The legacy of B.F. Skinner for social improvement is examined. A significant discrepancy is noticed between the rhetoric of change contained in his writings and the underlying philosophy of adjustment to the social order. Promises to modify the environment to advance human welfare were reverted into practices of changing individuals to promote the effective functioning of the social system. A critique of Skinner's theory of values reveals that it is unable to provide a conceptual framework for the `good' society. It is argued that even though radical behaviorism is frequently used to maintain undesirable social institutions, it could be employed to foster beneficial macrosocial changes. This contrast is analyzed in terms of (a) a discrepancy between theory and practice; (b) a preoccupation with technology over ethical decision-making; and (c) a neglect of power issues in institutional and societal settings. Discussion Questions:

1. Why does the author feel that Skinner’s theory of values does not provide a framework for the ‘good’ society?
2. Discuss the discrepancy between Skinner’s theory and practice. Suggest some ideas for rectifying the gap.
3. According to Skinner, what are values? What are social values? Do you agree with his definitions? Why or why not?

Barton, E. J. (1981). Developing sharing. An analysis of modeling and other behavioral techniques. Behavior Modification, 5(3), 386-398.

Abstract: The present study evaluated modeling and five other behavioral techniques for facilitating sharing. A multiple baseline design across three groups of five preschool children was used. Instructions, modeling, and praising the model did not influence how frequently the children shared their toys. When given an opportunity to practice the model's behavior, the children showed an increase in sharing. In addition, prompts and praise further facilitated sharing. At the end of the study, when all six behavioral techniques were used, each group was sharing at least four times more often than at the beginning of the study. The results suggest that use of modeling and instructions are not enough to facilitate sharing among young children. It appears that children should be provided with an opportunity to practice sharing and be given prompts and praise for sharing. Discussion Questions:

1. Compare and contrast the six behavioral techniques used in this study to facilitate sharing.
2. Summarize the results of this study in two sentences.
3. Think back to your childhood. Reflect on a behavior that you learned through modeling, refined through practice, and reinforced by praise.

Stahmer, A. C., Ingersoll, B., & Carter, C. (2003). Behavioral approaches to promoting play. Autism December, 7(4),401-413.

Abstract: A variety of techniques grounded in behavioral psychology, and more specifically in applied behavior analysis, have been established to increase and improve play skills in children with autistic spectrum disorders. This article introduces a set of efficacious methods, which range from highly structured techniques to more naturalistic strategies. It focuses on object play as other authors in the issue discuss social play in greater depth. Behavioral techniques that are reviewed include: discrete trial training, use of stereotyped behaviors to increase play skills, pivotal response training, reciprocal imitation training, differential reinforcement of appropriate behavior, in vivo modeling and play scripts, and video modeling. A discussion of expanding behavior techniques to teach more complex play as well as training in varied environments is also presented. References are provided to allow the reader to obtain more in-depth information about each technique. Discussion Questions:

1. What are the benefits of object play, as opposed to social play, for children with autistic spectrum disorders?
2. Why is it useful to expand behavioral techniques and train in varied environments when attempting to teach more complex play?
3. Briefly describe the following techniques: discrete trial training, pivotal response training, reciprocal imitation training, differential reinforcement of appropriate behavior, in vivo modeling and play scripts, and video modeling

Joe Reilly, J., & Jacobus, V. (2008). Students evaluate Carl Rogers and his relationship with Gloria: A brief report. Journal of Humanistic Psychology, 48 (1), 132-141.

Abstract: The Three Approaches to Psychotherapy (TAP) video series introduces students, both undergraduate and graduate, to three major schools of psychotherapy: client-centered therapy, Gestalt therapy, and rational-emotive therapy. A sample of students were asked to watch the TAP video series and were then surveyed on their perceptions of the therapists' practice of psychotherapy and explanation of his theory, and the relationship between the client and therapist, including the therapists’ interest in and treatment of the client. This article focuses on findings based on Carl Rogers's session with the client, Gloria. Results were consistent in that students were pleased with Rogers's theory, practice, and interaction with Gloria. Discussion Questions:

1. After watching the film of Carl Rogers with Gloria and reading this article, note consistencies and differences between your reactions to Rogers and those of the students surveyed in this study.
2. What were the demographic characteristics (age, gender, race/ethnicity) of the students involved in this study? How do you think these background factors might have influenced their reactions?
3. Which aspects of Roger’s theory, practice, and interaction with Gloria would you like to incorporate into your own style with clients?

