Multicultural applications of cognitive-behavior therapy.

The purpose of this article is to discuss the need for greater attention to cultural influences and minority cultures in the field of cognitive-behavior therapy. Ethnic minority cultures and concerns are emphasized, although consideration is also given to a range of cultural influences including age, religion, socioeconomic status, gender, sexual orientation, and disability. The strengths and limitations of cognitive-behavior therapy in relation to its use with culturally diverse populations are outlined. Finally, suggestions are offered for integrating cultural concerns and addressing cultural influences in cognitive-behavioral practice with diverse clients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Joseph Wolpe's espousal of cognitive-behavior therapy.

Claims that J. Wolpe's (see record 1979-12261-001) article on cognition and causation in human behavior and its therapy misrepresents the underlying principles of rational-emotive therapy, although Wolpe espouses the main theories of cognitive behavior therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applicability of cognitive-behavior therapy with American Indian individuals.

There is little empirical evidence to support the claim that cognitive- behavior therapy (CBT) is an especially suitable treatment for culturally diverse clients. The purpose of this study was to compare the applicability of CBT in a community sample of European American and American Indian individuals. Participants completed the Cognitive Behavior Therapy Applicability Scale (CBT-AS), in which they rated their preference for characteristics consistent with three tenets of CBT. European Americans rated a stronger preference for CBT's focused in-session behavior and structured therapeutic relationship than did American Indians. Both groups rated the active stance domain of CBT as mutually acceptable. On the basis of the findings, several modifications to CBT for therapists working with American Indian clients are proposed for future investigation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology from the standpoint of a generalist.

Describes the tenets of a liberalized scientific psychology. Such a science is empirical, deterministic, and analytic. Psychology is the science of behavior. Mentalistic concepts are inferences from behavior, and they play a centrally important role. Intuition, common sense, and personal experience provide hypotheses for this science. The elementist–holist controversy disappears with the understanding that the wholes of science differ at different levels of analysis. Free will can be brought within the scope of determinism. Overt behavior is the product of potentials laid down by nature–nurture interactions and conditions of the moment. Behavior is so complexly determined that individual uniqueness is an expected consequence. In this scheme of things, scientific values control the science of psychology, and humanistic values control the actions of the psychologists who create this science and apply it. Over the years, the process of change in psychology has been evolutionary rather than revolutionary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Separating group supervision from group therapy: Avoiding epistemological confusion.

Comments on M. T. Riva and J. A. Erickson's (see record 1996-09446-001) article examining group supervision practices in psychology predoctoral internships. The author argues that extant research in the area of group supervision has already provided evidence that suggests therapy-based group supervision environments or processes are likely not effective approaches to use with trainees. It is concluded that approaching group supervision primarily as a process of learning that is best informed by pedagogy, rather than as an activity similar to group therapy in its processes and goals, may assist supervisors and researchers in finding effective and ethical methods to train psychology students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual cognitive-behavior therapy in the treatment of hallucinations and delusions: a review

The limitations of biochemical treatments in reducing the severity of hallucinations and delusions has led to an increased interest in the investigation of psychological treatments for these symptoms. These investigations have spanned the last 4 decades and have covered a range of psychological approaches from psychoanalytically oriented psychotherapy to behavioral approaches. More recently, findings that some psychotherapies are not effective treatments for psychosis and that cognitive-behavior therapy can be an effective treatment for neurotic disorders have led to increasing interest in the investigation of the effectiveness of cognitive-behavior therapy for psychosis. This review describes and evaluates the research on the cognitive-behavioral treatment of hallucinations and delusions and describes the cognitive models from which the treatments have developed. The conclusion is that, on the whole, the literature provides fairly strong evidence for the efficacy of cognitive-behavioral approaches in the management of chronic psychotic disorders and associated symptoms, although there are a number of areas where further development is necessary.     

Clinical supervision practices of licensed psychologists.

