Title from first page of PDF document. Includes bibliographical references (p. 97-101).

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Psychology. / Typescript. Includes bibliographical references. Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99237

M.A. (Clinical Psychology) / The relatively rapid development of cognitive-behavioural approaches to various psychological conditions, has prompted clinicians and researchers to investigate the effects of this therapeutic modality on Bulimia Nervosa sufferers more closely. Research has evidenced the complexity and uniqueness of this disorder and much speculation still remains with regard to the etiology, description and treatment of Bulimia. Of the various treatments proposed, the cognitive~behavioural approaches have appeared to be most effective. Latest developments in this modality emphasize cognitive factors like content-specific cognitions and Early maladaptive schemas. These factors are important for psychotherapeutic purposes. The hypothesis formulated for this study, stated broadly that cognitive-behavioural approaches would result in equal treatment efficacy, whether process(schema) or content based interventions. This was investigated in the context of a pilot clinical trial with four selected subjects. Apart from measures for depression and cognitive processes associated with eating and self image in Bulimia, a depth-of processing task and a schema questionnaire were used in investigating the hypothesis. These measures, in addition to the CB interventions were applied to a small group of carefully selected Bulimics ,diagnosed acccording to the DSM III-R. The findings supported the basic hypothesis of the study, and demonstrated that cognitive-behavioural approaches of either content or process types are equally efficacious in the treatment of Bulimia Nervosa.

This study investigates the differential treatment efficacy of Experiential Systemic Therapy (ExST) with a comparison treatment called Supported Feedback Therapy (SFT) as it is applied to the problem of alcohol dependency. The inquiry also compares the treatment effectiveness of ExST when offered to the individual alcoholic (ExST-I) and when provided in couples therapy conjoint treatment (ExST-C). An ecological approach to assessment was developed for the investigation. Selfreport questionnaires tapping an array of areas including indices of alcohol use, intrapersonal functioning, couples adjustment, and family characteristics were employed to measure treatment effects from the perspectives of father, mother, and eldest child. Participating families met inclusion criteria including an alcoholic dependent father and a non-alcohol abusing mother in a state of marital distress residing in an intact family situation with at least one child living at home. One hundred and fourteen families were randomly assigned to participating therapists and one of three treatment conditions including ExST-I, ExST-C,or SFT. Therapy was conducted at two out-patient clinics, one located in an urban setting and the other operating in a rural context. Data were collected from all participating families before and after treatment. Data were also gathered at a three month follow-up from participants in the ExST-I and ExST-C treatment conditions. The results of the mixed model multivariate analyses indicated that there were no significant differences between ExST and SFT evident at post-treatment; however, both treatments were found to have promoted highly significant improvements on measures of drinking behavior, intrapersonal symptomology, marital adjustment and family satisfaction. When ExST-I and ExST-C were compared, the results revealed no significant differences between the treatment formats although both parents reported highly significant post treatment changes on all instruments. Additionally, the significant changes associated with ExST-I and ExST-C which were reported by both parents at post-treatment were found to be equally durable at the end of a three month follow-up. The results of the analyses based on the eldest child’s perspective showed that the assessments of family satisfaction were unaffected by the treatment conditions and remained consistent across all measurement occasions. Within system analyses which provided detailed examination of the magnitude of changes reported by both parents at post-treatment were performed. The within system results based on measures probing the assessment domains of alcohol, intrapersonal, couple and family from the father and mother perspectives, revealed that the improvements achieved by the treatments were far reaching and touched a wide array of areas in statistically significant and clinically relevant fashions. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2007. / Title from second page of PDF document. Includes bibliographical references (p. 156-158).

High-quality group psychotherapy training is considered more important than ever in the current mental health care environment. With the need for ongoing education and development in the field of group psychotherapy, concern has been raised regarding the lack of group psychotherapy training guidelines for trainee psychologists. Findings from numerous empirical studies show that at present, most training courses often maintain a rather unstructured format for fostering an experiential group process. The literature suggests that without standardized course objectives, students are vulnerable to harm, they are ill equipped to meet professional demands, and trainers are not provided with adequate guidelines for instruction. Therefore, the purpose of this study was to review the relevant literature in order to describe the principles of group psychotherapy as they manifest in group interaction, and to compare the subjective experiences of trainee group psychotherapists with the findings from the literature. The aim of this investigation was to generate hypotheses about the effectiveness of the use of an experiential group as a training medium, in group psychotherapy. Further objectives included exploring the merits of an experiential approach to training in group psychotherapy, and identifying factors that could potentially aid/hinder trainee development. In order to adhere to the objectives of the investigation, a qualitative, exploratory research design was used. Data for the study was gathered by means of a client-centered interview conducted with five group psychotherapy trainees who received training in a Clinical Psychology Masters program. In addition, these trainees were also required to complete a semi-structured questionnaire. The interview focused on how the trainees' subjective, affective experiences influenced their perceptions of the qualitative aspects of group life, while the questionnaire was designed to elicit information about the ways in which trainees cognitively conceptualized their understanding of group process, group dynamics and group facilitation skills. The results of the study were analysed through the qualitative method of content analysis. Results showed that, while trainees may have perceived that they gained tremendous benefits through exposure to the experiential group, an analysis of their interaction patterns highlighted certain areas which can be considered problematic. For example, it was found that trainees did not have a theoretical understanding of group process and group dynamics, and were therefore, not equipped with the necessary skills required to facilitate groups. This is further substantiated by the finding that the group facilitator had a pervasive influence on the development of the individual trainee and on the development of the group as a whole. Furthermore, results obtained raised certain concerns regarding the suitability and adequacy of using an experiential group as a tool for training, in group psychotherapy. The research findings suggest that, while the experiential group may provide the trainee with an invaluable experience, it alone is insufficient as a training method, in group psychotherapy. This study also raises questions about the ethics of such a training program in its current form. One of the major conclusions of this investigation is that there is a need for ongoing research and evaluation of the training programs. Finally, recommendations are made for improving the group psychotherapy training experience. These recommendations are based on the evaluation of the trainees' subjective experiences / Psychology / (M.A.(Clinical Psychology))