Krug, O. T. (2009). James Bugental and Irvin Yalom: Two masters of existential therapy cultivate presence in the therapeutic encounter. Journal of Humanistic Psychology, 49, 329-354.

Abstract: James Bugental and Irvin Yalom, noted existential psychotherapists and educators, both emphasize a psychotherapeutic method that cultivates presence. This important yet difficult to define therapeutic method deserves greater clarification due to its role in effecting therapeutic change. The present study compared Bugental and Yalom on selected presuppositions that relate to the cultivation of presence in order to explore their influence on each man's practice of existential psychotherapy. A psychobiographical framework illuminated how their personal experiences influenced the formation of these presuppositions. The present study revealed that the different presuppositions, which Bugental and Yalom hold about existential psychotherapy, influence each therapist's theoretical understanding of the cultivation of presence, which in turn shape how each practices existential psychotherapy. Although both therapists concentrate more on process than on content, Bugental usually attends to the intra personal processes of the client whereas Yalom often attends to the interpersonal processes. The findings of the present study help explain current research related to the significance of contextual factors in the therapeutic endeavor. The findings also highlight the importance of clarifying therapeutic presuppositions and assumptions. Finally, the findings illuminate the benefit of integrating intrapersonal and interpersonal approaches.

Discussion Questions:

1. What were the personal experiences of Dr. Bugental and Dr. Yalom that influenced their development of existential presuppositions?
2. What is meant by “presence,” and how do these two renown therapists cultivate it in sessons?
3. What is the difference between intrapersonal process and interpersonal process? Give an example of each. Which one do you think you would be more comfortable cultivating at this point in your professional development?

Henriques, G., Beck , A. T., Brown, G. K. (2003). Cognitive therapy for adolescent and young adult suicide attempters. American Behavioral Scientist, 46(9), 1258-1268.

Abstract: Although there is a large and increasing literature on biological, psychological, and social characteristics of suicidal behavior, there is a relative lack of information dealing specifically with how to treat suicidal adolescents and young adults. A 10-session cognitive intervention for older adolescents and young adults who have attempted suicide is described in detail. A novel element of the therapy is that the treatment can be applied to individuals exhibiting suicidal behavior, regardless of psychiatric diagnosis. Information is provided about how to structure therapy sessions and how therapy progresses through the early, middle, and later stages. New, specific strategies are offered for helping suicidal individuals learn to cope more adaptively with crises and distress. Discussion Questions:

1. In just a few sentences, describe the biological, psychological, and social characteristics of suicidal behavior.
2. In what ways might a client’s psychiatric diagnosis affect the treatment of his or her suicidal behavior?
3. The author states that the intervention discussed in this article can be applied to individuals with suicidal behavior, regardless of psychiatric diagnosis. Can you think of a particular characteristic or psychiatric diagnosis that might preclude a client from benefitting from this treatment?

Weems, C. F. & Carrion, V. G. (2003). The treatment of separation anxiety disorder employing attachment theory and cognitive behavior therapy techniques. Clinical Case Studies,2(3), 188-198.

Abstract: This study explored a potentially important intersection between behavior therapy and attachment theory in the treatment of separation anxiety disorder (SAD). Specifically, in this article, the authors describe an intervention that incorporated attachment theory in the framework of an exposure-based cognitive-behavioral treatment (CBT) for severe separation anxiety experienced by a 9-year-old boy. Assessment measures indicated that treatment gains were evident at the end of 12 sessions and that the child showed continued improvement at a 6-month follow-up session. Overall, it seemed that an attachment perspective was helpful in framing an understanding of SAD for the parent and fostering compliance with the CBT regimen. Utilization of the theory also helped the parent and therapist in determining reinforcers for the child's behavior. More detailed and controlled investigations of the effect and relative effect of the attachment focus during CBT for SAD are warranted. Discussion Questions:

1. How might attachment issues be related to separation anxiety?
2. Why do you think the attachment perspective is useful in fostering compliance of the separation anxiety disorder treatment regimen in this study?
3. How has this article expanded your knowledge on both attachment theory and separation anxiety and the potential relationship between the two?

Dattilio, F. M. (1993). Cognitive techniques with couples and families. The Family Journal January, 1(1), 51-65.

