The present study compared the efficiency of cognitive-behavioral therapy, emphasizing self-instruction and attention-focusing techniques, with behavior rehearsal and with a waiting-list control in the treatment of debilitating musicalperformance anxiety. Clients were S3 pianists who experienced extreme anxiety in performing situations. Therapy sessions were conducted over a 3-week period with clients who met three times in small groups for l'/2 to 2 hours on each occasion and who also completed homework assignments. Self-report, behavioral, and physiological indexes of anxiety were collected at baseline, treatment termination, and follow-up intervals, Multivariate analyses indicated that both the cognitive-behavioral therapy and behavior-rehearsal programs were effective in reducing musical-performance anxiety in comparison to the control condition at the follow-up assessment, although there were no differences among groups at treatment termination. The cognitive therapy was more effective than the behavior-rehearsal program on several measures. Cognitive mediators of therapeutic change were examined and are discussed.
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Graduate training programs for clinical psychologists in Canada have almost uniformly developed around variations of one modelthe scientist-practitioner. Training in this model, as it is exemplified in Canadian universities, may not result in appropriate preparation for the manpower needs of the future. Some alternate models are outlined in terms of possible changes in the role of the psychologist working in applied settings.Research and research funding problems in clinical psychology are inextricably related to the same problems for other areas of psychology, and the great need for more "bridging" research between the separate areas of psychology is emphasized. Recommendations on research funding policies are proposed in respect to the research needs of psychology and to the research needs of the community at large.
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