In this thesis, the nature and extent of practitioners' dissatisfaction with the psychotherapy research literature will first be described. A case will be made that a deeper analysis needs to be conducted to fully understand this dissatisfaction. Next, this dissatisfaction will be framed in the context of a particular ontology that seems to have largely contributed to it. Most importantly, several features of this ontology will be described and connected to practitioners' dissatisfaction. Finally, an alternative framework for understanding practitioners' dissatisfaction will be tentatively proposed, and it will be suggested that this alternative could help researchers and practitioners understand their dissatisfaction with one another and lead to a more fruitful dialogue.

The aim of this research was to explore the lived experience of educational psychologists (EPs) working as expert witnesses in the family court and to capture some of their tacit knowledge. The research was conducted during a 'perfect storm' of reforms in family justice, austerity measures and following the publication of 'The Ireland Report' (Ireland, 2012) which was highly critical of the quality of psychological reports prepared for the family courts and captured the attention of the national media at a time when several high profile cases involving expert witness malpractice were also under scrutiny. Adopting Interpretative Phenomenological Analysis (IPA) as the methodology, two EP expert witnesses were interviewed using in-depth conversations based around two semi-structured interview prompts. Interview transcripts were then analysed using IPA, firstly within individual interviews and cases and then across interviews and cases. Superordinate themes emerged as five main focus points: 1) The role of being an EP and an expert witness, 2) Maintaining a phenomenological attitude, 3) Personal and professional identity, 4) The context of court and 5) The experience of the interview. Findings indicate that the widely accepted Fallon, Woods and Rooney (2010) definition of who EPs are and what EPs do also holds in the context of the family court, with the scientist-practitioner identity being further illuminated in this milieu, especially with regard to formulation, maintaining a phenomenological attitude and reflexivity.

Objectives: This study aims to gain an understanding of how current trainee counselling psychologists perceive the scientist-practitioner model. Design: This is a qualitative piece of research grounded in a social constructionist perspective. Two focus groups were conducted lasting 60 minutes at two UK universities. An online survey was also conducted to capture additional views. Method: 29 trainees participated in the study. 15 trainees on counselling psychology doctorate programmes took part in face-to-face focus groups whilst 14 trainees from doctorate programmes or the independent route responded to an online survey. The data collected were analysed using Braun and Clarke (2006) thematic analysis. Findings: Five main themes were identified in relation to the scientist-practitioner model: The Nature of Counselling Psychology, The Nature of Being a Counselling Psychologist, The Nature of Science, What Counts as Evidence, and What Happens in the Therapy Room. Conclusions: Much of the ambiguity and tensions in the literature were present in the views of participants. Three views emerged: the model as a spectrum, the model as two complementary roles, and the model as a toolbox. These views are explored and then implications for practice and possible directions for future research are outlined.

While a significant amount of attention has been paid to the efficacy of marriage and family therapy (MFT), research on the effectiveness of MFT is lacking. Furthermore, university training clinics are an underutilized, yet excellent resource for collecting effectiveness research data. This study examined the current practices at the Center for Family Services, an MFT university training clinic, by examining therapists' ratings of therapy effectiveness for clients seen more than once over the past five years (n = 558). Data on therapy modality, treatment length, fee for services, presenting problems, and termination category were examined. A statistically significant relationship was found between treatment outcome and each of the following variables: treatment length, number of presenting problems, and termination category (completed or dropout). Furthermore, termination category best discriminated membership in the three outcome groups. A statistically significant relationship was not found between treatment outcome and the following variables: therapy modality and fee for services. Strengths, limitations, suggestions for future research, and implications of the findings are discussed. / Master of Science