Abstract: In the last decade, theorists and practitioners have become increasingly optimistic about integrating various components of divergent schools of thought in the area of couples and family therapy. This article familiarizes the reader with cognitive therapy and proposes it as an integral component with other modalities of treatment when working with couples and families. Discussion Questions:

1. What are the benefits of integrating several schools of thought when conceptualizing and treating couples and families?
2. Critique the integration of schools of thought presented in this study? Do you believe that it could enhance the conceptualization and treatment of couples and families? Why or why not?
3. What other components of divergent schools of thought might enhance the treatment of couples and families? Explain your answer.

Crittenden, P. M. & Dallos, R. (2009). All in the family: Integrating attachment and family systems theories. Clinical Child Psychology and Psychiatry, 14(3), 389-409.

Abstract: This article brings together ideas from attachment and systemic family therapy. There is both growing interest among systemic practitioners in the conceptual and empirical base of attachment theory and also the need for attachment theory to expand dyadic patterning to include its context in family functioning. We propose the Dynamic-Maturational Model (DMM) as being the most compatible and useful variant of attachment theory. With its emphasis on the functional nature of behavior, a dynamic view of development and change, and a focus on multiple attachments and representational systems, the DMM fits systemic concepts well. We propose that many apparent discrepancies between the theories will disappear if careful distinctions are made between observed behavior, functional explanations, and attributions. We conclude with theory-based recommendations for selecting treatment strategies. Several case examples that are theory based, counterintuitive, and tied to disorders that are difficult to treat are offered to give substance to our ideas. Discussion Questions:

1. Briefly explain the Dynamic-Maturational Model.
2. Do you think the Dynamic-Maturational Model is a useful model for conceptualizing attachment theory and its relation to family functioning? Why or why not?
3. What is a dynamic view of development? According to attachment theory, what is the representational system?

Williams, R. (2005). A short course in family therapy: Translating research into practice. The Family Journal, 13, (2), 188-194.

Abstract: This article outlines a graduate-level, one-time-only family therapy course that prepares counseling trainees to be competent at entry-level family therapy in the United States. The approach outlined addresses the training concerns of programs that significantly emphasize individual-focused paradigms and that have limited time to train counseling trainees in family therapy. The pedagogical model draws from the empirically supported brief strategic family therapy model, family process research, relational psychotherapy, and integrative psychotherapy approaches. This article highlights the importance of preparing"> trainees to develop a strong understanding of how families function before they delve into family therapy treatment. It also highlights the ease at which empirically supported interventions can be integrated into a family therapy course. Although anecdotes and teaching evaluations indicate that the model fits well for trainees, the model needs to be tested for its long-term utility in clinical settings and it needs to be expanded to couples counseling. Discussion Questions:

1. Summarize the author’s main points in just a few sentences.
2. Do you see any potential bias in the author’s work? Why or why not?
3. Do you believe that anecdotes and teaching evaluations of the effectiveness of a training program, such as the family therapy course described in this article, are enough evidence to accept its utility or is it important to test a training model for its long-term utility in clinical settings? Why or why not?

Crane, R. (2007). Research on the cost of providing family therapy: A summary and progress report. Clinical Child Psychology and Psychiatry, 12(2), 313-320.

Abstract: This article provides a summary of effectiveness research on the costs of including family therapy in mental health services. Data was available from four different sources: 1) a large western Health Maintenance Organization with 180,000 subscribers in the local Utah region; 2) the Medicaid system of the entire State of Kansas in the United States; 3) a US health insurance company with several million subscribers; and 4) a Family Therapy training clinic. Results suggest that family therapy reduces the number of health care visits, especially for high utilizers. These results were also replicated in a graduate student training clinic. Also, studies of two different health care systems (and a cost projection study) suggest that including family therapy as a treatment option does not significantly increase health care costs. Discussion Questions:

1. Briefly explain why this article supports the effectiveness of providing family therapy in mental health services.
2. Why do you think the authors gathered data from such different sources?
3. The authors mention that these results were replicated in another study. What is replication and why is it important to replicate a study?

Kim, J. (2008). Examining the effectiveness of solution-focused brief therapy: A meta-analysis. Research on Social Work Practice, 18(2), 107-116.

