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- 25–54 yr old psychology graduate students in predoctoral internship programs (1)
- 26–50 yr olds in long-term psychotherapy (1)
- 27–39 yr old predoctoral psychology interns (1)
- Client Attitudes (1)
- Cognitive style & theoretical orientation (1)
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- Conference presentation (1)
- Graduate Psychology Education (1)
- Graduate Students (1)
- Interpersonal Attraction (1)
- Long Term Care (1)
- Perceived effects of helpful therapist self-disclosure (1)
- Practicum Supervision (1)
- Preference for task vs relationship oriented supervision (1)
- Professional Client Sexual Relations (1)
- Psychotherapeutic Outcomes (1)
- Psychotherapy (1)
- Self-Disclosure (1)
- Sexual Attraction (1)
- Therapist Characteristics (1)
- Use of prior training and supervision to address sexual attraction toward clients (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Sexual Attraction Toward Clients, Use Of Supervision, And Prior Training: A Qualitative Study Of Predoctoral Psychology Interns, Nicholas Ladany, Karen M. O'Brien, Clara E. Hill, Deborah S. Melincoff, Sarah Knox, David A. Peterson
Sexual Attraction Toward Clients, Use Of Supervision, And Prior Training: A Qualitative Study Of Predoctoral Psychology Interns, Nicholas Ladany, Karen M. O'Brien, Clara E. Hill, Deborah S. Melincoff, Sarah Knox, David A. Peterson
College of Education Faculty Research and Publications
Interviews were conducted with 13 predoctoral psychology interns about an experience of sexual attraction toward a client, use of supervision to address the sexual attraction, and prior training regarding sexual attraction. Results indicated that sexual attraction to clients consisted of physical and interpersonal aspects. Therapists believed they were more invested and attentive than usual to clients to whom they were sexually attracted, and they indicated that sexual attraction created distance, distraction, and loss of objectivity. In terms of supervision, only half of the participants disclosed their sexual attraction to supervisors, and supervisors seldom initiated the discussion. Furthermore, trainees found it …
Supporting Collaborative Reflections: Case Writing In An Urban Professional Development School, Joan Whipp, Caren Wesson, Theresa Wiley
Supporting Collaborative Reflections: Case Writing In An Urban Professional Development School, Joan Whipp, Caren Wesson, Theresa Wiley
College of Education Faculty Research and Publications
Teaching often does not include the opportunity to share with a colleague its joy and despair; how to address the multitude of split second decisions you must make on a daily basis; what to do when a lesson fails; how to address the concerns of an irate parents; or where to find resources when needed.... Time works against us.... Hallways and lounge conversations aren't adequate. Through case writing, we have finally found the precious time to reflect on our experiences.
A Qualitative Analysis Of Client Perceptions Of The Effects Of Helpful Therapist Self-Disclosure In Long-Term Therapy, Sarah Knox, Shirley A. Hess, David A. Petersen, Clara E. Hill
A Qualitative Analysis Of Client Perceptions Of The Effects Of Helpful Therapist Self-Disclosure In Long-Term Therapy, Sarah Knox, Shirley A. Hess, David A. Petersen, Clara E. Hill
College of Education Faculty Research and Publications
Thirteen adult psychotherapy clients currently in long-term therapy were interviewed twice, with semistructured protocols, about their experiences with helpful instances of therapist self-disclosure. Data were analyzed with a qualitative methodology. Results indicated that helpful therapist self-disclosures (a) occurred when these clients were discussing important personal issues, (b) were perceived as being intended by therapists to normalize or reassure the clients, and (c) consisted of a disclosure of personal nonimmediate information about the therapists. The therapist self-disclosures resulted in positive consequences for these clients that included insight or a new perspective from which to make changes, an improved or more equalized …
Relationship Of Cognitive Style And Theoretical Orientation To Psychology Interns' Preferences For Supervision, Bruce T. Lochner, Timothy Melchert
Relationship Of Cognitive Style And Theoretical Orientation To Psychology Interns' Preferences For Supervision, Bruce T. Lochner, Timothy Melchert
College of Education Faculty Research and Publications
This study (N = 106) investigated the effects of cognitive style and theoretical orientation on psychology interns' judgments about the type of supervision they find most beneficial. Preferences for task-oriented and relationship-oriented supervision have been hypothesized to indicate lower and higher levels of professional development, respectively. This study, however, found that trainees' cognitive styles and the behavioral emphasis of their theoretical orientations were also significantly related to their preferences for these two types of supervisory environments. Individual-difference variables in addition to developmental level may need to figure more prominently in future models of psychotherapist training and supervision.