What Happens in Therapy? Adolescents’ Expectations and Perceptions of Psychotherapy

Stewart, Peter K.

doi:10.1007/s10826-012-9680-3

Cited by 9 publications

(10 citation statements)

References 27 publications

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“…This might be interpreted as a certain amount of trust in the therapist whom some of the YP had not yet met. Further topics that did not come up, but which are covered in the questionnaire on therapy expectations by Stewart et al (2012), were ideas about the setting, whether they might be able to bring friends, or views on the level of therapist abstinence or disclosure.…”

Section: Discussionmentioning

confidence: 99%

“…The findings lead to the question whether we should be doing more to inform the YP before therapy to target common misconceptions with education programs on a national level (Stewart et al, 2012) when at the same time the task remains for the therapist to work on an individual level with the expectations each YP brings into therapy. Some suggestions for therapists based on these YP's accounts might be: To conclude, it is important to take into consideration the view of the young service users to tailor the mental health services to the specific needs of each group.…”

Section: Discussionmentioning

confidence: 99%

“…Recently, a measure of adolescent pre-treatment expectations was developed based on literature and consultations with child and adolescent therapists: the Psychotherapy Expectations and Perceptions Inventory (PEPI; Stewart, Steele, & Roberts, 2012) for use in quantitative studies. Although such a measure is potentially of great value, to our knowledge the perspective of the young people (YP) was not included in the development.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Therapy Expectations of Adolescents with Depression Entering Psychodynamic Psychotherapy: A Qualitative Study

Weitkamp¹,

Klein

Hofmann

et al. 2017

Journal of Infant, Child, and Adolescent Psychotherapy

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Objectives Patient expectations about therapy have been regarded as a common factor affecting the course and outcome of psychotherapy.However, little is known about the expectations of adolescents. We aimed to explore the therapy expectations of young people (YP) with depression prior to psychotherapy.Method Semi-structured interviews were carried out with six YP (5 female, 15-19y) entering psychodynamic outpatient treatment.Interviews were transcribed verbatim and analysed using Interpretative Phenomenological Analysis. Results ConclusionsThe findings suggest to foster realistic treatment and outcome expectations while at the same time individual therapists should pay careful attention to the specific expectations that YP bring into therapy.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Therapy Expectations of Adolescents with Depression Entering Psychodynamic Psychotherapy: A Qualitative Study

Weitkamp¹,

Klein

Hofmann

et al. 2017

Journal of Infant, Child, and Adolescent Psychotherapy

View full text Add to dashboard Cite

show abstract

“…In a recent study Stewart, Steele and Roberts (2014) report adequate internal consistency for a new Psychotherapy Expectations and Perceptions Inventory (PEPI), designed specifically for use with adolescents. In a non-clinical sample, Stewart et al.…”

mentioning

confidence: 99%

“Just like talking to someone about like shit in your life and stuff, and they help you”: Hopes and expectations for therapy among depressed adolescents

Midgley

Holmes

Parkinson

et al. 2014

Psychotherapy Research

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Objective: To explore hopes and expectations for therapy among a clinical population of depressed adolescents. Method: As part of a randomised clinical trial, 77 adolescents aged 11 to 17, with moderate to severe depression, were interviewed using a semi-structured interview schedule.The interviews were analysed qualitatively, using Framework Analysis. Results: The findings are reported around five themes: "The difficulty of imagining what will happen in therapy", "the 'talking cure'"; "the therapist as doctor", "therapy as a relationship" and "regaining the old self or developing new capacities". Conclusions: Differing expectations are likely to have implications for the way young people engage with treatment, and failure to identify these expectations may lead to a risk of treatment breakdown.

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“…Explicit discussion of goals (extrinsic and intrinsic), perceived resources, and perceptions of how much work patients want and expect to put into therapy (Miller & Rollnick, 2012) also can help clinicians determine indicators of patient engagement. Patients expectations in terms of perceived benefit (Becker et al, 2015; Nock, Ferriter, & Holmberg, 2007), the process of CBT (e.g., exercises, roles and responsibilities), and the purpose and effectiveness of these processes, also can be assessed as indicators of engagement (e.g., Stewart, Steele, & Roberts, 2014). …”

Section: Principle I: Provide Multiple Means Of Engagementmentioning

confidence: 99%

Using Research-Informed Pedagogical Practices to Maximize Learning in Youth Cognitive Behavioral Therapy

Reid

Grills

Mian

et al. 2017

Evidence-Based Practice in Child and Adolescent Mental Health

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Cognitive-behavioral therapy (CBT) for youth is an evidence-based treatment that typically starts with some form of psychoeducation, during which the patient is taught in a didactic manner about their presenting problems and strategies to ameliorate their symptoms. The learning process continues over the course of treatment as patients consolidate and attempt to utilize their aqcuired knowledge in their daily life. Manuals provide helpful structure and strategies to facilitate this learning process (e.g., using metaphors, personalized coping cards); however, there is variability across patients in terms of what presented content they will be able to access and understand, how they can most effectively transfer what they learn into their everyday life, and why they will become engaged in this learning process. The purpose of this paper is to connect CBT and pedagogy by outlining the research-informed pedagogical framework known as Universal Design for Learning (UDL) as it relates to the teaching and learning that takes place in CBT. First, we describe UDL as a lens through which clinicians can conceptualize evidence-based pedagogical principles that undergird common CBT teaching practices. Second, we recommend that clinicians use UDL as a guiding framework when they are faced with barriers to learning due to the variability that exists in how patients engage in, access and understand, and utilize the material. We posit that UDL can help clinicians ensure that more patients are able to successfully access and benefit from CBT.

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What Happens in Therapy? Adolescents’ Expectations and Perceptions of Psychotherapy

Cited by 9 publications

References 27 publications

Therapy Expectations of Adolescents with Depression Entering Psychodynamic Psychotherapy: A Qualitative Study

Therapy Expectations of Adolescents with Depression Entering Psychodynamic Psychotherapy: A Qualitative Study

“Just like talking to someone about like shit in your life and stuff, and they help you”: Hopes and expectations for therapy among depressed adolescents

Using Research-Informed Pedagogical Practices to Maximize Learning in Youth Cognitive Behavioral Therapy

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