Narrative therapy has been associated with the assumptions of postmodernism and social constructionism; both of which support the notion that there are no truths, just points of view. Thus, narrative therapists have sought to privilege the voices of their clients in the process of delivering them from the oppressive weight of dominant, cultural grand narratives. Have they been as willing and adept at respecting the voices of other professionals, and their colleagues within the narrative camp? This question is discussed in relation to the underlying assumptions that inform narrative practice. It is concluded that narrative has perhaps unwittingly fallen prey to the human tendency to reify metaphors and make gurus of leaders.
Articles published in the Journal of Counseling Psychology (JCP), Volumes 25 through 29, were reviewed and classified in terms of (a) population from which the sample of the study was drawn, (b) the research design, and (c) the extent to which the results were generalized. A total of 424 articles were published in the five volumes. Around 70% included samples obtained from university populations. Most of the studies (394 out of 424) could be classified in one of the four research design categories offered by Gelso (1979a). In terms of generalization, 54.48% specified limitations, and 38.44% did not. Results suggest that JCP is concerned basically with academic environments. Implications of these findings are discussed.
Although a wealth of evidence supports the use of evidence-based psychological practice (EBPP) for clients with diverse difficulties, from anxiety and depression to behavioral problems, the majority of training in EBPP takes place at the doctoral and postdoctoral level. This is problematic given that there are many more master’s level mental health professionals than doctoral ones, especially in rural and low-income areas. This article outlines a model for a 60-hour training program that focuses on preparing master’s students to become competent in the practice of EBPP in a relatively short period of time, while at the same time meeting requirements for licensure in most states. Course sequence, course content, clinical experience, and supervision issues are all addressed, as are challenges to implementation of the model.
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