Psychotherapy最新文献_第3页

Culturally and structurally responsive training in psychotherapy: Introduction to the special section. 心理治疗中的文化和结构反应训练：特别部分导论。

IF 2.6 2区心理学

Psychotherapy Pub Date : 2025-03-01 DOI: 10.1037/pst0000565

Andrés E Pérez-Rojas, Melanie M Wilcox, Theodore T Bartholomew

引用次数: 0

A glance into the future of artificial intelligence-enhanced scalable personalized training: A response to Kopelovich, Brian, et al. (2025) and Kopelovich, Slevin, et al. (2025). 展望人工智能增强的可扩展个性化培训的未来：对Kopelovich， Brian等人（2025）和Kopelovich， Slevin等人（2025）的回应。

IF 2.6 2区心理学

Psychotherapy Pub Date : 2025-03-01 DOI: 10.1037/pst0000547

Sigal Zilcha-Mano

{"title":"A glance into the future of artificial intelligence-enhanced scalable personalized training: A response to Kopelovich, Brian, et al. (2025) and Kopelovich, Slevin, et al. (2025).","authors":"Sigal Zilcha-Mano","doi":"10.1037/pst0000547","DOIUrl":"10.1037/pst0000547","url":null,"abstract":"The two articles by Kopelovich, Brian, et al. (2025) and Kopelovich, Slevin, et al. (2025) mark a new era in psychotherapy research and practice. The articles detail the development and validation of one of the first conversational artificial intelligence- (AI-) enhanced psychotherapy training tools, with profound implications for the future of clinical training. Following the new trail blazed by Kopelovich, Brian, et al. (2025) and Kopelovich, Slevin, et al. (2025), this commentary traces some of the most promising future directions for clinical training and research. In clinical training, trainees will be able to practice therapeutic skills and techniques with virtual clients before working with real ones. After mastering common therapeutic skills and treatment-specific techniques, they will begin treating real clients and receive detailed, immediate, and constructive AI-based feedback on their work to augment supervision sessions. Posttraining, clinicians can maintain and enhance their clinical expertise, acquire new skills, and incorporate the latest evidence-based knowledge into their practice through AI-based solutions. In research, it will be possible to explore the most effective techniques to be used by trainees and therapists at certain moments in a therapeutic session with individual patients, enabling the development of more precise and personalized therapeutic interventions. It will also be possible to explore the most effective trainee-specific supervision approaches to enhance a transformative experience and serve as a catalyst for the trainee's professional identity development within the supervisor-supervisee relationship, augmented by a systematic mapping of the trainee's strengths and areas for improvement. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":20910,"journal":{"name":"Psychotherapy","volume":"62 1","pages":"22-27"},"PeriodicalIF":2.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143650039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Identifying and enhancing the necessary ingredients for cultural humility in supervisory relationships. 在监督关系中确定和加强文化谦逊的必要因素。

IF 2.6 2区心理学

Psychotherapy Pub Date : 2025-03-01 Epub Date: 2024-07-29 DOI: 10.1037/pst0000538

Stephanie Winkeljohn Black, Melanie M Wilcox, Andrés E Pérez-Rojas, Lindsey West

{"title":"Identifying and enhancing the necessary ingredients for cultural humility in supervisory relationships.","authors":"Stephanie Winkeljohn Black, Melanie M Wilcox, Andrés E Pérez-Rojas, Lindsey West","doi":"10.1037/pst0000538","DOIUrl":"10.1037/pst0000538","url":null,"abstract":"Cultural humility is an oft-studied construct in psychotherapy and supervision and, as such, has multiple definitions and frameworks and is frequently contextualized as the organizing pillar of the multicultural orientation framework (MCO; alongside cultural comfort and cultural opportunities; Davis et al., 2018; Owen, 2013). Many definitions of cultural humility emphasize a high level of self-awareness, openness to feedback, empathy, and curiosity toward others' cultural experiences (Davis et al., 2018; Foronda et al., 2016; Hook et al., 2013; Zhang et al., 2022). Despite empirical evidence linking cultural humility processes, and MCO more generally, to indicators of successful psychotherapy and supervision (e.g., Davis et al., 2018; Wilcox, Drinane, et al., 2022), little guidance exists for how supervisors may assess and foster their supervisees' cultural humility. Drawing from the literature, we delineate what we see as effective pedagogy and assessment of the key ingredients of cultural humility and provide recommendations for how supervisors can use the supervisory relationship to cultivate in their supervisees each of the necessary ingredients. Given cultural humility's key role in the MCO framework, we discuss how the ingredients required for cultural humility lay the groundwork for cultural comfort and cultural opportunities. Supervision vignettes and additional resources for supervisors are included. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":20910,"journal":{"name":"Psychotherapy","volume":" ","pages":"55-62"},"PeriodicalIF":2.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141788941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Disrupting the status quo in psychology training: Centering structural competence in accreditation. 打破心理培训的现状：以认证中的结构能力为中心。

