American Psychological Association (2013). Recognition of Psychotherapy Effectiveness. Psychotherapy, 50, 102-109. doi: 10.1037/a0030276

As a current subscriber to Psychotherapy, the official publication of APA Division 29 (Psychotherapy), you can now access the journal including the latest full-text articles on your mobile device, anywhere, any time!

Our new Psychotherapy app is a free mobile app that brings you searchable journal content from the most recently published articles to Psychotherapy archives going back to 1963. The app enables you to

• search full content for Psychotherapy back to Volume 1, Issue 1
• learn more  about the journal through its journal information page
• download full-text articles for online and offline reading
• bookmark, take notes, and share your favorite articles
• receive notifications for new journal content, special issues, and online-first publications

Please note that in order to be able to access full text of journal articles via Psychotherapy app, you must be an active member of APA Division 29 or a subscriber to any of the APA PsycNET Gold, Gold Plus, or Platinum database packages. If you wish to renew your database package, please visit https://my.apa.org. Visithttp://www.divisionofpsychotherapy.org/ for information on how to join Division 29.

For more information about APA Journals^®, see www.apa.org/pubs/journals

Download the Psychotherapy app today on your Apple and Android mobile devices!

Apple Devices:

1. Tap the “App Store” icon.

2. Tap the “Search” icon on the App Store toolbar.

3. Tap the search box and use the virtual keyboard to enter “Psychotherapy”.

4. Tap “Search” on the keyboard or tap “Psychotherapy” when it is listed as a result.

5. Tap “Install”.

Android Devices:

1. Tap the “Play Store” icon.

2. Tap the “Search” icon.

3. Use the virtual keyboard to enter “Psychotherapy”.

4. Tap the “Search” icon to initiate the search.

5. Locate the Psychotherapy App and tap “Install”.

6. Tap “Accept and Download”.

Please note that in order to be able to access full text of journal articles via Psychotherapy app, you must be an active member of APA Division 29 or a subscriber to any of the APA PsycNET Gold, Gold Plus, or Platinum database packages. If you wish to renew your database package, please visit https://my.apa.org. Visithttp://www.divisionofpsychotherapy.org/ for information on how to join Division 29.

For more information about APA Journals^®, see www.apa.org/pubs/journals

By Valentina Stoycheva and Jairo N Fuertes

Larkin, K. (2012). Models for reducing the demand for internships. Training and Education in

Professional Psychology, 6(4), 249-257.

In 2012, we are facing an internship crisis. The number of trainees registered to participate in the nationwide match sponsored by the Association for Psychology Postdoctoral and Internship Centers (APPIC) has reached an all-time high. Even if all 3,202 internship positions are filled during the two phases of the internship matching process, over one thousand of the 4,400 applicants will either have to delay their graduation by at least a year due to the shortage of accredited internship spots or pursue alternative internships of unknown quality. Larkin (2012), using publicly available statistics published by APPIC, compares two models for reduction of the demand for internships, built on two presumptions: 1) that the rate of increase of the number of available internships remains the same as within the past decade and that 2) some reduction in the number of eligible applicants is necessary in order to solve the crisis by the end of the current decade. Larkin argues that the most effective model for exiting the current crisis will involve both reducing enrollment in all doctoral programs whose graduates register for the internship match, and applying more stringent criteria for allowing doctoral students to apply for internships implemented at the national level. Larking further discusses the potential obstacles to resolving the current imbalance, as well as possible problems of implementation of the suggested strategies.

The Division may award annually a $2,000 Diversity Research Grant to a pre-doctoral candidate (enrolled in a clinical or counseling psychology doctoral program) who is currently conducting dissertation research that promotes diversity, as outlined by the American Psychological Association (APA).  According to the APA, diversity is defined as individual and role differences, including those based on age, gender, sexual orientation, gender identity, race, ethnicity, culture, national origin, religion, disability, language, and socioeconomic status.

