Key StrategiesTraining for Individual Psychotherapy (KST-IP) is an integrative method for teaching beginning psychotherapists to utilize a multitheoretical approach to treatment. After trainees have learned basic microskills supporting the therapeutic relationship and other common factors, 3 sets of intervention strategies are introduced. Trainees learn practical strategies drawn from cognitive, emotion-focused, and behavioral therapies and are taught to focus on either thoughts, feelings, or actions based on the individual preference of each client. For each of 3 foundational theories, 8 key strategies are divided into exploration and transformation phases. During the exploration phase, psychotherapists are encouraged to (a) focus on 1 dimension (thoughts, feelings, or actions), (b) understand context and function, (c) analyze adaptive value, and (d) discover patterns outside of awareness. During the transformation phase of treatment, psychotherapists can encourage clients to (e) experiment, (f) modify, and (g) generalize new patterns of thinking, feeling, or acting. This phase concludes with (h) assessment of change and impact on other dimensions.

Multitheoretical psychotherapy for depression is based on the conclusions that many different treatments are effective and diverse psychotherapeutic approaches are based on different clinical hypotheses. Multitheoretical psychotherapy for depression describes a method for choosing an optimal approach or combining interventions from empirically supported treatments based on client characteristics and preferences. A practical method for treatment planning is described that involves (a) conducting a multidimensional survey, (b) establishing 1 or more focal dimensions, (c) formulating a multitheoretical conceptualization that identifies relevant clinical hypotheses, and (d) choosing interventions from a catalog of key strategies. Multitheoretical psychotherapy for depression describes 12 clinical hypotheses and 45 key strategies to help psychotherapists make treatment decisions based on individual client characteristics in a way that is consistent with recommendations for evidence-based practice in psychology.

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Background: A great amount of information is presented to psychology students through various mediums, often leading to misinformation and believing inaccurate psychological myths. Objective: We conducted two studies to examine psychomythology of psychopathology and whether mythbusting may be an effective pedagogical tool. Method: In Study 1, a total of 251 participants were recruited and asked about psychology myths they believed by using the Myths of Abnormal Psychology Questionnaire (MAP). In Study 2, a total of 46 students across two sections of abnormal psychology courses were asked about psychological myths they believed at the onset of class and at the end of class using the MAP. These students also were provided with an educational mythbusting intervention throughout the class. Results: Participants endorsed several myths of psychopathology and indicated that the greatest sources of their understanding came from instructors, the internet, movies, and mythbusting led to a decrease in myth endorsement. Conclusion: Students enter abnormal psychology courses believing several inaccurate myths and mythbusting appears to be a viable tool to address these misconceptions. Teaching Implications: Mythbusting can be implemented within abnormal psychology courses as an an engaging and effective teaching tool, as well as a means to model scientific thinking.

In 1995, Tennessee enacted a statute allowing adult adoptees access to information contained in their adoption records. Since then, debate has arisen concerning the constitutional rights of both the adoptive parents and the adoptees. A further dichotomy arose concerning the newly‐created variation between adult and minor adoptees. While the debate continues, certain cases have begun to outline a judicial position on these matters, establishing predictors for the future application of the Tennessee law.