IF 2.6 2区心理学

Psychotherapy Pub Date : 2025-03-01 Epub Date: 2024-12-02 DOI: 10.1037/pst0000557

Celeste M Malone, Amy L Reynolds, Laurie Lali McCubbin

{"title":"Disrupting the status quo in psychology training: Centering structural competence in accreditation.","authors":"Celeste M Malone, Amy L Reynolds, Laurie Lali McCubbin","doi":"10.1037/pst0000557","DOIUrl":"10.1037/pst0000557","url":null,"abstract":"To be responsive to the growing mental health inequities in our communities, we must move beyond incremental changes to our graduate training to bolder, more transformative changes. Such efforts must move beyond targeting our academic, internship, and postdoctoral programs and instead focus on critiquing our accreditation process. Without transformation of accreditation and other macrostructural dynamics in psychology, our training programs will continue to perpetuate the status quo and limit the ability of graduate trainees to adequately address mental health disparities. The purpose of this article is to call upon regulatory entities, such as the American Psychological Association Commission on Accreditation, to consider shifting training within applied doctoral programs from individual and cultural diversity competencies to a structural competency framework. Redefining this competency using structural perspectives will acknowledge the power, privilege, and oppression inherent within institutions, policies, and structures and better prepare psychology training programs to address the root causes of health inequities. Recommendations for change will be guided by the work of Metzl and Hansen (2014) on structural competencies and focus on the profession-wide and discipline-specific competencies required by the Commission on Accreditation. Barriers to change will also be examined, along with suggestions for resistance and reimagining of the accreditation process and our graduate training. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":20910,"journal":{"name":"Psychotherapy","volume":" ","pages":"105-111"},"PeriodicalIF":2.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142771813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dismantling amatonormative biases and expanding queer-affirmative psychotherapy: The role of trainers. 消除非规范偏见，拓展酷儿平权心理治疗：培训师的角色。

IF 2.6 2区心理学

Psychotherapy Pub Date : 2025-03-01 Epub Date: 2024-12-02 DOI: 10.1037/pst0000558

Saumya Singh

{"title":"Dismantling amatonormative biases and expanding queer-affirmative psychotherapy: The role of trainers.","authors":"Saumya Singh","doi":"10.1037/pst0000558","DOIUrl":"10.1037/pst0000558","url":null,"abstract":"The present article aims to provide a pathway for trainers to expand and transform queer-affirmative psychotherapy practice to be more inclusive of queer groups that are underdiscussed in research and misunderstood in therapy settings, namely, people who are asexual, aromantic, and polyamorist. The article begins by outlining findings from a small but growing body of literature focusing on people who identify as asexual, aromantic, and polyamorist, which suggests that these populations face unique challenges and forms of discrimination when navigating their relationships, identity, and community. At the same time, these groups also report negative experiences of psychotherapy, including ignorance, minimization, and lack of understanding empathy on part of therapists. Such gaps may be bridged through cultural and structural changes in the way in which queer-affirmative psychotherapy models are disseminated in training contexts. Building upon models of queer-affirmative psychotherapy, critical theory, and queer theory, the article proposes steps that trainers may take to encourage students to expand their queer-affirmative practice so that it is more inclusive of and responsive to the experiences of asexual, aromantic, and polyamorist populations. The steps involve (a) cultivating criticality among trainees, (b) holding space for \"not knowing,\" (c) providing diverse case examples, and (d) underlining advocacy as central and necessary to queer-affirmative practice. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":20910,"journal":{"name":"Psychotherapy","volume":" ","pages":"98-104"},"PeriodicalIF":2.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142771810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Privilege in the room: Training future psychologists to work with power, privilege, and intersectionality within the therapeutic relationship. 房间里的特权：训练未来的心理学家在治疗关系中使用权力、特权和交叉性。

IF 2.6 2区心理学

Psychotherapy Pub Date : 2025-03-01 Epub Date: 2025-01-13 DOI: 10.1037/pst0000563

A Jordan Wright, Jude Bergkamp, Norissa Williams, Barbara Garcia-Lavin, Amy L Reynolds