Surveyed 232 licensed psychologists from 1 midwestern state to assess the nature of clinical supervision for experienced practitioners. Data were collected concerning type, frequency, and content of supervision; supervisor goals, techniques, assessment methods, and roles; and most and least helpful aspects of supervision. There were few significant differences in supervision as a function of supervisee experience, gender, or degree (MA vs PhD), or supervisor gender. The supervisees generally appeared to have autonomous relationships with supervisors who were clinically skilled and highly supportive. Ethical concerns regarding supervisee informed consent, supervisor accountability, and gender-role stereotyping are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology from the standpoint of a generalist: A comment.

Suggests that G. A. Kimble's (see record 1989-28023-001) statement on the tenets that psychologists hold in common with regard to the nature–nurture issue contains a misinterpretation of the meaning of heritability coefficients for traits of psychological importance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acute fibromatosis from the standpoint of otolaryngology

Aggressive fibromatosis in the otolaryngological region is a curious clinical entity, demanding accurate histopathologic interpretation. It is rare connective tissue tumor, which growth infiltratively with a destructive biological behaviour similar to malignant tumours and a high recurrence rate. Morphologically reactive fibromatosis and fibrosarcoma should be considered amongst others in differential diagnosis. CT and MR scans are useful in determining the extent of the tumors and help to distinguish the tumor from nerves, vessels and bone. Surgery is the treatment of choice. Our observations of the course of disease in the maxillary sinus, nasal cavity and nasopharynx confirmed the date in literature.     

Distinguishing the supervision needs of assessment and therapy trainees.

Responds to L. R. Prieto and C. D. Stoltenberg's (1997) commentary about H. Finklestein and A. Tuckman's (1997) developmental model of psychological assessment supervision. The authors address the claim that their model mimics the integrated developmental model (C. D. Stoltenberg and U. Delworth, 1987 and C. D. Stoltenberg et al, in press), and that it is out of line with known empirical data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical supervision research from 1981 to 1993: A methodological critique.

The empirical studies in clinical supervision published from 1981 through 1993 were investigated to assess scientific rigor and to test whether the quality of methodology had improved since the review by R. K. Russell, A. M. Crimmings, and R. W. Lent (1984). The 144 studies were evaluated according to 49 threats to validity (T. D. Cook & D. T. Campbell, 1979; R. K. Russell et al., 1984; B. E. Wampold, B. Davis, & R. H. Good III; see record 1990-28928-001) and 8 statistical variables (e.g., effect size, statistical power, and Type I and Type II error rates). The data revealed a shift to realistic field studies, unchecked Type I and Type II error rates, medium effect sizes, and inattention to hypothesis validity. Recommendations for designing and conducting a feasible and well-designed supervision study are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The feasibility and outcome of clinic plus Internet delivery of cognitive-behavior therapy for childhood anxiety.

Seventy-two clinically anxious children, aged 7 to 14 years, were randomly allocated to clinic-based, cognitive-behavior therapy, the same treatment partially delivered via the Internet, or a wait-list control (WL). Children in the clinic and clinic-plus-Internet conditions showed significantly greater reductions in anxiety from pre- to posttreatment and were more likely to be free of their anxiety diagnoses, compared with the WL group. Improvements were maintained at 12-month follow-up for both therapy conditions, with minimal difference in outcomes between interventions. The Internet treatment content was highly acceptable to families, with minimal dropout and a high level of therapy compliance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical supervision: Dialogues on diversity.

Integration of diversity issues into supervision training and research has been sorely neglected, in spite of the recognition that diversity is a core component of psychological training. Several barriers to this integration are described. The author suggests that these barriers can be surmounted by implementing pedagogy developed for diverse and underserved populations. The author suggests that the supervisor works within the supervisees’ zone of proximal development (Vygotsky, 1978, 1986), use mediated learning experiences that intentionally create collaborative learning environments (Feuerstein, 1979; Feuerstein, Rand, Hoffman, & Miller, 1980), and mentoring relationships (Huang & Lynch, 1995). Disguised case vignettes are presented to illustrate how diversity issues emerge and are discussed within the learning environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The supervision of cotherapist teams in family therapy.

