The role of personal practice in therapist skill development: a model to guide therapists,educators, supervisors and researchers

Prior to 2000, personal practice (PP) for therapists mostly meant personal therapy. Recently a new landscape of PPs has emerged, with meditation-based programs and therapy self-practice/self-reflection (SP/SR) programs playing an increasing role in training and personal/professional development. The challenge now for practitioners and researchers is to refocus on the role of PPs in training and professional development. Are PPs of value - or not? Do they have a role in therapist development? How might PPs enhance therapist skilfulness? Do different PPs act in similar or different ways? Currently, the PP literature lacks a theoretical framework to guide practitioners in their choice of PPs or researchers in their choice of research questions and measures. The purpose of this article is to provide such a framework, the Personal Practice (PP) model. The PP model proposes primary impacts of PPs in four domains: personal development/wellbeing, self-awareness, interpersonal beliefs/attitudes/skills and reflective skills. The model also suggests a secondary impact on therapists’ conceptual/technical skills when therapists use reflection to consider the implications of their PP for their “therapist self”. We offer some suggestions to enhance the quality of future research, and conclude that PPs may play an important and perhaps unique role in therapist training.     

No need to fake it: reproduction of the Asch experiment without confederates

In the present experiment, we replicated Asch's seminal study on social conformity without using confederates. We adapted a presentation trick in order to present two different stimuli secretly to groups of participants to create minorities and majorities without utilizing confederates. One hundred and four Japanese undergraduates (40 men and 64 women) carried out Asch-equivalent tasks in same-sex groups of four. In each group, we adapted the fMORI Technique to present the tasks such that one person (minority participant) observed different stimuli than the other three people (majority participants). The same nine stimulus sets that Asch had used were carefully reproduced as PowerPoint slides and projected onto a half-transparent screen. As for the critical tasks, the top part of the standard lines appeared in either green or magenta so that two groups of participants would see them differently when they wore two types of polarizing sunglasses that filtered either green or magenta to make the lines appear longer or shorter. A post-experimental questionnaire confirmed that no participant among either the minority or majority viewers noticed the presentation trick. The results showed that, in line with Asch's basic findings, the minority women participants conformed to the majority. However, our study produced two different results: While minority women conformed, minority men did not. Contrary to Asch's findings, the frequency of conformity of minority participants was almost the same regardless of whether the majority answered unanimously or not.     

Song recognition in zebra finches: Are there sensitive periods for song memorization?

Male zebra finches learn to sing songs that they hear between 25 and 65 days of age, the sensitive period for song learning. In this experiment, male and female zebra finches were exposed to zebra finch songs either before (n = 9) or during (n = 4) the sensitive period. Following song exposure, recognition memory for the songs was assessed with an operant discrimination between familiar and novel songs. Zebra finches that were exposed to songs between 22 and 30 days of age discriminated between familiar and novel songs; zebra finches exposed to songs from 9 to 17 days of age did not. Failure to memorize songs heard prior to the sensitive period may contribute to the exclusion of those songs from the repertoire of songbirds.     

Women’s preference of therapist based on sex of therapist and presenting problem: An analog study

An analog study was conducted to examine differences in women’s preference for and anticipated comfort self-disclosing to hypothetical therapists of different sexes based on the type of hypothetical presenting problem. The impact of general level of self-disclosure was also examined. Participants included female college students (n?=?187). Anticipated comfort self-disclosing to male or female therapist was rated by subjects when presented with therapists of each sex with the same qualifications. Women preferred and reported higher levels of anticipated comfort self-disclosing to a female therapist. The type of hypothetical presenting problem and general level of self-disclosure also impacted anticipated comfort self-disclosing. There was an interaction between general level self-disclosure and the sex of therapist on anticipated comfort self-disclosing. General level of self-disclosure only impacted anticipated comfort self-disclosing when the therapist was male. This information is relevant for therapists or organizations that provide psychosocial services to women. Organizations may want to inquire about a client’s preferences about sex of therapist beforehand and, if possible, cater to the client’s preference.     

A Developmental Evaluation of Frequency Memory for Actions Presented in Lists,Scripts, and Stories

Although some research suggests that misinformation provided by a co-witness could be more influential than that obtained from other sources, most of this research has compared the effect of co-witness information against non-social forms of misinformation only. To better understand the influence of co-witnesses we compared the influence of co-witness misinformation with the influence of misinformation provided by an interviewer. Across two experiments using the MORI paradigm we found no evidence that a co-witness is particularly influential relative to another social source of post-event misinformation. In fact, the source of the misinformation delivered by our interviewer was less likely to be correctly recalled than the source of the misinformation delivered by a co-witness. There was some evidence that misinformation delivered by both a co-witness and an interviewer has a stronger effect on witnesses' accuracy and confidence than misinformation obtained from either source alone. Finally, our results suggest that the opportunity to provide an early individual memory account might protect against the effect of subsequently-encountered co-witness misinformation. These results have important implications for the way that criminal investigations are conducted.     

The Psychology of the persecutor — With reference to Costa Gavras's film Music Box

This paper is based on the author's interpretation of the film Music Box by Costa Gavras. The external and internal preconditions in the development of a persecutor are discussed in an attempt to understand the process from a socio-psychological as well as psychoanalytic viewpoint. During crises of a social nature, earlier coping strategies lose their validity, resulting in a narcissistic blow to the individual's ego. Earlier repressed primitive aspects of the personality are reactivated. When the individual is exposed to a totalitarian ideology which promises salvation from anxiety, paranoid processes become anchored and may dominate.

The protagonist in the film is approached as a case-study. By reviewing his present and past actions, the process by which the young man became a persecutor is exemplified as well as the long-term effects upon his object relations.     

On the nature and standing of psychoanalytic psychotherapy

In this paper, I offer some reflections on the standing of psychoanalytic psychotherapy in the National Health Service (NHS), with special reference to contemporary forms of evidence-based thinking. I consider what may follow when a narrow view of science or psychotherapeutic practice becomes conventional wisdom and assumes dominance. I place stress on the potential loss to NHS psychology and psychiatry if psychoanalytic psychotherapy becomes increasingly marginalized on the one hand, or overly standardized on the other.     

On creating a psychoanalytic mind

The term process knowledge is introduced to highlight a particular way of analyzing that centers on how our patients gain knowledge. It is suggested that analyzing with heightened awareness to process knowledge is crucial for the patients' capacity for self-analysis, and differs from helping patients primarily gain knowledge of their unconscious fantasies and conflicts as the primary curative factor in psychoanalysis.