The development of a personal theory of therapy and change is an integral part of the training and educational philosophies of the Marriage and Family Therapy Program at Utah State University. This personal theory attempts to identify and explain each student's beliefs regarding the specific mechanisms by which change occurs, thus providing a therapeutic backbone from which one may integrate various interventions, ideas, concepts, and approaches to therapy. As one engages in the process of integration, it becomes critical for students to evaluate their performances. A thorough self-evaluation that includes the utilization of scientific methods leads to the development of important scientist-practitioner skills that may be difficult to obtain through any means. This study was designed to elucidate and investigate a single therapist's utilization and integration of hope theory in an effort to increase his ability to find, nurture, and engender greater hope in family therapy. Three individuals who presented for therapeutic services at the Utah State University marriage and family therapy clinic participated in the study. Eight therapy sessions were conducted. Each session was videorecorded and coded with an intervention checklist. The Outcome Questionnaire 45.2, Personal and Family Information Form, case notes, teammate/supervisory observation notes, personal reflection journal, DVD reflection journal, homework assignments, and a hope scaling question were used to assess hope as well as the therapist's decision-making process. The results of this study suggest that the therapist applied and integrated interventions consistent with hope theory during the course of therapy, which appeared to be beneficial to clients. The decision-making process of the therapist and the effects of the integration and utilization of hope theory upon the therapist were revealed. Other findings, implications, and limitations are discussed.

The transition from primary to secondary school is regarded as one of the most difficult in children’s educational careers and the negative academic, social and emotional effects of an unsuccessful transition have been widely documented, with many practitioners identifying the transition to secondary school as a key intervention point (Galton, Morrison and Pell, 2000, Turnbull, 2006). Shy and socially withdrawn children are particularly vulnerable at this time. Pyramid Clubs, a short-term selective and preventative therapeutic group intervention offer a promising model of support, but a robust evidence-base is currently lacking (Munoz, Mrazek, and Haggerty, 1999; Shepherd and Roker, 2005). This study evaluated the use of a Pyramid Club to provide a ‘bridge’ of support before, during and following nine children’s transition to secondary school. The study was conducted from a critical realist stance and quantitative and qualitative methodology were adopted within an embedded single-case study design. The study had two aims; to evaluate the effectiveness of the club; and to explore the process, in order to understand the club’s mechanism of effect. Pre-and post-intervention teacher report data were collected in conjunction with club leader, club member and parents’ perspectives, obtained though focus groups and individual interviews. The researcher also observed each club meeting. Data were analysed using descriptive statistics and thematic analysis. The findings indicate the club offers an effective method of support. The children enjoyed the club experience and a range of social-emotional gains were reported. The findings were used to propose a theoretical framework based on the concept of resilience, to explain how Pyramid Clubs can be successfully used to support vulnerable children’s transition to secondary school. Core elements, which were considered to be essential components of the intervention, were identified to aid future implementation and evaluation of Transition Pyramid Clubs.

As a Rogerian mental health therapist, a personal journey was taken that establishes my practice ethics as an applied theatre practitioner. What was undertaken was the unpacking of a practice ethics gained through my training as an actor and therapist. This thesis examines the role of codes or standards of practice in humanistic counselling, applied theatre and a synthesized practice between both. Standards of practice shape these practices through the specific ideologies relevant within the institutional cultures in which the practice is applied. This is especially problematic when the institutional setting understands care delivery as practice shaped by problem identification, interventions and expected outcome goals. Further, the ideology that underpins the standard, becomes self-reinforcing and tends to exert influence over what type of practice is culturally relevant or considered best practice within the institutional setting. This is of concern for practitioners who practice from a different or multiple ideological base from the institutional setting in which they work. A shaping goal of the research was to test-out, through critical evaluation, if the American Counseling Association's (ACA's) standards of practice was relevant and applicable to a synthesized practice between humanistic counselling practice and applied theatre practice. The results posed by the critical evaluation suggest that the ACAs standard is not applicable because it promotes empirical, or rather, evidenced-based models of practice over humanist ones. Because of its limited scope of application, the ACAs model is not applicable to synthesized or dual practices that bridge particular fields. Through lines of valuing within bridged fields, usually represent multiple ideological drivers. It was found that as a standard of practice the British Association of Counsellors and Psychotherapists (BACP) standard is a better fit. It is compatible with social construction. Within the research Carl Rogers' humanistic, client-centered and non-directive therapy is contrasted with Joseph Chaikin's brand of experimental theatre exemplified in his The Presence of the Actor. Chaikin's book is used as a tool to reconstruct examples of what I came to understand as ethical practice while attending drama school in the UK. The understandings gleaned by the juxtaposition impacts how I understand the ACAs utility as a practitioner.

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