Psychotherapy and the Clinical Social Worker

Lieberman, Florence

doi:10.1176/appi.psychotherapy.1987.41.3.369

Cited by 10 publications

(2 citation statements)

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“…For example, studies comparing clinicians within the medical community (psychiatrists, psychiatric nurses, and mental health workers) to those within the psychological and social work community reveal marked differences in views of mental illness and rehabilitative treatment (Corrigan & Liberman, 1994; Whitaker, 2002). Specifically, staff trained within the medical model tended to attribute difficult patient behaviors and acts of aggression to the patient’s illness and improper medication doses (Ilkiw-Lavalle & Grenyer, 2003; Read, Mosher, & Bentall, 2004), whereas psychologists and social workers viewed the same types of behaviors as being attributed, in part, to contextual (i.e., person-in-situation) and interpersonal factors (Lieberman, 1987; Read et al, 2004; Wilkniss, Silverstein, & Hunter, 2004). Finally, attitudes of psychiatric staff can also serve as a significant barrier to the implementation of behavioral strategies (Corrigan, Williams, McCracken, Kommana, Edwards, & Brunner, 1998; Corrigan et al, 2001; Paul & Lentz, 1977).…”

Section: Barriers In the Implementation Of Social Learning Programsmentioning

confidence: 99%

The effects of a staff-training program in behavior management and social-learning principles on staff–patient interactions within a psychiatric rehabilitation inpatient unit.

Schenkel¹,

Wilkniss

Savitz

et al. 2020

American Journal of Orthopsychiatry

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Despite the existence of effective behavioral interventions for people diagnosed with serious mental illness (SMI), these continue to be underutilized. Barriers to implementation include a low frequency of staff-patient interactions, as well as a lack of knowledge about, and negative attitudes toward, behavioral interventions. Therefore, we examined the effects of a mandatory behavioral staff-training program on staff-patient interactions on a long-term psychiatric inpatient program for individuals with SMI. Staff-training consisted of two-phases: didactic training followed by a written exam, and in vivo training and assessment. From pre-to posttraining, all staff demonstrated increased positive and therapeutic behaviors and decreased negative behaviors when interacting with patients. Additionally, at baseline, nonmedical staff (psychologists, social workers) displayed significantly more therapeutic and fewer negative behaviors compared with medical staff (psychiatrists, nurses, mental health workers), and this pattern persisted at posttraining despite improvements in both groups. Importantly, completion of the staff-training program was associated with improvements in patient behavior. Although both written and in vivo test scores significantly predicted change in negative staff behaviors toward patients, the in vivo test performance increased predictive ability over and above that of written test performance. Staff who disagreed with behavioral management principles displayed less improvement in negative behaviors from pre-to postassessment. These data have implications for clarifying staff training needs in programs for chronically ill people with SMI. Public Policy Relevance StatementEffective behavioral interventions for people diagnosed with serious mental illness (SMI) continue to be underutilized in inpatient hospital settings. To date, there have been very few published investigations of behaviorally based staff-training initiatives for mental health professionals who work with SMI populations. As such, empirically supported guidelines for training mental health staff are lacking. This investigation reports on the results of a comprehensive staff-training program in behavioral techniques, consisting of didactic, interactive, and in vivo components, along with written and in vivo assessments of mastery.

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Section: Barriers In the Implementation Of Social Learning Programsmentioning

confidence: 99%

The effects of a staff-training program in behavior management and social-learning principles on staff–patient interactions within a psychiatric rehabilitation inpatient unit.

Schenkel¹,

Wilkniss

Savitz

et al. 2020

American Journal of Orthopsychiatry

View full text Add to dashboard Cite

show abstract

“…No mandatory training or regulatory bodies exist for psychotherapists in general, and the term is often used loosely, so anyone with little training can call himself or herself a psychotherapist. Moreover, who practises what kind of psychotherapy is also influenced by social and political factors 2 3. Public resources are more likely to be allocated to psychotherapy if an individual claim is made for a specific kind of psychotherapy and therapist, rather than using a general term.…”

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confidence: 99%