A pan-theoretical conceptualization of client involvement in psychotherapy

Morris, Eric; Fitzpatrick, Marilyn; Renaud, Jesse

doi:10.1080/10503307.2014.935521

Cited by 11 publications

(13 citation statements)

References 63 publications

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“…Our results support the proposal made by Morris et al (2016), that is, children’s in-session involvement behaviors “interact with therapist techniques in ongoing, cyclical, and facilitative processes” (p. 75). Indeed, children’s involvement is more diverse, inclusive, and relational than dominant discourses imply.…”

Section: Discussionsupporting

confidence: 89%

“…From their perspective, children's involvement is more complex than single acts and consists of behavioral, cognitive, and emotional elements. Similar to Edman et al (2022), Morris et al (2016) also argued that children's involvement in child and family therapies is multifaceted and may extend beyond the therapeutic setting.…”

Section: Children's In-session Involvement In Child and Family Therapiesmentioning

confidence: 97%

“…Thus, we aligned with Midgley (2004), B-C. Chu and Kendall (2009), and Ovenstad et al (2023) recommendations and attended to actual clinical work to amend practitioners’ tendency to dismiss psychotherapy research as irrelevant to practice (Midgley, 2004, Stricker & Goldfried, 2019). Further, by using extant audiovisual recordings, we had the opportunity to study involvement as it “interacts with the therapist techniques in an ongoing, cyclical, and facilitative process” (Morris et al, 2016, p. 75). With this approach, this study differs from most research on children’s involvement in child and family therapies and in allied fields as they have been based on retrospective or altered sources of practice (Toros, 2021; van Bijleveld et al, 2015; Zhang et al, 2023) and/or attended to the effects of involvement (e.g., Skauge et al, 2021) instead of the interactive processes in the practices themselves (cf.…”

Section: Children’s In-session Involvement In Child and Family Therapiesmentioning

confidence: 99%

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Facilitating children’s in-session involvement in child and family therapies: A dynamic framework of clinical practices.

Edman,

Gustafsson,

Cuadra

2024

Psychotherapy

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Children’s in-session involvement in child and family therapies correlates with both positive and negative treatment outcomes. Thus, it is important to gain a better understanding of the clinical practices that facilitate children’s involvement in therapy sessions so that practitioners can employ them with greater precision. To address this need, we conducted a study to answer the following question: What clinical practices facilitate children’s in-session involvement in child and family therapies? The data consisted of 16 extant audiovisual recordings of child and family therapy sessions and 24 stimulated-recall interviews with the participants in the recordings. Following constructivist grounded theory and incorporating storyline as an additional analytical technique, we have constructed a framework consisting of four involvement-enhancing practices: managing time, staying relevant, adjusting intensity, and facilitating inclusion. Furthermore, by detailing some of the complex processes that practitioners navigate when they facilitate children’s involvement, our study adds a multilayered and dynamic dimension to the list of already established involvement facilitators. It may be used to moderate an overstandardized work culture that continues to characterize services that address children’s needs. The results may be applied to other institutional encounters, providing resonance beyond the analyzed therapy sessions.

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Section: Discussionsupporting

confidence: 89%

Section: Children's In-session Involvement In Child and Family Therapiesmentioning

confidence: 97%

Section: Children’s In-session Involvement In Child and Family Therapiesmentioning

confidence: 99%

See 1 more Smart Citation

Facilitating children’s in-session involvement in child and family therapies: A dynamic framework of clinical practices.

Edman,

Gustafsson,

Cuadra

2024

Psychotherapy

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“…In this study we sought to quantitatively examine how psychodrama students’ perceived client involvement, session quality and in-session mood related to their sense of professional identity and perceived D-A fit throughout their first year of field training. Client involvement in sessions has been widely acknowledged as a common psychotherapy process factor that is important to session- and treatment-level outcomes across theoretical orientations (for a review see Morris et al, 2016 ). A moderate association between participation (encompassing involvement) and therapeutic outcome was found in a meta-analysis of 10 treatment studies with children and adolescents ( Karver et al, 2006 ).…”

Section: Introductionmentioning

confidence: 99%

Helpful and Hindering Factors in Psychodrama Field Training: A Longitudinal Mixed Methods Study of Student Development

Azoulay

Orkibi

2018

Front. Psychol.