The Diversity Research Grant is expected to be used to support the completion of a pre-doctoral candidate’s dissertation work. The grant may be used to fund: (1) supplies used to conduct the research; (2) training needed for completion of the research; and/or (3) travel to present the research (such as at a professional conference). The applicant must be a member of Division 29.  The recipient of the grant will be expected to present his or her research results in a scholarly forum (e.g., presentation at an APA Annual Convention, the Division 29 Journal, Psychotherapy, or other refereed professional journal).

One annual grant of $2,000 will be paid in one lump sum to the researcher, to his or her university’s grants and contracts office, or to an incorporated company. Individuals who receive the funds could incur tax liabilities.  All grant recipients will be required to complete an IRS form W-9 before funds are issued.

A complete application must be submitted by email to both Diversity Domain Representatives:

Caryn Rodgers, Ph.D. (caryn.rodgers@einstein.yu.edu) & Beverly Greene, Ph.D. (bgreene203@aol.com)

by midnight, April 1, 2013.  Incomplete or late application packets will not be considered.

The application must include:

• A 1-2 page cover letter describing how the applicant’s work embodies the Division’s interest in promoting diversity in the profession of psychotherapy and how the funding will be used to support the applicant’s dissertation work;
• A 1-page document outlining a detailed budget;
• A 5-10 page research proposal (alternatively, a Dissertation Proposal may be submitted, regardless of length);
• 1 letter of recommendation from the applicant’s current direct supervisor or advisor; and
• 1 letter from the applicant’s dissertation advisor or director of clinical training certifying that the applicant is currently in the process of completing research for the dissertation.

Once a complete application has been received (on or before the deadline), selections will be made using the following criteria:

• Consistency with the Diversity Research Grant’s stated purposes;
• Clarity of the written proposal;
• Scientific quality and feasibility of the proposed research project;
• Budgetary needs for data collection and completion and presentation of the project;
• Potential for new and valuable contributions to the field of psychotherapy; and
• Potential for final publication or likelihood of furthering successful research in topic area.

Additional Information

• After the project is complete, a full accounting of the project’s income and expenses must be submitted within six months of completion.
• Grant funds that are not spent on the project within two years must be returned.
• When the resulting research is published, the grant must be acknowledged.
• All individuals who directly receive funds from the division will be required to complete an IRS w-9 form prior to the release of funds, and will be sent a 1099 after the end of the fiscal year (December 31^st).

• The 2013 D29 Nominations Ballot (provided as a downloadable pdf attachment)
• Request for Proposals for the Charles Gelso and Norine Johnson Research Grants
• D29 Student Paper Competition Information (also provided as a pdf attachment)

Click here for downloadable pdf 2013 Nominations Ballot

Click here for 2013 Student Paper Competition Information

Request for Proposals

CHARLES J. GELSO, PH.D., PSYCHOTHERAPY RESEARCH GRANTS

Brief Statement about the Grant:

The Charles J. Gelso, Ph.D., Psychotherapy Research Grants, offered annually to qualifying individuals, provide three $5,000 grants toward the advancement of research on psychotherapy process and/or psychotherapy outcome.

Eligibility:All doctoral-level researchers with a successful record of publication are eligible for the grant. Two of the grants will be reserved for Early Career Psychologists (up to 7 years past their doctoral degree). For the ECP Gelso Grant, the two most highly rated submissions will be awarded grants. The research committee reserves the right not to award a grant if there are insufficient submissions or submissions do not meet the criteria stated.

Submission Deadline: April 1, 2013

Description

This program awards grants for research projects in the area of psychotherapy process and/or outcome. 

Program Goals

• Advance understanding of psychotherapy process and/or psychotherapy outcome through support of empirical research
• Encourage talented graduate students towards careers in psychotherapy research
• Support psychologists engaged in quality psychotherapy research

Funding Specifics

• Three annual grants of $5,000 each to be paid in one lump sum to the researcher, to his or her university’s grants and contracts office, or to an incorporated company. Individuals who receive the funds could incur tax liabilities. A researcher can win only one of these grants. (see Additional Information section below).

