The Relationship: How It Works

Budge, Stephanie L.; Wampold, Bruce E.

doi:10.1007/978-3-7091-1382-0_11

Cited by 19 publications

(39 citation statements)

References 69 publications

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“…More recently, Wampold and Budge (Budge & Wampold, 2015;Wampold & Budge, 2012) provide an evolutionary perspective suggesting that the common factors satisfy a need of relatedness that evolved due to the interdependence of archaic human groups, an evolutionary perspective consistent with the hypothesis that functional faults were created in non-contributing Paleolithic individuals (Hyland & Scutt, 1991). In sum, both contextual and specific models provide an account of a fault that is corrected through therapy, but different types of fault and correction are proposed.…”

Section: History and Rationale For Common Factors Or Contextual Modelmentioning

confidence: 91%

“…There are four of the reformulated contextual model that distinguishes it from earlier models, the first being how draws on evolution theory. Wampold and Budge (Budge & Wampold, 2015;Wampold & Budge, 2012) cite the evolutionary significance of the relationship. Steinkopf (2015) cites the signalling effect of symptoms on the behavior of others in early society.…”

Section: Four Features Of the Reformulated Contextual Modelmentioning

confidence: 99%

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A reformulated contextual model of psychotherapy for treating anxiety and depression

Hyland

2020

Clinical Psychology Review

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Section: History and Rationale For Common Factors Or Contextual Modelmentioning

confidence: 91%

Section: Four Features Of the Reformulated Contextual Modelmentioning

confidence: 99%

A reformulated contextual model of psychotherapy for treating anxiety and depression

Hyland

2020

Clinical Psychology Review

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confidence: 99%

Common and specific factors converging in psychotherapy supervision: A supervisory extrapolation of the Wampold/Budge psychotherapy relationship model.

Watkins¹,

Budge²,

Callahan³

2015

Journal of Psychotherapy Integration

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In this article, a common and specific factors model of how the psychotherapy supervision relationship contributes to supervisee learning is proposed. Reasoning by analogy (Milne, 2006), the Wampold/ Budge (2012;Budge & Wampold, 2015) psychotherapy relationship model is extrapolated to psychotherapy supervision. We propose a convergence of supervision common and specific factors that emphasizes: (a) the importance of initial supervisor-supervisee alliance bond formation and its maintenance (involving the supervisee's trust for and recognized expertise of the supervisor), and (b) 3 relationship pathways by which supervisee change occurs. Those 3 change pathways are: (a) the supervisor-supervisee real relationship (involving professional attachment, belongingness, and social connection), (b) the supervisor's creation of expectations about the supervision process and implementation of some form of supervision (providing a framework for supervision understanding and enactment of that framework), and (c) the supervisee's participation in facilitative educational actions (where experimenting and refinement beget further experimenting and refinement). When operating in "good enough" fashion, the 3 pathways and supervisory bond converge to produce 3 general supervision outcomes: (a) reduction of supervisee anxiety, shame, and self-doubt; (b) therapist identity development; and (c) therapist skill/competence development. At least 2 learning mechanisms are involved in making those supervisee outcomes possible: (a) exposure and (b) reorganization. This combination of common and specific factors captures potent factors of learning liberation that become actualized in the supervision situation.

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“…A considerable amount of literature provides evidence that the personal characteristics of practitioners and their “interpersonal capacities” (Nissen‐Lie, Havik, Høglend, Monsen, & Rønnestad, , p. 2) represent a central aspect of therapeutic work and comprise one of “the most reliable predictors” of therapy outcome (Dennhag, ; Fiegl, ; Hill, Sullivan, Knox, & Schlosser, ; Messina et al., ; Nissen‐Lie et al., , p. 2; Orlinsky & Rønnestad, ; Orlinsky, Rønnestad, & Willutzki, ; Pascual‐Leone et al., ; Pauza, ; Rønnestad & Skovholt, ; Strauss & Kohl, ). Moreover, recent studies show that the ability to form a genuine, real relationship, marked with authenticity, positive valence and realism is crucial for the development of a healing, therapeutic relationship (Budge & Wampold, ; Gelso, ; Gelso, Pérez Rojas, & Marmarosh, ; Orlinsky et al., ; Wampold & Budge, ).…”

Section: Introductionmentioning

confidence: 99%

Self‐concept of relational skills in psychotherapy trainees: A pilot study

Tilkidzhieva

Gelo

Gullo

et al. 2019

Couns and Psychother Res

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Background Personal characteristics and relational skills represent central aspects of the psychotherapist's work, and yet, little is still known about them in the context of psychotherapy training. Objective This paper presents a preliminary exploration of the self‐concepts of relational skills in psychotherapy trainees. Changes in the self‐concept in N = 131 psychotherapy trainees were explored through analysis of self‐image ideal‐self and self/ideal‐self discrepancy in two stages (beginning vs. advanced). Method Data were collected with a modified version of the self‐rated instruments Trainee Background Information Form and Trainee Current Practice Report (Orlinsky et al., 2015), and analysed with analyses of covariances for each dependent variable. Results Expected differences in the self‐image of beginning versus advanced trainees were not detected. However, differences in trainees’ ideal‐self and in self/ideal‐self discrepancy were found. Some gender and age differences were also detected. Conclusions The results suggest possible changes in the self‐concept of relational skills, indicative of self‐development processes such as discovering a realistic sense of self and self‐boundaries, managing intensive emotional interactions and developing regulatory interpersonal mechanisms. An in‐depth and more refined future exploration of various aspects of the self‐concept in the context of psychotherapy training is needed to help understand the complex processes of forming an integrated self of psychotherapists.

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The Relationship: How It Works

Cited by 19 publications

References 69 publications

A reformulated contextual model of psychotherapy for treating anxiety and depression

A reformulated contextual model of psychotherapy for treating anxiety and depression

Common and specific factors converging in psychotherapy supervision: A supervisory extrapolation of the Wampold/Budge psychotherapy relationship model.

Self‐concept of relational skills in psychotherapy trainees: A pilot study

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