The effects of psychotherapy: an evaluation.

Hj, Eysenck

doi:10.1037/h0063633

Cited by 1,514 publications

(472 citation statements)

References 27 publications

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“…In addition, there are very high levels of co-occurrence (inaccurately called comorbidity) with other syndromes, especially with social anxiety and phobic and obsessional conditions, and very little confidence in treatment selection. The long-term outcomes that have persistently shown the same results as the original paper by Eysenck [27], with about 30% recovering, 35% improving but not with any degree of confidence that this will be maintained and another 35% pursuing a relapsing and chronic course, with addition of social anxiety, obsessional and somatoform features at different times [22,28]. …”

Section: Discussionsupporting

confidence: 61%

The General Neurotic Syndrome: A Re-Evaluation

Tyrer

Guo

2016

Psychother Psychosom

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Section: Discussionsupporting

confidence: 61%

The General Neurotic Syndrome: A Re-Evaluation

Tyrer

Guo

2016

Psychother Psychosom

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“…The reviewers concluded that child and adolescent psychotherapies were also beneficial (Bratton, Ray, Rhine, & Jones, 2005;Casey & Berman, 1985;Erion, 2006;Fossum, Handegard, Matinussen & Morch, 2008;Maughan, Christiansen, Jenson, Olympia, & Clark;Kazdin, Bass, Ayers, & Rodgers, 1990;Lewinson & Clarke, 1999;McLeod & Weisz, 2004;Michael & Crowley, 2002;Reinecke, Ryan, & DuBois, 1998a, 1998bStage & Quiroz, 1997;Weisz, McCarty, & Valerie, 2006;Weisz, Weiss, Alicke, & Klotz, 1987;Weisz, Weiss, Han, Granger, & Morton, 1995). Averaging across all the ESs in these reviews produced the following results: a mean ES of 0.71 (95% CI 0.56-0.85; standard deviation of 0.27).…”

Section: A Challenge To Child Psychotherapistsmentioning

confidence: 99%

A Strengths-Based, Skill-Building, Integrative Approach to Treating Conduct Problems in a 12-Year-Old Boy: Rafael's Story

Clement

2011

PCSP

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School administrators suspended Rafael, an adopted, 12-year-old boy being raised by a single mother, following an episode of vandalism. They demanded that he enter psychotherapy in order to return to school. Raphael had a history of acting out, aggressive behavior, angry outbursts, disruptive classroom behavior, destruction of property, fighting, lying, stealing, and being teased by peers about his serious birth defects. The initial task facing the clinician was to make a differential diagnosis including to determine what developmental trajectory the youth was following. The first course of treatment covered 29 sessions. Goal setting, assertiveness training, and training in conflict resolution were the major components of treatment. Based on his mother's ratings, Rafael was clearly improved by the 17th session and greatly improved by termination. Eight months later he returned to treatment because of an episode of stealing. The second course of treatment was for 20 sessions. Rafael and his mother evaluated Rafael at intake and at termination during this second course. Based on their input his treatment outcome was extremely positive, with an effect size of 3.02. The article concludes by describing Rafael's major accomplishments during the eight years since treatment ended as well as his plans for a career.

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“…During my years as a student in university and graduate school (1957)(1958)(1959)(1960)(1961)(1962)(1963)(1964)(1965), there was little empirical evidence that psychotherapy made a positive difference (Eysenck, 1952;Levitt, 1957). Like many psychologists of my vintage, I was motivated to find evidence for the benefits of psychotherapy.…”

Section: Final Responsementioning

confidence: 99%

Practice-Based Evidence on the Treatment of Conduct Problems in a Child/Adolescent

Clement

2011

PCSP

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In this discussion I respond to two commentaries on a case study of my treatment of Rafael, a 12-year-old boy presenting with conduct problems (Clement, 2011b). My response includes shorter consideration of a variety of specific points raised by the commentators. I also elaborate in some detail on one of the points raised concerning my system for measuring treatment outcomes in routine clinical practice. The approach adapts Goal Attainment Scaling, the Global Assessment Scale/Global Assessment of Functioning, and Smith and Glass's 1977 method of calculating treatment effect sizes (ESs). Finally, I frame my case study as an example of practice-based evidence for the effectiveness of psychotherapy.Key words: adolescent psychotherapy; birth defects; child psychotherapy; conduct problems; developmental assets; developmental trajectory; positive psychology; practice-based evidence; resilience; stealing; vandalism; clinical case studies; case studies ________________________________________________________________________ California requires at least one year of post-doctoral supervised experience before a person can become licensed as a psychologist. During my first year following graduate school I did my clinical work and research in the Children's Psychiatric Clinic at Harbor/UCLA Medical Center in Torrance, California. The head of the clinic arranged for a psychiatrist on our staff to provide me with the required pre-licensed supervision. The supervising psychiatrist and I had very different theoretical orientations. Unfortunately, we spent our early months of supervision arguing. The process was unrewarding for both of us. In thinking about what had been transpiring in our supervisory sessions, I decided to make a proposal. In our next meeting I reviewed what I perceived had been occurring in our meetings and suggested a change. I proposed that from that day forward I would describe to him what I was doing with each of my therapy cases and my rationale for doing so. Then I wanted him to tell me what he would do with

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The effects of psychotherapy: an evaluation.

Cited by 1,514 publications

References 27 publications

The General Neurotic Syndrome: A Re-Evaluation

The General Neurotic Syndrome: A Re-Evaluation

A Strengths-Based, Skill-Building, Integrative Approach to Treating Conduct Problems in a 12-Year-Old Boy: Rafael's Story

Practice-Based Evidence on the Treatment of Conduct Problems in a Child/Adolescent

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