Nondisclosures in supervision were studied for 108 supervisees. Supervisees reported an average of 8.06 nondisclosures ranging in importance level. Negative reactions to the supervisor were the most frequent type of nondisclosure. The most frequent reasons for nondisclosures were perceived unimportance, that the nondisclosure was too personal, negative feelings, and a poor alliance. The manner of nondisclosure was usually passive. Most nondisclosures were discussed with someone else, typically a peer. Supervisor style was related to content of and reasons for nondisclosure. Supervisees were less satisfied when they reported more negative reactions to supervisors and when they did not disclose because of poor alliances, supervisor incompetence, and fear of political suicide. Thus, nondisclosure affects the process of supervision. Further research is needed on how nondisclosures in supervision affect supervision and therapy processes.An implicit assumption in most psychotherapy supervision models is that for the supervisor to facilitate the development of therapeutic competence in the supervisee, the supervisee must disclose descriptive information about the client, the therapeutic interaction, the supervisory interaction, and personal information about himself or herself (

This article traces the development of process and outcome research from before the foundation of counseling psychology in 1946 to the present time. First, theoretical contributions are focused on, with particular attention to the influence of Carl Rogers's theory, behavior theory, psychoanalytic theory, systems theory, interpersonal theory, and social influence theory. Next, Eysenck's challenge to the efficacy of psychotherapy; the uniformity myth that process and outcome are similar across diverse clients, therapists, and contexts; and changes in research methods over the years are covered. The article concludes with recommendations for future research.Interest in examining the helping process has existed for a long time, predating the inception of counseling psychology. Healers all over the world have tried to understand whether what they are doing is helpful and whether what they do leads to change. Early psychotherapists wrote extensively about how to do therapy. For example, Sigmund Freud amassed observations of psychoanalysis, which he used to develop his theories of therapeutic change. Eschewing conventional experimental methods, Freud did not quantify his observations (Schultz, 1972) and thus was not considered scientific. Use of the scientific method to investigate the helping process did not begin in earnest until the middle of the 20th century, thus coinciding with the founding of counseling psychology as a discipline.The purpose of this article is to review the development of research on the process and outcome of counseling and psychotherapy to the present day and to interpret the factors that shaped the field into its current state. Our primary focus is on process research, but we include issues in outcome research that have had an impact on process research. We emphasize individual rather than group or family therapy research. Historical events are not considered in exact chronological order but rather in the rough order of our perceptions of their impact on the field of counseling psychology.

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The purpose of this study was to revise the Hill et al. (1981) Client Verbal Response Category System. The client behavior system (CBS), which includes 8 nominal, mutually exclusive categories, was created. Psychologists indicated that clients generally are more productively involved when engaged in cognitive-behavioral exploration, affective exploration, insight, and changes than in resistance, agreement, requests, and recounting. When the CBS was used to rate predominant client behavior in middle sessions of 8 cases of brief individual therapy, adequate interjudge agreement was found, with cognitive-behavioral exploration occurring most frequently. Client experiencing and client ratings of helpfulness differed across CBS categories, suggesting concurrent validity for the measure. In a second study, 9 interviewer queries elicited different interviewee behaviors in 39 structured interviews, providing evidence of construct validity.Lenore W. Harmon served as the action editor on this article.

Objectives Children with autism spectrum disorder face a broad range of communication and sensory challenges. Many of these children also have chronic ENT issues. This study aims to better understand these challenges and improve our services for children with autism spectrum disorder. Methods Questionnaires and semi-structured interviews were carried out with parents of children with autism spectrum disorder. Results Thirty-four individuals participated, comprising 9 caregivers and 25 staff members. All parents recognised their critical roles in understanding their children's special needs and sensitivities. Parents and staff stressed the importance of a partnership role that inquired about unique needs, leading to environmental modifications for individual children. Conclusion The importance of listening to and involving caregivers is a fundamental tenet; parents must be recognised as the experts. Uncertainty must be kept to a minimum, with clear communication in a structured, low-arousal environment for these children. We have listened to parents and staff, and developed a social story.