Explores difficulties for co-therapists in their work with families and provides a conceptual framework within which supervision can resolve difficulties and facilitate effective functioning by the co-therapist team. When the interaction between the 2 therapists is therapeutically useful, they are successful. Illustrations of functioning and dysfunctioning relationships are given in case excerpts. Supervision of co-therapists begins with the goals of helping each therapist achieve awareness, understanding, and a relationship with the patient and with each other. Difficulties may arise as a result of realistic perceptions, feelings, and interactions; distorted transferential perception; and distorted countertransferential perception. Supervision facilitates the development of a commitment and a subsequent contract between the co-therapists; the supervisor must maintain a family perspective. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applying the Collaborative Study Psychotherapy Rating Scale to rate therapist adherence in cognitive-behavior therapy, interpersonal therapy, and clinical management.

Adherence of therapists to behaviors specified in cognitive-behavior therapy, interpersonal therapy, and clinical management manuals was studied. Raters used the Collaborative Study Psychotherapy Rating Scale (CSPRS) to rate therapist adherence in each of 4 sessions from 180 patients in the treatment phase of the National Institute of Mental Health Treatment of Depression Collaboration Research Program. Results indicate that therapists exhibited more behaviors appropriate to their own respective treatment approaches than to other treatment approaches. In fact, the 3 treatments could be discriminated almost perfectly using the CSPRS. Analysis of the psychometric properties of the CSPRS revealed high interrater reliability and high internal consistency. However, a 5-component structure extracted from the intercorrelations of the CSPRS items was substantially different from a 5-factor structure found in an earlier study. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical supervision: An intensive case study.

Used a rigorous case study methodology to examine one supervisory dyad's work together during one semester. The supervisee was a 33-yr-old female doctoral student with about 7 yrs counseling experience; the supervisor was a 41-yr-old male counseling psychologist with 12 yrs supervision experience. The "best–worst" strategy of several recent researchers, multiple sources of qualitative and quantitative process data, and the perspectives both of the Ss and of observers were used. Findings provide hypotheses to guide future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A competency-based approach to couple and family therapy supervision.

The competency-based movement continues to guide professional psychology. This has been highlighted through the establishment of essential foundational and functional competencies. The current paper focuses on the intervention competency domain and delineates its relevance within the field of couple and family therapy (CFT). We begin by providing an overview of 8 essential components of CFT: developing a systemic formulation, forging a systemic therapeutic alliance, understanding family-of-origin issues, reframing, managing negative interactions, building cohesion/intimacy/communication, restructuring/parenting, and understanding and applying evidence-based CFT models. We then provide a brief illustration of foundational and functional competencies essential to CFT. We conclude by addressing the CFT competency within an integrative approach to supervision and provide a case illustration that depicts this process. The relevance of establishing unique, evidence-based, theory-specific competency components is highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pathophysiologies of dystonia and myoclonus--consideration from the standpoint of treatment

Pathophysiologies of disorders with dystonia or myoclonus were studied by evaluating the effects of treatment. Naturally, the main lesion of the dystonia responding to levodopa is in the nigrostriatal dopamine neuron. The target of stereotaxic operations is ventrolateral palladium for postural dystonia and the nucleus ventralis oralis posterior (Vop) thalamus for action dystonia. Torsion dystonia with lesion in the striatum and/or the pallidum causes axial torsion, it may be postural through the descending pathway and action through Vop. Stereotaxic operations on these pathways have shown to be effective. Focal dystonia is a reflection of abnormal co-activation of cortical motor neurons, occurring in a particular voluntary movement. Botulinus toxin injected into the affected muscle should be effective. Of myoclonus with epilepsy, cortical reflex myoclonus or cortical induced reticular myoclonus responds to valproic acid. However, no antiepileptic drugs are effective on those with primary brainstem lesion. Reticular reflex myoclonus due to asphyxia responds to ventralis intermedius thalamotomy. Idiopathic myoclonus associated with dystonia is particular because it responds to ventrolateral thalamotomy. Myoclonus except for idiopathic myoclonus with dystonia is associated with atonic NREM suggesting dysfunction of the dorsal raphe serotonergic neuron or the brainstem nucleus reticularis gigantocellularis, the causative neuron for experimental uremic myoclonus. Treatment for these neurons is necessary.