{"title":"Privilege in the room: Training future psychologists to work with power, privilege, and intersectionality within the therapeutic relationship.","authors":"A Jordan Wright, Jude Bergkamp, Norissa Williams, Barbara Garcia-Lavin, Amy L Reynolds","doi":"10.1037/pst0000563","DOIUrl":"10.1037/pst0000563","url":null,"abstract":"Between the racial reckoning of 2020 and wider spread policy development that is explicitly homophobic and transphobic, there have been consistent and resurgent calls for clinicians to address aspects of power and privilege in psychotherapy. This is especially important in a field that continues to be largely White, cisgender, and heterosexual (not to mention abled, socioeconomically privileged, and privileged in many other aspects of human diversity). However, too few models for how to accomplish this in actual practice are offered in the literature. Further, while there is little guidance for clinicians on how to address power, privilege, and intersectionality in the therapy room, there is even less direction for how to train those learning to be clinicians to do this from the start. The purpose of this article is to translate existing knowledge into a framework for supervisors to guide trainees' application in psychotherapy. The article provides an overview of social location, including an analytic framework, as well as a set of practical steps for supervisors and trainees. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":20910,"journal":{"name":"Psychotherapy","volume":" ","pages":"82-89"},"PeriodicalIF":2.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Let's talk about class: A peer-to-peer social class workshop for psychotherapy trainees. 我们来谈谈班级：一个为心理治疗学员开设的点对点的社会班级研讨会。

IF 2.6 2区心理学

Psychotherapy Pub Date : 2025-03-01 Epub Date: 2025-01-13 DOI: 10.1037/pst0000559

Ayla J Goktan, Hannah K Heitz, Fei Bi Chan, Stephanie Chin, Millicent Cahoon, Jody Zhong

{"title":"Let's talk about class: A peer-to-peer social class workshop for psychotherapy trainees.","authors":"Ayla J Goktan, Hannah K Heitz, Fei Bi Chan, Stephanie Chin, Millicent Cahoon, Jody Zhong","doi":"10.1037/pst0000559","DOIUrl":"10.1037/pst0000559","url":null,"abstract":"There is a growing consensus that effective psychotherapists and counselors require antioppressive, social-justice-oriented, culturally and structurally responsive training (e.g., Neville et al., 2021; Singh, 2020; Vera & Speight, 2003). The field has a long way to go to answer this call (Wilcox et al., 2024), including with social class topics (Liu, 2012) and peer-to-peer initiatives (Stigmar, 2016). Thus, the current qualitative study examined five student facilitators' perspectives on a counseling psychology graduate program's antioppressive peer-to-peer social class workshop (SCW). The SCW was originally grounded in the Social Class Worldview Model-Revised (Liu, 2012) and the multicultural orientation (MCO) framework (Davis et al., 2018) and later incorporated ideas from liberation psychology (Comas-Díaz & Torres Rivera, 2020) and decolonial pedagogies (Goodman et al., 2015). To illuminate the factors that affect student facilitators' SCW experiences, and how this work can inform culturally and structurally responsive psychotherapy training more broadly, we collected student facilitators' collaborative autoethnographic reflections. Using reflexive thematic analysis, we constructed two core themes: (a) nurturing growth: ingredients and orientations and (b) navigating barriers: oppressive structures manifest at multiple levels. Even as student facilitators acknowledged ways that they and the SCW fell short, they remained optimistic about growth both achieved and hoped for. We discuss limitations and implications for the promotion of peer-to-peer and/or social class initiatives in psychotherapy training. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":20910,"journal":{"name":"Psychotherapy","volume":" ","pages":"63-74"},"PeriodicalIF":2.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Structurally informed psychodynamic theory case conceptualization: Expanding the conceptualization map. 以结构为依据的心理动力学理论案例概念化：扩展概念化地图。

IF 2.6 2区心理学

Psychotherapy Pub Date : 2025-03-01 Epub Date: 2024-07-18 DOI: 10.1037/pst0000537

Trisha L Raque, Hannah B Meisels

{"title":"Structurally informed psychodynamic theory case conceptualization: Expanding the conceptualization map.","authors":"Trisha L Raque, Hannah B Meisels","doi":"10.1037/pst0000537","DOIUrl":"10.1037/pst0000537","url":null,"abstract":"There is a rich history of psychological movements that call upon the field to collaborate with clients to both acknowledge and resist oppression, as well as an increasing emphasis in professional guidelines on conceptualizing clients with attention to the role of the social and physical environment, to contemporary experience with power, privilege, and oppression, and to institutional barriers and related disparities. These calls indicate the need for psychological case conceptualization to move beyond preconceived assessments of which aspects of clients' identities are salient to them, to engage with clients' sociocultural identities as situated within systems of power and oppression, and to engage in advocacy to improve clients' socioenvironmental contexts and to challenge structural oppression. In this article, we attend to the foundational contributions of Black psychology, intersectionality, liberation psychology, Indigenous healing, and radical healing for using case conceptualization to guide structurally responsive and impactful treatment and advocacy. We then present a case example drawn from a composite of clinical encounters that captures client distress interwoven with structural forces such as addiction stigma, intersecting classism and sexism, White privilege, and caregiver leave policies. To demonstrate how to integrate structural forces with theory, we present how this case would be conceptualized utilizing psychodynamic frameworks infused with attention to the ways in which structural forces shape and perpetuate the client's distress. To move from naming to integrating structural competency in case conceptualization, psychotherapy training must address how structural forces shape how client distress develops and is maintained and necessitates advocacy outside of the session. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":20910,"journal":{"name":"Psychotherapy","volume":" ","pages":"90-97"},"PeriodicalIF":2.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141634333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceived cultural humility in supervision group and trainees' cultural responsiveness self-efficacy. 督导组中的文化谦逊感与学员的文化反应自我效能感。