Abstract: Objective: A meta-analysis was conducted to evaluate the effectiveness of solution-focused brief therapy (SFBT). Method: Hierarchical linear modeling software was used to synthesize the primary studies to calculate an overall effect size estimate and test for between-study variability. Results: Solution-focused brief therapy demonstrated small but positive treatment effects favoring SFBT group on the outcome measures (d = 0.13 to 0.26). Only the magnitude of the effect for internalizing behavior problems was statistically significant at the p < .05 level, thereby indicating that the treatment effect for SFBT group is different than the control group. Conclusions: This study allows social workers interested in solution-focused brief therapy to examine the empirical evidence quickly and with more definitive information. Discussion Questions:

1. What is a meta-analysis and what benefit do they provide to the field?
2. Reflect on the results of this meta-analysis. What do you think about that fact that only the magnitude of the effect for internalizing behavior problems was statistically significant?
3. How can the results of this meta-analysis contribute to the refinement of treatment strategies and techniques?

Wheeler, J. (2001). A helping hand: Solution-focused brief therapy and child and adolescent mental health. Clinical Child Psychology and Psychiatry, 6(2), 293-306.

Abstract: Solution-focused brief therapy is a relatively new approach for Child and Adolescent Mental Health Services in the UK. While the approach lacks the support of outcome studies compared with more conventional approaches, it is argued that the model does offer some specific advantages, and relates well to the range of problems which present and the manner in which many clients use the service. An outline of the approach is provided, along with an overview of research and comments on contraindications. A variety of clinical examples is used to illustrate how the approach works in practice. Concluding comments question the manner in which new approaches gain acceptance. Discussion Questions:

1. According to the authors of this article, what advantages does solution-focused brief therapy provide for children and adolescents?
2. Do you think empirical evidence should be required before a clinical approach can be offered for fee-for-service treatment?
3. The authors argue that solution-focused brief therapy works well for many problems common to children and adolescents. Can you think of a problem that would be better suited for longer term therapy? Why?

Hill, C. (1992). Research on therapist techniques in brief individual therapy: Implications for practitioners. The Counseling Psychologist, 20,(4), 689-711.

Abstract: Research on therapist techniques (defined as verbal response modes) in brief individual therapy is reviewed in terms of its implications for practice. Four areas are covered: (a) the overall effectiveness of therapist techniques; (b) the effectiveness of the specific therapist techniques of interpretation and self-disclosure; (c) factors moderating the effects of therapist techniques such as individual differences between clients, individual differences between therapists, and the context within therapy; and (d) the importance of therapist and client covert processes. Several conclusions are drawn: (a) which therapist techniques are used in therapy does make a difference; with interpretation and self-disclosure being particularly helpful; (b) therapists should be aware of their intentions in using different interventions; (c) client type and client state seem to predict the effectiveness of different techniques; (d) clients often hide negative reactions; and (e) when therapists are aware of negative client reactions, there may be negative effects on the therapy. Discussion Questions:

1. Discuss the verbal response modes.
2. Which therapeutic techniques are most effective? Which are least effective?
3. Why do think some therapeutic techniques are more effective than others? Are certain techniques more effective with specific types of clients?

Parish-Plass, N. (2008). Animal-assisted therapy and children suffering from insecure attachment due to abuse and neglect: A method to lower the risk of intergenerational transmission of abuse? Clinical Child Psychology and Psychiatry 13(1), 7-30.

Abstract: Children suffering from insecure attachment due to severe abuse and/or neglect are often characterized by internal working models which, although perhaps adaptive within the original family situation, are inappropriate and maladaptive in other relationships and situations. Such children have a higher probability than the general population of becoming abusing or neglecting parents. Besides the usual goals of psychotherapy, an overall goal is to stop the cycle of abuse in which abused children may grow up to be abusing parents. Therapy with these children is complicated by their distrust in adults as well as difficulties in symbolization due to trauma during the preverbal stage. Animal-Assisted Therapy (AAT) provides avenues for circumventing these difficulties, as well as providing additional tools for reaching the inner world of the client. This article gives a brief background of the connection between insecure attachment and intergenerational transmission of abuse and neglect as well as a brief overview of the principles of AAT in a play therapy setting. A rationale for the use of AAT as a unique therapy technique for children having suffered from abuse and neglect is followed by a number of clinical examples illustrating AAT. Discussion Questions:

1. What is an internal working model of attachment? Explain the intergenerational transmission of abuse.
2. How could an internal working model be adaptive within an abusive family context and maladaptive in other relationships?
3. Why is Animal-assisted therapy a useful technique for abused or neglected children?

Fernandez, I. & Faretta, E. (2007). Eye movement desensitization and reprocessing in the treatment of panic disorder with agoraphobia. Clinical Case Studies, 6(1), 44-63.

