Issues in teaching and learning time-limited psychodynamic psychotherapy

A meta-analysis of psychodynamic psychotherapy outcomes: Evaluating the effects of research-specific procedures.

“…The potential benefits of recording psychotherapy sessions for purposes of retrospective review (Abbass, 2004;Alpert, 1996;Binder, 1993aBinder, , 1999 and supervision (Aveline, 1992;Haggerty & Hilsenroth, 2011) find only limited support from the current findings. This is perhaps unsurprising given that we might expect not just the occurrence of recordings but also the type, quality, and perceived helpfulness of the review/supervision process received to impact on treatment outcome.…”

Teaching graduate trainees how to manage client anger: a comparison of three types of training

“…These video vignettes, or other similar stimuli (see Binder, 1999), could be used as a training tool to help trainees become comfortable working with clients who are angry. A series of vignettes could be developed for other difficult client situations (e.g., clients who are sexually provocative, suicidal, silent, talkative, dismissive, or arrogant) as well to give trainees an opportunity to practice their skills in different situations.…”

Counseling Students’ Perceptions of Journaling as a Tool for Developing Reflective Thinking

“…These benefits include greater awareness of the self as it relates to one's interactions with clients (Hubbs & Brand, 2005), the capacity to improvise in a counseling session (Binder, 1999), and the power to ward off stagnation and professional impairment (Skovholt & Rønnestad, 1992b). In fact, educators such as Skovholt and Rønnestad (1992a) and Bennett-Levy (2006) argued that for counselors, the ability to reflect is not simply a benefit, but a necessity.…”