Imparting Self-Care Practices to Therapists: What the Experts Recommend/ Entrainer Des Pratiques D'auto-Soin Chez Les Therapeutes : Recommandations Des Experts
Notice bibliographique
Résumé
From unwanted intrusion to central agent of change, the appreciation for the role of the person of the psychotherapist in has shifted radically since the early 1900s. Whereas traditional psychoanalysis aimed for optimal abstinence and relative anonymity (Wolitzky, 2003, p. 48) in an effort to cleanse the therapy hour from therapist countertransference and sentiment (Freud, 1910), many current theoretical conceptualizations have come to value the working alliance and real relationship and encourage therapists to be transparent, self- disclosing, spontaneous, and authentic (Lambert & Ogles, 2004; Rowan & Jacobs, 2002; Sussman, 2007).Theoretical perspectives, such as social-constructivism, relational psychotherapy, and intersubjective models, view the therapist as a coparticipant in psychotherapy; therapist subjectivity, his or her assumptions, biases, concerns, motivations, and emotional conflicts (Sussman, 2007, p. xviii), is consequential. In fact, we now estimate that the magnitude of therapeutic impact that is attributable to the therapist as a person is eight times greater than treatment technique (Lambert, 1989). Indeed, it is understood that therapist characteristics and the emergent therapeutic relationship are second only to client characteristics in terms of impact on process and outcome (Duncan, Miller, Wampold, & Hubble, 2010). It is no longer possible to mask the person and the contribution of the therapist: Science and practice impressively converge on the conclusion that the person of the clinician is the locus of successful psychotherapy (Norcross & Guy, 2007, p. 3).Therapist well-being has thus emerged as a critical component of psychotherapy; it is considered by many theorists to be the foundation of their craft (Baldwin, 2000; Deutsch, 1985; Hackney & Cormier, 2005; Mahoney, 1991; Rogers, 1992, 2007). For example, Beutler, Machado, and Neufeldt (1994) reviewed 15 studies published between 1968 and 1991 and concluded that therapist emotional well-being was positively correlated with treatment benefit. Other studies have confirmed the link between therapist ways of being and positive outcome. A study of therapist effects in patient change reports that 28% of growth on scores relating to Global Assessment of Functioning (GAF) and 21% of changes measured by the Inventory of Personal Problems are attributable to therapist differences, including therapist difficulties in practice, interpersonal style, and relational skills (Nissen-Lie, Monsen, Ulleberg, & Ronnestad, 2013). Therapist difficulties would be a predictor of patient outcome.It is not uncommon for therapists to suffer from emotional distress. Studies reveal that levels of self-reported personal distress among therapists can reach 74.3% (Guy, Poelstra, & Stark, 1989). Furthermore, 90% of therapists report that their emotional problems are directly related to their role as therapist (Guy, 1987). Clearly, while clinical work is rewarding, it extorts a high cost from the personal and professional functioning of the therapist (Guy, 2000; Mahoney, 1991; Norcross, 2000). Work-related distress has a range of consequences on the personal life of the therapist. Depression (Mahoney, 1991), stress (Shapiro, Astin, Bishop, & Cordova, 2005), burnout (Skovholt, Grier, & Hanson, 2001), suicide (Deutsch, 1985; Hannigan, Edwards, & Burnard, 2004), alcoholism, emotional depletion, physical isolation and psychic withdrawal (Laidig, 2007), and disturbed interpersonal relationships have been underscored among hazards that are related to the exercise of the impossible profession (Freud, 1937). On a professional level, therapist distress is linked to sexual involvement with clients (Remley & Herlihy, 2007), and can cause therapists to abandon their career prematurely (Theriault & Gazzola, 2008a).Therapist distress is also thought to have an impact on therapeutic process; it can lead to alterations in the length of therapy and the timing of interventions (Strean, 1993), emotional detachment, loss of authenticity (Norcross, 2007), referrals (Loganbill, Hardy, & Delworth, 1982), disengagement and withdrawal in seasoned therapists (Theriault & Gazzola, 2006), and early terminations (Brady, Guy, Poelstra, & Brown, 1996; Piselli, Halgin, & MacEwan, 2011). …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».