Eligibility Requirements

• In 2013, doctoral level psychologists and early career psychologists (up to 7 years past their doctoral degree) will be eligible. ECP applicants should mark their submissions “ECP SUBMISSION” on the first page.
• Demonstrated or burgeoning competence in the area of proposed work
• IRB approval must be received from the principal investigator’s institution before funding can be awarded if human participants are involved
• The same project/lab may not receive funding two years in a row

Evaluation Criteria

• Conformance with goals listed above under “Program Goals”
• Magnitude of incremental contribution in topic area
• Quality of proposed work
• Applicant’s competence to execute the project
• Appropriate plan for data collection and completion of the project

Proposal Requirements for All Proposals

• Description of the proposed project to include, title, goals, relevant background, target population, methods, anticipated outcomes, and dissemination plans: not to exceed 3 single-spaced pages (1 inch margins, no smaller than 11-point font)
• CV of the principal investigator: not to exceed 2 single-spaced pages and should focus on research activities

• A 300-word biosketch that describes why your experiences and qualifications make you suited for successfully carrying out this research proposal. This will be a blind review so please exclude identifying information.

• Timeline for execution (priority given to projects that can be completed within two years)
• Full budget and justification (indirect costs not permitted), which should take up no more than 1 additional page (the budget should clearly indicate how the grant funds would be spent)
• Funds may be used to initiate a new project or to supplement additional funding. The research may be at any stage. In any case, justification must be provided for the request of thecurrent grant funds. If the funds will supplement other funding or if the research is already in progress, please explain why the additional funds are needed (e.g., in order to add a new component to the study, add additional participants, etc.)
• No additional materials are required for doctoral level psychologists who are not postdoctoral fellows

Additional Information

• After the project is complete, a full accounting of the project’s income and expenses must be submitted within six months of completion
• Grant funds that are not spent on the project within two years must be returned
• When the resulting research is published, the grant must be acknowledged
• All individuals who directly receive funds from the division will be required to complete an IRS w-9 form prior to the release of funds, and will be sent a 1099 after the end of the fiscal year (December 31^st)

Submission Process and Deadline

• All materials must be submitted electronically
• All applicants must complete the grant application form, in MSWord or other text format
• CV(s) may be submitted in text or PDF format. If submitting more than 1 CV, then all CVs must be included in 1 electronic document/file
• Proposal and budget must be submitted in 1 file, with a cover sheet to include the name of the principal investigator and complete contact information (address, phone, fax, email)

• Submit all required materials for proposal to: Tracey A. Martin in the Division 29 Central Office, assnmgmt1@cox.net
• You will receive an electronic confirmation of your submission within 24 hours, which will provide you with an assigned application number. If you do not receive confirmation, your proposal was not received; please resubmit.
• Deadline: April 1, 2013

Questions about this program should be directed to the Division of Psychotherapy Research Committee Chair (Dr. Cheri Marmarosh at cmarmarosh@gmail.com ), or the Division of Psychotherapy Science and Scholarship Domain Representative (Dr. Norman Abeles at abeles@msu.edu), or Tracey A. Martin in the Division 29 Central Office, assnmgmt1@cox.net

NORINE JOHNSON, PH.D., PSYCHOTHERAPY RESEARCH GRANT

Brief Statement about the Grant:

The Norine Johnson, Ph.D., Psychotherapy Research Grant, offered annually to qualifying individuals, provides $10,000 toward the advancement of research on psychotherapist factors that may impact treatment effectiveness and outcomes, including type of training, amount of training, professional degree or discipline of the psychotherapist, and the role or impact of psychotherapists’ personal characteristics on psychotherapy treatment outcomes.

Eligibility: Doctoral-level researchers with a successful record of publication are eligible for the grant.

Submission Deadline: April 1, 2013

Description

This program awards grants for research on psychotherapist factors that may impact treatment effectiveness and outcomes, including type of training, amount of training, professional degree or discipline of the psychotherapist, and the role or impact of psychotherapists’ personal characteristics on psychotherapy treatment outcomes.