Therapist identity formation is an important part of the development of the therapist training programme. It results in numerous changes for the therapist and is often an emotive developmental stage. The therapist develops his identity by doing therapy, but before he is able to do that, he needs to understand what he sees the role of therapy to be, as well as developing his own therapeutic skills. Fortunately there are personality traits which enhance this identity formation process. It is by his own actions and involvement that the therapist accomplishes this multifaceted process. The effects of this identity formation are varied and require the therapist to undergo introspection on a number of issues which affect his own life-world. The formation of a successful therapist identity results in a therapist who experiences a sense of unity and congruence in who he is and what he does. / Psychology of Education / M. Ed.

High-quality group psychotherapy training is considered more important than ever in the current mental health care environment. With the need for ongoing education and development in the field of group psychotherapy, concern has been raised regarding the lack of group psychotherapy training guidelines for trainee psychologists. Findings from numerous empirical studies show that at present, most training courses often maintain a rather unstructured format for fostering an experiential group process. The literature suggests that without standardized course objectives, students are vulnerable to harm, they are ill equipped to meet professional demands, and trainers are not provided with adequate guidelines for instruction. Therefore, the purpose of this study was to review the relevant literature in order to describe the principles of group psychotherapy as they manifest in group interaction, and to compare the subjective experiences of trainee group psychotherapists with the findings from the literature. The aim of this investigation was to generate hypotheses about the effectiveness of the use of an experiential group as a training medium, in group psychotherapy. Further objectives included exploring the merits of an experiential approach to training in group psychotherapy, and identifying factors that could potentially aid/hinder trainee development. In order to adhere to the objectives of the investigation, a qualitative, exploratory research design was used. Data for the study was gathered by means of a client-centered interview conducted with five group psychotherapy trainees who received training in a Clinical Psychology Masters program. In addition, these trainees were also required to complete a semi-structured questionnaire. The interview focused on how the trainees' subjective, affective experiences influenced their perceptions of the qualitative aspects of group life, while the questionnaire was designed to elicit information about the ways in which trainees cognitively conceptualized their understanding of group process, group dynamics and group facilitation skills. The results of the study were analysed through the qualitative method of content analysis. Results showed that, while trainees may have perceived that they gained tremendous benefits through exposure to the experiential group, an analysis of their interaction patterns highlighted certain areas which can be considered problematic. For example, it was found that trainees did not have a theoretical understanding of group process and group dynamics, and were therefore, not equipped with the necessary skills required to facilitate groups. This is further substantiated by the finding that the group facilitator had a pervasive influence on the development of the individual trainee and on the development of the group as a whole. Furthermore, results obtained raised certain concerns regarding the suitability and adequacy of using an experiential group as a tool for training, in group psychotherapy. The research findings suggest that, while the experiential group may provide the trainee with an invaluable experience, it alone is insufficient as a training method, in group psychotherapy. This study also raises questions about the ethics of such a training program in its current form. One of the major conclusions of this investigation is that there is a need for ongoing research and evaluation of the training programs. Finally, recommendations are made for improving the group psychotherapy training experience. These recommendations are based on the evaluation of the trainees' subjective experiences / Psychology / (M.A.(Clinical Psychology))

Therapist identity formation is an important part of the development of the therapist training programme. It results in numerous changes for the therapist and is often an emotive developmental stage. The therapist develops his identity by doing therapy, but before he is able to do that, he needs to understand what he sees the role of therapy to be, as well as developing his own therapeutic skills. Fortunately there are personality traits which enhance this identity formation process. It is by his own actions and involvement that the therapist accomplishes this multifaceted process. The effects of this identity formation are varied and require the therapist to undergo introspection on a number of issues which affect his own life-world. The formation of a successful therapist identity results in a therapist who experiences a sense of unity and congruence in who he is and what he does. / Psychology of Education / M. Ed.