Psychotherapy training and theoretical orientation in clinical psychology programs: A national survey

Abstract

A survey of the instructors of the initial psychotherapy course in APA accredited clinical psychology programs investigated the relationship between theoretical orientation and 33 items assessing metatheoretical assumptions, operating constructs, and active components emphasized in psychotherapy instruction. Factor analysis of the 33 items yielded the following factors: Professional Behaviors/Attending Skills, Problem Focused, and Dynamic Constructs. Analysis of variance of the three factors by orientation revealed that only Factor 3 (Dynamic Constructs) was significant with regard to orientation. Significant differences were found between teachers with dynamic and cognitive behavioral orientations and between those with dynamic and behavioral orientations. With the exception of Dynamic Constructs, the assumptions, constructs and components emphasized in psychotherapy training in these courses appear to be similar regardless of the orientation of the instructor.

How trainees develop an initial theory of practice: A process model of tentative identifications

“…The central process identified in the model is the development of a series of tentative identifications toward a practice orientation. The model is consistent with previous research that identified many of the same categories: personal philosophy, family and cultural context, the curriculum, practice, clientele, supervision and teaching (Bitar et al ; Castonguay, ; Murdock et al, 1998; Stevens et al ; Vasco & Dryden, ). The contribution of the model is to highlight how these factors interact and influence beginning therapists.…”

“…The development of a theoretical orientation is a complex process that takes considerable time and clinical experience (Norcross & Beutler, ). Among investigations that have isolated factors that influence this development (Bitar, Bean, & Bermudez, ; Murdock, Banta, Stromseth, Viene, & Brown, ; Stevens, Dinoff, & Donnenworth, ; Vasco & Dryden, ), personal philosophy or values are one of the predominant influences. Philosophical assumptions were the strongest predictors of theoretical orientations early in development (Murdock, Banta, Stromseth, Viene, & Brown, ).…”

“…As early training experiences may have the greatest impact (Holmes, Cook, & Rothstein, ), the first year of graduate school is a good place to investigate this process. To date, research on theoretical orientations development has all been retrospective, or has relied on researcher‐chosen variables (Stevens et al, ).…”