Program Goals

• Advance understanding of psychotherapist factors that may impact treatment effectiveness and outcomes through support of empirical research
• Encourage researchers with a successful record of publication to undertake research in these areas

Funding Specifics

• One annual grant of $10,000 to be paid in one lump sum to the researcher, to his or her university’s grants and contracts office, or to an incorporated company. Individuals who receive the funds could incur tax liabilities (see Additional Information section below).

Eligibility Requirements

• Doctoral-level researchers
• Demonstrated competence in the area of proposed work
• IRB approval must be received from the principal investigator’s institution before funding can be awarded if human participants are involved
• The selection committee may elect to award the grant to the same individual or research team up to two consecutive years
• The selection committee may choose not to award the grant in years when no suitable nominations are received

Evaluation Criteria

• Conformance with goals listed above under “Program Goals”
• Magnitude of incremental contribution in topic area
• Quality of proposed work
• Applicant’s competence to execute the project
• Appropriate plan for data collection and completion of the project

Proposal Requirements for All Proposals

• Description of the proposed project to include title, goals, relevant background, target population, methods, anticipated outcomes, and dissemination plans: not to exceed 3 single-spaced pages (1 inch margins, no smaller than 11-point font)
• CV of the principal investigator: not to exceed 2 single-spaced pages and should focus on research activities
• A 300-word biosketch that describes why your experiences and qualifications make you suited for successfully carrying out this research proposal. This will be a blind review so please exclude identifying information.
• Timeline for execution (priority given to projects that can be completed within 2 years)
• Full budget and justification (indirect costs not permitted), which should take up no more than 1 additional page (the budget should clearly indicate how the grant funds would be spent)
• Funds may be used to initiate a new project or to supplement additional funding. The research may be at any stage. In any case, justification must be provided for the request of thecurrent grant funds. If the funds will supplement other funding or if the research is already in progress, please explain why the additional funds are needed (e.g., in order to add a new component to the study, add additional participants, etc.)

Additional Information

• After the project is completed, a full accounting of the project’s income and expenses must be submitted within six months of completion
• Grant funds that are not spent on the project within two years of receipt must be returned
• When the resulting research is published, the grant must be acknowledged by footnote in the publication
• All individuals directly receiving funds from the division will be required to complete an IRS w-9 form prior to the release of funds, and will be sent a 1099 after the end of the fiscal year (December 31^st)

Submission Process and Deadline

• All materials must be submitted electronically
• All applicants must complete the grant application form, in MSWord or other text format
• CV(s) may be submitted in text or PDF format. If submitting more than 1 CV, then all CVs must be included in 1 electronic document/file
• Proposal and budget must be submitted in 1 file, with a cover sheet to include the name of the principal investigator and complete contact information (address, phone, fax, email)

• Submit all required materials for proposal to: Tracey A. Martin in the Division 29 Central Office,assnmgmt1@cox.net
• You will receive an electronic confirmation of your submission within 24 hours, which will provide you with an assigned application number. If you do not receive confirmation, your proposal was not received. Please resubmit.
• Deadline: April 1, 2013

Questions about this program should be directed to the Division of Psychotherapy Research Committee Chair (Dr. Cheri Marmarosh at cmarmarosh@gmail.com), or the Division of Psychotherapy Science and Scholarship Domain Representative (Dr. Norman Abeles at abeles@msu.edu), or Tracey A. Martin in the Division 29 Central Office, assnmgmt1@cox.net

Marvin R. Goldfried, Ph.D.

 As I end my term as president of Division 29, I would like to thank all those with whom I have worked—far too numerous to acknowledge individually.  Their dedication to further the division’s mission is both impressive and heartening, and it has been most gratifying to have been able to work with them. 

            In this, my last column, I would like to offer my final thoughts about what has been happening lately in the attempts to close the gap between research and practice. Although this gap has existed for well over 50 years (see Lazarus & Davison, 1971), the need to close it is now more urgent than ever.  The important question with which we as therapists are currently confronted is how to respond to the growing pressures for accountability coming from professional organizations, governmental agencies and insurance companies. Who will respond to the challenge of determining which therapies work?  Will it be therapy researchers?  Practicing clinicians? Both working in collaboration? As both a researcher and clinician, I believe that effective therapy must be rooted in both clinical observation and empirical verification.  At the risk of being overly optimistic, I believe I detect the beginnings of a movement in several quarters that represent serious efforts to close this long-standing gap between research and practice.