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Although the literature indicates that students in mental health professions start to form their professional identity and competence in graduate school, there are few studies on the in-training experience of creative arts therapies students. This mixed methods study examined how five first-year students in a psychodrama master’s degree program in Israel experienced their field training, with the aim of identifying the factors likely to promote or hinder the development of their professional identity and sense of professional ability. Longitudinal data were collected weekly throughout the 20-week field training experience. The students reported qualitatively on helpful and hindering factors and were assessed quantitatively on questionnaires measuring professional identity, perceived demands-abilities fit, client involvement, and therapy session evaluations. A thematic analysis of the students’ reports indicated that a clear and defined setting and structure, observing the instructor as a role model, actively leading parts of the session, and observing fellow students were all helpful factors. The hindering factors included role confusion, issues related to coping with client resistance and disciplinary problems, as well as school end-of-year activities that disrupted the continuity of therapy. The quantitative results indicated that students’ professional identity did not significantly change over the year, whereas a U-shaped curve trajectory characterized the changes in demands-abilities fit and other measures. Students began their field training with an overstated sense of ability that soon declined and later increased. These findings provide indications of which helping and hindering factors should be maximized and minimized, to enhance students’ field training.

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“…Another in-group change factor in this study was participant involvement, which in psychotherapy refers to “the degree to which clients behaviorally participate in the tasks of therapy, explore and report on their thought processes, and experience and examine emotions and sensations, all within or outside of the therapy session” (Morris et al, 2016, p. 72). Client involvement predicted clients’ and therapists’ positive evaluation of group psychotherapy sessions for adults as useful, valuable, and good (Eugster & Wampold, 1996) and was related to greater intentions to act outside of the session as well (Wonnell & Hill, 2005).…”

Section: Public Stigma Self-stigma and Personal Recoverymentioning

confidence: 99%

The contribution of integrated arts-based groups to people with mental health conditions and community members: Processes and outcomes.

Nitzan¹,

Orkibi²

2024

Psychology of Aesthetics, Creativity, and the Arts

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The two major challenges facing people with mental health conditions (MHCs) are stigma and discrimination. This study focused on the Amitim program’s nationwide integrated arts-based groups that not only aim to impart knowledge and skills in the arts (e.g., theater, writing, music, poetry, visual art, etc.) but also reduce public and self-stigma, and promote personal recovery. This study, composed of a sample of 642 Israeli adults, examined whether people with MHCs and nonclinical community members who attended the integrated groups would report greater adaptive changes in outcomes than those who did not participate, the association of change process factors and in-group factors with these outcomes, and candidate mediators in the association between participation in the groups and the outcomes. The findings showed that change in creative self-efficacy (CSE) significantly predicted adaptive change in outcomes in people with MHCs who participated in these integrated arts-based groups. Participants with MHCs in groups facilitated by arts therapists reported significantly more positive outcomes than participants in groups with facilitators from other professional human services. Nonclinical community members in the integrated groups reported higher postprogram CSE and less desire for social distance from people with MHCs compared with the control group. Finally, change in the desire for social distance significantly mediated the relationship between group participation and change in public stigma. Overall, direct intergroup contact while engaging in arts-based activities appears to be a promising way to promote positive changes in people with MHCs and nonclinical community members. The implications and future directions are discussed.

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A pan-theoretical conceptualization of client involvement in psychotherapy

Abstract: We propose that client involvement can be understood as being comprised of behavioral, cognitive, and emotional elements, and we provide concrete examples of these activities.

Cited by 11 publications

References 63 publications

Facilitating children’s in-session involvement in child and family therapies: A dynamic framework of clinical practices.

Facilitating children’s in-session involvement in child and family therapies: A dynamic framework of clinical practices.

Helpful and Hindering Factors in Psychodrama Field Training: A Longitudinal Mixed Methods Study of Student Development

The contribution of integrated arts-based groups to people with mental health conditions and community members: Processes and outcomes.

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