Abstract: This article describes a comprehensive treatment of a case of panic disorder with agoraphobia. A thorough history taking revealed that experiential contributors had a pivotal role in the development of the condition. Therefore, eye movement desensitization and reprocessing (EMDR) was used to address early traumatic events as well as the present stimuli that caused disturbance and had maintained symptomatology for the past 12 years. Although the client's symptoms were resolved after 15 sessions, EMDR was also effective in addressing future behaviors and resolving anticipatory anxiety. During EMDR processing, the client demonstrated emotional and cognitive changes consistent with trauma resolution, insight, and personal growth. The client gradually enacted functional new behaviors spontaneously as treatment unfolded. The therapeutic process and the targets are described in detail. Discussion Questions:

1. What is Eye movement desensitization and reprocessing?
2. Describe the therapeutic process and the targets.
3. The author describes the effectiveness of EMDR for trauma. Do you think it could be useful for other disorders?

Leijssen, M. (2006). Validation of the body in psychotherapy. Journal of Humanistic Psychology, 46(2), 126-146.

Abstract: Psychotherapists can improve verbal psychotherapy by adding a bodily perspective. Different approaches can be situated on a continuum from verbal to nonverbal, and body-oriented interventions can be directed to different aspects of the body. The body as sensed from inside is one source of information. This is different from working with the body as perceived from outside and paying attention to nonverbal communication. In the next stage, major methods are working with the body in action and in movement and other nonverbal expressions. At the end of the continuum, attention goes to touching the body. Different ways of validating the body in psychotherapy are illustrated with clinical vignettes. Effects of body-oriented interventions on the client’s process are greater awareness, engagement in the present, deepening of experience, opening the body memory, cathartic release, resolving blocks, and exploring new possibilities. Discussion Questions:

1. How can adding a bodily perspective improve psychotherapy?
2. What ethical considerations might arise when utilizing body-oriented interventions, such as those involving touch? How might the therapist prevent ethical concerns from occurring?
3. What does it mean to “validate the body” in psychotherapy?

Smith, R. L. & Southern, S. (2005). Integrative confusion: An examination of integrative models in couple and family therapy. The Family Journal, 13(4), 392-399.

Abstract: This article examines integrative therapy, emphasizing couple and family therapeutic models. Integrative models have developed at such a rapid pace that a review of their origins is essential. The literature review indicates the varied and confused state of integrative therapy. Yet, there are several promising couple and family therapy integrative models. In an attempt to understand and integrate the available models, their common factors are emphasized. Discussion Questions:

1. What is integrative therapy?
2. When would it be useful to adopt an integrative therapeutic modality?
3. List the common factors present in the couple and family therapy integrative models discussed in this article. Can you think of an additional common factor not mentioned in this article?

Capps, F. (2006). Combining eye movement desensitization and reprocessing with Gestalt techniques in couples counseling. The Family Journal, 14, 49-58.

Abstract: Eye movement desensitization and reprocessing (EMDR) is gaining acceptance as efficacious treatment for posttraumatic stress disorder for individuals but not for couples. This article reports three case studies of couples in which EMDR is combined with Gestalt therapy in a single session to resolve relational trauma effects, increase empathy and awareness in the supportive partner, and deepen intimacy within the couple. Case studies are described, and implications for research and clinical applications are discussed. Discussion Questions:

1. In this study, a relatively new therapy (EMDR) is integrated with techniques from the Gestalt approach. What was the author’s rationale for integrating these approaches?
2. What cautions does the author offer for integrating and using these techniques with couples?
3. Why might trauma problems in particular be best treated with an integrative approach?

Bitter, J. R. (2004). Two approaches to counseling a parent alone: Toward a Gestalt-Adlerian integration. The Family Journal, 12 (4), 358-367.

Abstract: This article concentrates on two models of therapy, one Gestalt and the other Adlerian, that were presented at a Brief Therapy Conference and involved demonstrations with parents. Both sessions focused on the needs of individual parents who sought help with their relationships with a daughter and a son, respectively. Typescripts of each session are provided along with an assessment of purpose, awareness, contact, and experience (P.A.C.E.) as these relate to the flow and rhythms of therapy. Discussion Questions:

1. What was the author’s rationale for integrating both Gestalt and Adlerian theory, rather than using only one of them?
2. One of the premises of Gestalt therapy is awareness, which means that as people truly feel and identify with their current experience; the resulting wholeness supports growth and change. How did the therapist foster the clients’ awareness in these sessions?
3. How successful, in your opinion, was the integration of these two theories?
4. If you were going to add techniques from one more theoretical approach to this mix, what would it be? How would you use it?