IF 2.6 2区心理学

Psychotherapy Pub Date : 2025-03-01 Epub Date: 2024-08-05 DOI: 10.1037/pst0000540

Eddie S K Chong, Han Chen, Harold Chui, Sarah Luk

{"title":"Perceived cultural humility in supervision group and trainees' cultural responsiveness self-efficacy.","authors":"Eddie S K Chong, Han Chen, Harold Chui, Sarah Luk","doi":"10.1037/pst0000540","DOIUrl":"10.1037/pst0000540","url":null,"abstract":"Trainees often express anxieties when working with clients from different sociocultural backgrounds. Group supervision can provide a space to address such concerns, including managing culturally related countertransference and understanding sociocultural factors in issues faced by clients. This process requires critical consciousness and discussion of trainees' and clients' cultural identities. This study built on research highlighting the positive role of cultural humility in individual supervision and group therapy to examine cultural humility in group supervision and its contribution to trainees' self-efficacy in adapting therapy and managing relationship conflicts with a range of clients (i.e., cultural responsiveness self-efficacy), via sociocultural awareness and minimal cultural concealment about themselves and their clients. Ninety-one master's level counseling trainees in Hong Kong from 18 supervision groups in two training programs completed measures of cultural humility, cultural concealment, sociocultural awareness, and cultural responsiveness self-efficacy. Multilevel modeling indicated that, at the within-trainee level, higher group cultural humility was associated with higher sociocultural awareness and lower cultural concealment about themselves and their clients. Greater sociocultural awareness, but not cultural concealment, was, in turn, linked to higher cultural responsiveness self-efficacy. At the between-trainee level, higher group cultural humility correlated with lower trainee cultural concealment, but not sociocultural awareness, which was associated with cultural responsiveness self-efficacy, although no mediation was observed. This study underscores the value of cultural humility in the context of group supervision. Implications for multicultural group supervision are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":20910,"journal":{"name":"Psychotherapy","volume":" ","pages":"44-54"},"PeriodicalIF":2.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141890042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward a liberatory counseling and psychotherapy theories pedagogy and curriculum. 迈向解放咨询和心理治疗理论的教学法和课程。

IF 2.6 2区心理学

Psychotherapy Pub Date : 2025-03-01 Epub Date: 2024-11-07 DOI: 10.1037/pst0000549

Minsun Lee, Brittany Beasley, Andrea Salazar-Nuñez, Suzanne Zilber

{"title":"Toward a liberatory counseling and psychotherapy theories pedagogy and curriculum.","authors":"Minsun Lee, Brittany Beasley, Andrea Salazar-Nuñez, Suzanne Zilber","doi":"10.1037/pst0000549","DOIUrl":"10.1037/pst0000549","url":null,"abstract":"Psychotherapy theories have long been criticized for their White western cultural assumptions (Katz, 1985; Sue et al., 2024). With the growing call to decolonize psychology (e.g., Singh, 2020), we re-envisioned a psychotherapy theories curriculum from a liberation psychology framework (Martín-Baró, 1994). This framework contextualizes and historicizes people's lived experiences and highlights the ways in which oppressed communities have survived and resisted. A liberatory pedagogy for teaching psychotherapy theories involves critical consciousness (concientización; Freire, 1970), which allows students and instructors to bring a critical lens as they learn and discuss theories of counseling and psychotherapy; reflexivity, to locate themselves within the colonial, White supremacist and capitalist structures in which the classroom is situated; and somatic and affective engagement to decenter colonial rationality. The bookend approach (Wright et al., 2022) can be used to interrogate psychotherapy theories (a) as an overarching strategy for the entire course and (b) as a teaching strategy within each week's lesson on a specific theory. It is our hope that students will be equipped to re-envision psychotherapy and healing as located in our collective liberation from oppressive structures. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":20910,"journal":{"name":"Psychotherapy","volume":" ","pages":"75-81"},"PeriodicalIF":2.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0