Deliberate practice in emotion-focused therapy.

Goldman, Rhonda N.; Vaz, Alexandre; Rousmaniere, Tony

doi:10.1037/0000227-000

Cited by 40 publications

(6 citation statements)

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“…One potential benefit of simulated training cases is standardization, allowing for benchmarking of skill achievement and repeated opportunities to refine one's skills in the context of particular clinical situations (Boswell & Constantino, 2022). The process for repeated practice and the provision of timely feedback has also been systematized in recent work on deliberate practice (e.g., Rousmaniere, 2019), a method that can be used to foster generic therapeutic competencies (see Chapter 9), theory-specific skills (Boswell & Constantino, 2022;Goldman et al, 2021), and metacompetencies (see Chapter 6).…”

Section: How To Foster Competence Developmentmentioning

confidence: 99%

What competencies should therapists acquire and how should they acquire them?

Castonguay¹,

Boswell²,

Caspar³

et al. 2023

Becoming Better Psychotherapists: Advancing Training and Supervision.

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A rguably, the primary goal of training in psychotherapy is to help trainees develop and/or improve competencies. Competencies can be viewed as knowledge, skills, and attitudes that are components of acceptable clinical performance (Fouad et al., 2009) or, in the absence of clear empirical definition, of what is assumed to be acceptable performance. The goal of this chapter is to present a landscape of current training practices with regard to competencies that are being taught and methods that are used to do so. This landscape should be viewed as neither comprehensive nor prescriptive. Furthermore, it unveils no new territory. Our intention is to offer a brief overview, or primer, of a wide range of training practices that have been implemented, more or less systematically, and that programs might want to consider when making decisions about what competencies to foster in students and how to foster them. In doing so, we also aim to provide a conceptual context for the training and supervision practices that are presented in this book. In this respect, the current chapter is complementary to the empirical context provided by Chapters 3 and 4: While we address some of what has been done, Chapters 3 and 4 describe what we know empirically about what has been done.

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Section: How To Foster Competence Developmentmentioning

confidence: 99%

What competencies should therapists acquire and how should they acquire them?

Castonguay¹,

Boswell²,

Caspar³

et al. 2023

Becoming Better Psychotherapists: Advancing Training and Supervision.

View full text Add to dashboard Cite

show abstract

“…There are many markers and tasks that have been specified in EFT, and for a more complete description, the reader is referred to Elliott et al (2004). For a more complete description of how to recognize markers and set up tasks, please refer to Goldman et al (2021). Key examples of markers and tasks include the suggestion of the two-chair dialogue to resolve negative self-treatment and the empty chair for chronic lingering bad feeling toward a developmentally significant other.…”

Section: Overviewmentioning

confidence: 99%

“…This leads her to share about a difficult social experience she recently had, where she felt emotionally distant and disinterested with her friend who she had once enjoyed interacting with. The therapist refocuses her internally to deepen her contact with what it was like inside during the incident (Goldman et al, 2021). T: Yeah there's this feeling inside of ‘I've had enough’. C: Yeah, yeah. T: What's it like inside for you?…”

Section: Case Formulation and Course Of Treatmentmentioning

confidence: 99%

Case formulation in emotion‐focused therapy

Goldman

Goldstein

2022

J Clin Psychol

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Case formulation in emotion-focused therapy aids therapists to both conceptualize core emotion schemes and follow markers across therapy that signify tasks aimed at emotional transformation. The case formulation process will be illustrated in the successful case of Jina, a woman with a history of childhood emotional abuse who sought therapy for depression. The three stages of case formulation are co-constructed between client and therapist. In stage one, the therapist assesses her initial emotion processing style and listens as the emotion-based narrative unfolds. In stage two, the core emotion scheme and formulation narrative organize around feelings of shame of inferiority and attachment-related feelings of being rejected and unloved. Attendant secondary emotions of powerlessness, and unmet needs for validation emerge.Stage three evolves as the therapist follows process markers, prompting chair work for both unfinished business and self-criticism, ultimately helping Jina access adaptive sadness and newly experienced self-compassion.

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“…At these moments, therapists may wish to to amplify empathic reflections and affirmations in order to solidify the therapeutic relationship. Therapists are sometimes uncomfortable with the intensity of emotion that can be evoked during chair work, especially the voice of the critic (Goldman et al, 2021). While accessing core pain can be intense for a client, this does not mean that it is negative.…”

Section: Case Illustrationmentioning

confidence: 99%

“…In response to this, the therapist offered reassurance, helping Emma feel attuned to, validated, and encouraged. The therapist also offered a rationale for chair work (Goldman et al, 2021). A study by Muntigl et al (2020) examined the ways in which clients verbally and nonverbally expressed reluctance to engage in chair work, and what kinds of therapist responses were successful at resolving client hesitation.…”

Section: Navigating Chair Work For the First Timementioning

confidence: 99%

Guiding task work in the context of an emotion‐focused relationship

Goldman

Goldstein

2022

J Clin Psychol

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In undertaking the complex process of being an emotionfocused therapist, one needs to strike a careful balance between providing a safe relational environment, while navigating with clients through their emotional world. In response to in-session verbal and non-verbal indicators, they invite clients to engage in chair work tasks designed to facilitate emotional exploration and deepening with a goal of emotional transformation. Therapists may be daunted by the prospect of introducing chair work tasks, and concerned about the impact on the relational bond. However, chair work tasks can deepen emotional exploration and shifts, and streamline the process of change. The case of Emma* will illustrate how therapists navigate the interplay between striking an empathic relationship and facilitating chair work tasks. The case will demonstrate how the therapist addresses hesitation or reluctance expressed by the client, while strengthening the bond and deepening emotional processing (*Pseudonym).

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Deliberate practice in emotion-focused therapy.

Cited by 40 publications

References 0 publications

What competencies should therapists acquire and how should they acquire them?

What competencies should therapists acquire and how should they acquire them?

Case formulation in emotion‐focused therapy

Guiding task work in the context of an emotion‐focused relationship

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