What are the Recent Attempts to Close the Gap between Research and Practice?

              There have been a number of recent attempts that have been made to close the gap between research and practice, including the following: 

            ● The Division 12 and 29 initiative to create a two-way bridge between research and practice is based on the assumption that any difficulties associated with applying empirically supported treatments in clinical practice may provide us with important information about those variables that are in need of future research.  In essence, it provides a feedback mechanism from clinician to researcher, offering clinically relevant questions and issues in need of further investigation–giving the practicing clinician a voice in the research process. The first three surveys will be published next year from this initiative, dealing with surveys of clinical experiences in the use of empirically supported treatments for panic disorder, social anxiety, and general anxiety disorder. Two additional surveys have also just been completed, providing feedback on the clinical use of empirically supported treatments for posttraumatic stress disorder and obsessive compulsive disorder. 

            ● Those involved in practice-research networks have pointed out that one of the benefits of these clinician-researcher collaborations is the ability to identify those factors that may make it difficult to implement empirically supported treatment in clinical practice, such as client, setting, therapist, and treatment variables (McMillen, Lenze, Hawley, & Osborne, 2009; Zarin, Pincus, West,& McIntye, 1997).  Thus, Castonguay and colleagues (2010) have collaborated with practicing therapists to survey their clinical experiences about what they have found to be  both helpful and hindering events in therapy. 

            ● A chapter will be appearing in the forthcoming 6^th edition of the classic Handbook of Psychotherapy and Behavior Change, written by Castonguay, Barkham, Lutz, & McAleavy (in press), that describes current paradigms where practicing clinicians are actively involved in therapy research.

           ● The Division 29 journal Psychotherapy has recently published a special section that focuses directly on possible ways we may be able to close the gap between research and practice.  The table of contents for this issue can be found at: http://www.jbo.com/jbo3/showtoc.cfm?volume=49&issue=2&journal=pst2

            ● The Journal of Psychotherapy Integration will be offering a regular section dealing with translational research, whereby basic researchers will review relevant research findings, written specifically for practicing clinicians to help them enhance their clinical effectiveness.  The first three articles to appear next year involve research findings on traumatic grief, person perception research on how people tend to distort their views of significant others, and clinically relevant research findings on close relationships.

            ● Several forthcoming conferences will have the integration of research and practice as their theme. Thus the 2013 international conference of the Society for Psychotherapy Research (SPR) will have as its theme: “From Psychotherapy Research to Practice and Back.”  The Australian chapter of SPR, also to be held in 2013, will deal with: “A Dialogue between Psychotherapy Research and Practice: How best can we learn from each other?” And th forthcoming SEPI conference, to be held in Barcelona in June 2013, will have the theme: “Psychotherapy Integration: Researchers and Clinicians Working Together toward Convergence.” More can be learned about these conferences at the following two websites: www.psychotherapyresearch.org and www.sepiweb.org

            ●SEPI, which was founded close to 30 years ago, has had a presence in our division over the past several years, and members of SEPI’s Steering Committee have regularly written articles for the Psychotherapy Bulletin. SEPI was founded in response to a need that existed at the time–the desire for therapists to know more about how their approach was similar to and different from other orientations.  As a result of these efforts over the years, SEPI has played an important role in encouraging therapists to be more open to the possibility of integrating potentially helpful contributions from other orientations.  Some three decades later, another important need has arisen in the field, namely demands for the empirical accountability of our interventions. As suggested earlier, I would maintain that such important decisions need to be a collaborative effort of clinicians and researchers. After much discussion, the Steering Committee of SEPI has expanded its mission to facilitate these collaborative efforts in meeting this important challenge. Having had 30 years of experience of encouraging meaningful dialogues across theoretical orientations, SEPI is now committed to apply its efforts to facilitate collaborative interactions between clinicians and researchers. The goal is to enable clinicians to learn and utilize the findings of cutting-edge research, and for researchers to learn from the observations of clinicians working with the issues that arise in the actual practice of therapy.