Simon, G. M. (2004). An examination of the integrative nature of emotionally focused therapy. The Family Journal, 12(3), 254-262.

Abstract: Emotionally focused therapy (EFT) has been described by one of its originators as an integration of structural family therapy and experiential psychotherapy. This article explores whether the integration that has been achieved in EFT is a theoretically eclectic integration, which preserves intact the theoretical bases of both of the approaches being integrated, or an assimilative integration, which privileges the theoretical base of one of the approaches and grafts ideas and techniques from the remaining approach onto this base. The conclusion is reached that EFT is an exercise in assimilative integration. It is demonstrated that EFT is rooted in the worldview and values of experiential therapy, and that elements of structural family therapy that have been incorporated into the model have been subjected to fundamental modification, so as to allow them to fit into an alien theoretical context. Discussion Questions:

1. How is emotionally focused therapy viewed by some as an integration of structural family therapy and experiential psychotherapy?
2. What is the difference between a theoretically eclectic integration and an assimilative integration? Can you think of examples of each type of integration?
3. Do you agree with the authors conclusion that EFT is a result of assimilative integration? Why or why not?

Jennings, L., Goh, M., Skovholt, T. M., Hanson, M., & Banerjee-Stevens, D. (2003). Multiple factors in the development of the expert counselor and therapist. Journal of Career Development, 30, 159-172.

Abstract: Expertise in counseling and therapy is both desirable and elusive. Increasing our knowledge about expertise in counseling and therapy enhances understanding of the role it plays in our profession. This understanding has the potential to improve the training of counselors and therapists. Yet expertise in counseling and therapy appears to be a multifaceted and dynamic concept needing further definition and description. In this article, we outline challenges faced trying to describe expertise in counseling and therapy and present research-based factors that contribute to developing expertise in counseling and therapy. Important factors include: experience, personal characteristics of the counselor and therapist, cultural competence, and comfort with ambiguity. Discussion Questions:

1. How is “expertise in counseling and therapy” defined by these authors? Why is it challenging to describe?
2. What kind of research has been done to identify the factors that contribute to expertise in counseling and therapy? What methods have been used?
3. How do your characteristics compare with the factors the authors identity (e.g., what are your personal characteristics, comfort with ambiguity, etc.)?

Rønnestad, M. H., & Skovholt, T. M. (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of Career Development, 30, 5-44.

Abstract: This article summarizes a reformulation of the main findings and perspectives from a cross-sectional and longitudinal qualitative study of the development of 100 counselors and therapists. The results are presented as a phase model and as a formulation of 14 themes of counselor/therapist development. The following six phases are described: The phases of the lay helper, the beginning student, the advanced student, the novice professional, the experienced professional, and the senior professional. The themes describe central processes of counselor/therapist development. The themes are addressing different issues such as shifts in attentional focus and emotional functioning, the importance of continuous reflection for professional growth, and a life-long personal/profession integration process. Sources of influence for professional functioning and development are described. Discussion Questions:

1. Where do you see yourself in the phases of counselor/therapist development described by the authors?
2. List the themes of counselor development. What do you need to do to advance your development and/or skills in each of these areas?
3. What interpersonal experiences in the personal life domain (early family life) influence counselor development, and how?

Thomas M. Skovholt & Michael H. Rønnestad (2003). Struggles of the novice counselor and therapist. Journal of career development, 30, 45-58.

Abstract: The novice journey can be arduous. This article draws from empirical and conceptual literature on counselor and therapist development to describe seven stressors of the novice practitioner. The ambiguity of professional work is the major catalyst for novice stress. The elements are: acute performance anxiety, the illuminated scrutiny of professional gatekeepers, porous or rigid emotional boundaries, the fragile and incomplete practitioner-self, inadequate conceptual maps, glamorized expectations, and an acute need for positive mentors. Discussion Questions:

1. Describe the research process by which these the stressors of the novice practitioner are identified.
2. Why do novice practitioners find the ambiguity of professional work more stressful than expert practitioners?
3. Given the elements of ambiguity of professional work identified by the authors, give yourself some recommendations for your continued growth at this point. What are some things that you can do to adjust your expectations, find a mentor, examine your boundaries, improve your conceptual (theoretical) map, etc.?