Repurposing process measures to train psychotherapists: Training outcomes using a new approach

Abstract

Aims: First, this paper presents the rationale for a novel approach to training counsellors in which measures for psychotherapy process research are taught to students before moving on to teaching basic empathic reflections and interventions. The rationale for this is that client process measures can be re-purposed to help orient and sensitise trainees to key in-session moments. Second, we present a training outcome study that assesses the effectiveness of this approach. Method: Using an experiential-integrative therapy approach, a 13-week training program was used to teach psychotherapy skills and process research measures to22 clinical graduate students taken from two cohorts. As part of the course, trainees conducted several single sessions with volunteer clients on four separate occasions. Training outcomes were measured using both trainee and client reports. Results: Compared to baseline, therapists reported significant and steady gains (all p's<.05) in session management, reducing their anxious self-awareness, and in improved sense of self-efficacy, with the latter having the largest effect (partial Eta Sq.=.381). Discussion: While the findings provide some support for a new training strategy, a dismantling design is needed next to more closely examine the process-measure approach to training.

Keywords:

• graduate student
• measures
• outcome
• process
• psychotherapy integration
• training