            So, here’s the commercial: I am asking that you support the efforts spearheaded by SEPI by becoming a member.  Its expanded mission is to work toward closing the gap between research and practice. The dues are very modest, and there is a special rate for students.  This can be done on line at the SEPI Web site (www.sepiweb.org).

            I would like to conclude by saying that his effort is something that has been professionally important to me for many years–indeed, since graduate school.  Some 30 years ago, I expressed my belief—which still holds:

The experience and wisdom of the practicing clinician cannot be overlooked.  But because these observations are often not clearly articulated . . . [and] . . . may be unsystematic or at times idiosyncratic . . . it is less likely that these insights can add to a reliable body of knowledge.  The growing methodological sophistication of the researcher, on the other hand, is in need of significant and . . .  [clinically] . . . valid subject material.  [In short], our knowledge about what works in therapy must be rooted in clinical observations, but it must also have empirical verification. For the researcher and clinician to ignore the contributions that each has to make is to perpetuate a system in which no one wins (Goldfried & Padawer, 1982, p. 33).   

References

Castonguay, L. G., Barkham, M., Lutz, W. & McAleavy, A. (in press). Practice-oriented   research: Approaches and applications. In M. J. Lambert (Ed,) Bergin and Garfield’s   Handbook of Psychotherapy and Behavior Change (6^th ed.).Hoboken, NJ: Wiley.

Castonguay, L. G., Boswell, J. F., Zack, S. E., Baker, S., Boutselis, M. A., Chiswick, N. R.,  . . . Holtforth, M. G. (2010). Helpful and hindering events in psychotherapy: A practice research network study. Psychotherapy: Theory, Research, Practice and Training, 47, 327-345.

Goldfried, M.R., & Padawer, W. Current status and future directions in psychotherapy.  In M. R. Goldfried (Ed.), (1982).  Converging themes in psychotherapy: Trends in psychodynamic, humanistic, and behavioral practice (Pp. 3-49).   New York:  Springer.

Lazarus, A. A., & Davison, G. C. (1971). Clinical innovation in research and practice.  In A.E. Bergin and S.L. Garfield (Eds.), Handbook of psychotherapy and behavior change (pp. 196-213). New York:  Wiley. 

McMillen, J.C., Lenze, S.L., Hawley, K.M., & Osbourne, V.A. (2009). Revisiting practice-based research networks as a platform for mental health services research. Administration and Policy in Mental Health, 36, 308-321.

Zarin, D.A., Pincus, H.A., West, J.C., & McIntyre, J.S. (1997).  Practice-based research in psychiatry.  American Journal of Psychiatry, 154, 1199-1208.

The selected student member will be a full-voting member of the Division 29 Publications Board. The student member will attend one meeting each year in Washington, D.C., typically in January or February for one day. Additionally, the student member will participate in up to three conference calls and periodic e-mail communication throughout the year. All reasonable expenses incurred for attending the meeting in Washington, D.C. are reimbursed by the Division of Psychotherapy in keeping with its governance reimbursement policies.

To be considered for this appointment, interested individuals should forward the following materials to the Chair of the Publications Board, Dr. Jeffrey Barnett, at drjbarnett1@verizon.net:

1) The nominee’s identifying information to include name, degree, contact information to include e-mail address and telephone number, school and program, year in school,                                                              

2) The nominee’s c.v., 

3) A brief statement of interest in service on the Pub Board, and a brief description of the nominee’s experience relevant to service on the Pub Board, and

4) A letter of recommendation from a faculty member that addresses the student’s abilities, strengths, and any other attributes or issues relevant to service on the Publications Board. 

5) Additionally, the nominee must include a statement of willingness to serve for the two year term and to attend all meetings and participate actively on the Pub Board if appointed to this position.

To be considered for this position all materials must be received by Dr. Barnett by midnight on November 21, 2012.