This study investigates the facets of the alliance and their relationship with estimated effectiveness of psychotherapy using a measure called the Combined Alliance Short Form (CASF; Hatcher, 1999; Hatcher & Barends, 1996; Hatcher, Barends, Hansell, & Gutfreund, 1995). Because the CASF has both patient and therapist versions, it was possible to compare ratings of various facets of the alliance from each perspective. Data were collected from 125 patient-therapist dyads, and all participants completed the CASF as well as measures of perceived progress during therapy. Convergence was examined for each alliance subscale for the patient-therapist dyads. Both the patient and therapist Confident Collaboration factors were found to be primary predictors of perceived improvement in psychotherapy. Number of psychotherapy sessions was related to patient estimates of improvement and therapist ratings of the amount of help received by their patients as well. Confident Collaboration, a factor that reflects the level of confidence and commitment a patient experiences regarding the therapy as well as the degree to which the therapy is experienced as worthwhile, is discussed in relation to previous research. Implications regarding the presence of this factor during psychotherapy are considered in detail.

This study investigates the effects of structured clinician training in a Therapeutic Model of Assessment (TMA) and Short-Term Psychodynamic Psychotherapy (STPP) on therapeutic alliance variables measured early in treatment. Thirty-four outpatients received psychotherapy from clinicians who had undergone structured training in a TMA and STPP. A 2nd group of 34 outpatients were assessed using a

Background: Research has indicated differences in perceptions among students, employers, and faculty related to internships, but most studies are either discipline-specific or fail to encompass all three of the aforementioned stakeholders. Purpose: The purpose of this study is to examine the perceptions of these three stakeholders as they pertain to (a) the value of a student internship experience and (b) the provisions that should be offered by internship sites and higher education institutions during an internship. Methodology/Approach: Survey research was used to collect the data and analysis revealed a number of areas of divergence in the perceptions of these stakeholders. Findings/Conclusions: A total of 33 differences were identified in the perceptions of students, employers, and faculty, with most of the differences occurring between the students and one or both of the other parties. Implications: Drawing from the notions of stakeholder theory, these differences are meaningful in that if they are not addressed, expectations may go unmet, which can undermine actual or perceived success. The results of this study suggest that specific, proactive interventions designed to foster better dialogue between internship stakeholders would be of benefit.

Role induction (RI) has been shown to decrease premature termination and to enhance the therapeutic alliance and symptom relief. We examine the effects of a video-tape RI on premature termination rates, outcome, and the process variable of therapeutic alliance. Sixty-eight clients and their therapists (N = 26) participated in the study. Each client completed baseline measures of symptom status before beginning the therapy. Clients were then randomly assigned to either a video-tape RI condition or a no videotape treatment-as-usual condition. After the first session of therapy, clients and therapists separately completed outcome and alliance measures. Providing a video-tape RI to clients as they entered therapy did not lead to better results in attendance, outcome, or process variables. Considering possibilities that lie beyond the design of this study, so as to understand these results, is encouraged in an effort to advance the field's thinking about RI and how it can best be harnessed for continued positive effects moving forward.

Traumatic life events have pervasive impacts on health and well-being. A growing body of literature shows that people with intellectual and developmental disabilities are disproportionately impacted by trauma. Trauma-informed care (TIC) is a philosophy of service provision that is committed to preventing traumatization and re-traumatization and promoting healing. This study explores the perceptions of 130 leaders in the field of intellectual and developmental disabilities services on the adoption and practice of TIC through the analysis of quantitative data. Results indicated a disconnect between the level of TIC integration and perceptions detailing how well organizations are currently performing in aspects of TIC. Barriers to TIC included high staff turnover, lack of accessible mental health providers, lack of affordable training, stigma, and restrictive funding structures. Implications and recommendations for service organizations and educators are provided.