Therapists' cognitive complexity: Review of theoretical models and development of an integrated approach for training.

Owen, Jesse; Lindley, Lori D.

doi:10.1037/a0017697

Cited by 19 publications

(10 citation statements)

References 52 publications

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“…Should counselors possess the racial and multicultural competencies noted in the first stages of the model, but not conceptualize racism as a contextual and systemic issue (Stage II), they may miss opportunities for a richer, more accurate and sophisticated analysis of the issue affecting clients. An incomplete understanding of an issue can limit the development of effective interventions (Owen & Lindley, ). Finally, if counselors achieve all the stages of the model but the final one, which entails racism‐informed interventions adapted to the clients' preferences, they may falter in developing an effective solution with the client.…”

Section: Resultsmentioning

confidence: 99%

Addressing Clients' Experiences of Racism: A Model for Clinical Practice

Malott

Schaefle

2015

Jour of Counseling & Develop

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This article synthesizes the literature relevant to coping with racism to provide a 4‐stage model for addressing clients' discriminatory experiences. Major suggestions drawn from the literature include applying frameworks with a contextual lens, using broaching and eliciting skills to promote client exploration of racism and the effects of racism on persons of color, enhancing client racial and ethnic identities, and tailoring interventions to the clients' culture and preferred coping strategies.

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Section: Resultsmentioning

confidence: 99%

Addressing Clients' Experiences of Racism: A Model for Clinical Practice

Malott

Schaefle

2015

Jour of Counseling & Develop

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“…Thus, if there are individual differences across trainees, then it might be more fruitful to identify trainees based on effectiveness versus trainee level. In doing so, this would more closely align to models focusing on trainee developmental milestones (e.g., Owen & Lindley, 2010;Stoltenberg & McNeill, 2010).…”

mentioning

confidence: 89%

As good as it gets? Therapy outcomes of trainees over time.

Owen¹,

Wampold²,

Kopta³

et al. 2016

Journal of Counseling Psychology

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There is a paucity of empirical studies that demonstrate psychotherapy trainees improve at assisting their clients' therapy outcomes over time. We examined whether trainees (i.e., practicum, predoctoral interns, and postdoctoral fellows) improved in their clients' therapy outcomes over time. We examined 114 trainees (i.e., who were trainees for the first client in the database) and had over 12 months of client outcome data (M = 45.31 months). At the start of their time in our database, about half of the participants (48.2%) were predoctoral interns, 42.1% were practicum students, and 9.6% were postdoctoral fellows. Collectively, they treated 2,991 clients (M = 26 clients per trainee). Clients completed the Behavioral Health Measure, which assesses general psychological functioning (i.e., well-being, symptom distress, and life functioning), as a measure of therapy outcomes. Trainees demonstrated small-sized growth in their clients' outcomes over time (d = 0.04 per year); however, this growth was moderated by client severity. That is, trainees demonstrated growth over time in working with clients who were less distressed (d = -0.13 to 0.10 over time), but there was no change over time for trainees when working with more distressed clients (d = 0.67 to .65 over time). The results were consistent across trainee level (i.e., practicum, predoctoral intern, postdoctoral fellow), yet trainees varied in their patterns of growth. Psychotherapy training has a small, but positive, effect on trainees' ability to foster positive outcomes with their clients over time. (PsycINFO Database Record

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“…Over the last few decades, scholars have sought to refine the conceptual parameters of cognitive complexity to promote advanced clinical abilities among practitioners and to increase the efficacy of training methods (Owen & Lindley, ). Cognitive complexity, or “the ability to absorb, integrate, and make use of multiple perspectives” (Granello, , p. 92), is widely regarded as a key aspect of effective counseling (Ridley et al, ) and a critical supervisory consideration (Glosoff, Durham, & Whittaker, ).…”

Section: Cognitive Complexity In Counselingmentioning

confidence: 99%

Cognitive Complexity: Differentiation and Integration in Counseling Practice and Training

Wilkinson

Dewell

2019

Jour of Counseling & Develop

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This article presents an in‐depth exploration of cognitive complexity. The authors propose that the domains of differentiation and integration signify unique cognitive processes that develop along distinct trajectories. Although differentiated complexity arises from clinical experience and certain training methods, the development of integrative complexity requires enhanced abductive reasoning skills and the use of phenomenological methods. Implications for growing integrative complexity through training, supervision, and clinical practice are provided.

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Therapists' cognitive complexity: Review of theoretical models and development of an integrated approach for training.

Cited by 19 publications

References 52 publications

Addressing Clients' Experiences of Racism: A Model for Clinical Practice

Addressing Clients' Experiences of Racism: A Model for Clinical Practice

As good as it gets? Therapy outcomes of trainees over time.

Cognitive Complexity: Differentiation and Integration in Counseling Practice and Training

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