This article offers a description of a student-active method of teaching clinical psychology applications, such as interviewing and psychotherapy, that involves collaboration between psychology and theater departments. Clinical psychology instructors recruit theater students to play the client roles in live dyads with the instructors or other students. These dyads may take place during or outside of class and may be videotaped for use in other educational settings. Practical and logistical issues are discussed, and empirical data are presented to demonstrate the effectiveness of this method.

This article presents an updated version of M. Handelsman and M. Galvin's (1988) suggested written format for facilitating informed consent to psychotherapy. Significant changes in the psychotherapy profession during the past 15 years, and the revisions regarding informed consent in the American Psychological Association's (2002a) ethics code, form the rationale for this revision. Like the original, this form is a thorough list of questions that clients have a right to discuss with their psychologists. This revised version, which is intended to be illustrative rather than prescriptive, includes new questions addressing insurance/managed care issues, manualized and evidence-based psychotherapy, and psychopharmacology.

We discuss the limitations of these survey results and their implications for the future of doctoral training in clinical psychology.

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Background: Self-disclosures by psychotherapists can encompass a wide array of content, including information about the personal life of the psychotherapist. Aim: The goal of this study was to empirically assess reactions to psychotherapists disclosing their own personal problems to clients with similar problems. Methodology: This study explored participants' (n = 155) reactions to vignettes describing psychotherapists as either disclosing or not disclosing their own history of psychological problems to clients presenting with similar problems. Findings: Compared to otherwise identical vignettes featuring psychotherapists who did not self-disclose, vignettes featuring psychotherapists who self-disclosed were rated more positively in a variety of ways. Specifically, psychotherapists in the vignettes featuring self-disclosure were perceived as possessing a higher level of favourable personal qualities and as more likely to establish strong working relationships with clients and achieve success in therapy. Limitations of the method and alternate explanations for the results are considered. Implications: Implications regarding the judicious use by psychotherapists of self-disclosure regarding their own past psychological problems are discussed.