Role of manual-guided training in the conduct and efficacy of interpersonal psychotherapy for depression.

Rounsaville, Bruce J.; O’Malley, Stephanie S.; Foley, Susan M.; Weissman, Myrna M.

doi:10.1037/0022-006x.56.5.681

Cited by 96 publications

(76 citation statements)

References 16 publications

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“…After training, better general dynamic technique was also found to be correlated with educational level, suggesting that the training might have had its greatest effects when therapists were working with difficult but well-educated patients. Unlike Rounsaville et al (1988), we did not find that technical adherence dropped off with more difficult patients. This could have been attributable to possible differences in the range of patient difficulty in the two samples or to differences in the two therapies, with TLDP being somewhat less technically prescriptive than interpersonal therapy (IPT).…”

Section: Patient Variablesmentioning

confidence: 47%

Effects of training in time-limited dynamic psychotherapy: Changes in therapist behavior.

Henry¹,

Strupp²,

Butler³

et al. 1993

Journal of Consulting and Clinical Psychology

328

305

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Sixteen therapists were enrolled in a year-long manualized training program as part of the Vanderbilt II study of time-limited dynamic psychotherapy (TLDP). The training program successfully changed therapists' interventions in line with prescriptions of the TLDP manual, but some unanticipated changes ran counter to the intent of the training, including increased negative interpersonal transactions as indicated by process measures such as the Structural Analysis of Social Behavior (SASB). We examined therapist variables, patient variables, and training variables that appeared to mediate therapist responses to the training program. Results indicate that patient difficulty may mediate certain aspects of therapists' responses to training. Therapists with self-reported hostile and controlling introjects showed the greatest technical adherence, which was intriguing because prior research has linked hostile therapist introject to greater frequency of countertherapeutic interpersonal process. Of special interest were differences in effects of training associated with individual training faculty. This finding, if generalizable, has important implications for manualized therapy research, especially multisite trials.The 5-year Vanderbilt II project examined the effects of 1 year's training in a manualized form of dynamic psychotherapy (time-limited dynamic psychotherapy [TLDP]; Strupp & Binder, 1984) on 16 experienced therapists across 80 cases. Because of the increasing use and acceptance of treatment manuals in psychotherapy research, a primary aim of the study was to explore the process of manualized training itself. A number of therapist behaviors in different domains were measured preand posttraining, with therapists serving as their own controls. Thus, the design focused on the effects of training in a single treatment manual rather than comparing the differential outcome efficacy of several competing protocol therapies.Analyses of therapist changes at the group level revealed both intended and unintended results (Henry, Strupp, Butler, Schacht, & Binder, 1993). The training program successfully changed therapists' technical interventions in line with prescriptions in the TLDP manual. Therapists showed significant increases in interventions, such as focusing the therapeutic process on in-session transactions and the articulation of cyclical maladaptive interpersonal patterns (CMPs). However, other changes were unexpected and ran counter to the intent of the training. These included an increase in negative interpersonal transactions as reflected by such process measures as the Struc-

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Section: Patient Variablesmentioning

confidence: 47%

Effects of training in time-limited dynamic psychotherapy: Changes in therapist behavior.

Henry¹,

Strupp²,

Butler³

et al. 1993

Journal of Consulting and Clinical Psychology

328

305

View full text Add to dashboard Cite

show abstract

“…Yet any psychotherapy requires innate therapeutic ability and IPT training requires more than reading the manual (Rounsaville et al, 1988;Weissman, Rounsaville & Chevron, 1982). Therapists learn psychotherapy by practising it.…”

Section: Trainingmentioning

confidence: 99%

“…It included a brief didactic programme, review of the manual, and a longer practicum in which the therapist treated two or three patients under close supervision monitored by videotapes of the sessions (Chevron & Rounsaville, 1983). Rounsaville et al (1986) found that psychotherapists who successfully conducted an initial supervised IPT case often did not require further intensive supervision, and that experienced therapists committed to the approach required less supervision than others (Rounsaville et al, 1988). Some clinicians have taught themselves IPT using as the IPT manual (Klerman et al, 1984) and peer supervision to guide them.…”

Section: Trainingmentioning

confidence: 99%

Interpersonal Psychotherapy and Depression

Bleiberg

Markowitz

2007

Handbook of Evidence‐based Psychotherapies

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“…Although it is generally agreed that therapy manuals are important in conducting psychotherapy outcome research (Lambert & Bergin, 1994;Strupp & Anderson, 1997;Wilson, 1998), opinions and research findings are mixed as to whether therapy manuals help the therapeutic process or hinder it (Ogles, Anderson, & Lunnen, 1999). Some research suggests that therapy outcome is enhanced by adherence to a manual (Luborsky et aL, 1985(Luborsky et aL, , 1997Rounsaville, O'Malley, Foley, & Weissman, 1988); yet other studies find that manual use may detract from therapist warmth, spontaneity, and creativity, thus hindering the therapeutic process (Castonguay et aL, 1996;Henry, Strupp, Butler, Schacht, & Binder, 1993;Strupp & Anderson, 1997). Beutler (2000) sug~~ests that most clinicians are eclectic and dislike manuals as they prevent the clinician from using the methods with which they are most comfortable.…”

Section: The Empirically Validated Therapy (Evt) Modelmentioning

confidence: 99%

The Common Factors, Empirically Validated Treatments, and Recovery Models of Therapeutic Change

Reisner¹

2005

Psychol Rec

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review the Common Factors Model, the Empirically Validated Therapy Model , and the Recovery Model of therapeutic change and effectiveness. In general, psychotherapy appears to be effective and common factors account for more of the variance than do specific techniques. However, in some areas, particularly in the treatment of anxiety disorders, behavioral and cognitive behavioral therapies may be more effective than other treatments. The Recovery Model is an overarching model of change which can incorporate empirically validated therapies and which makes use of common factors. This model is consistent with empirically supported concepts concerning improvement of mental health but needs further research.

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Role of manual-guided training in the conduct and efficacy of interpersonal psychotherapy for depression.

Abstract: Manualized supportive-expressive psychotherapy versus nonmanual-ized community-delivered psychodynamic therapy for patients with personality disorders: Bridging efficacy and effectiveness.

Cited by 96 publications

References 16 publications

Effects of training in time-limited dynamic psychotherapy: Changes in therapist behavior.

Effects of training in time-limited dynamic psychotherapy: Changes in therapist behavior.

Interpersonal Psychotherapy and Depression

The Common Factors, Empirically Validated Treatments, and Recovery Models of Therapeutic Change

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