Teaching Graduate Trainees How to Manage Client Anger: a Comparison of Three Types of Training

The authors examined the effects of three types of training (supervisor-facilitated training, self-training, biblio-training) on 62 graduate student therapists\u27 state anxiety, self-efficacy for dealing with anger, and helping skills (i.e., reflections and immediacy) in response to videotaped vignettes of angry clients. Training overall was rated as very helpful, and trainees increased in self-efficacy for working with client anger. Supervisor-facilitated training was rated as more helpful than, and was preferred to, self-training and biblio-training; it also led to more reflection of feelings in response to clients. Results suggest that vignettes such as these might be a helpful adjunct to training once students have competency in the basic helping skills

Supervisor Self-disclosure: Supervisees\u27 Experiences and Perspectives

Twelve graduate-level supervisees were interviewed regarding their experiences of supervisor self-disclosure (SRSD); data were analyzed using consensual qualitative research. When describing a specific SRSD experience, supervisees reported a range of antecedents (e.g., difficult clinical situation, self-doubt, tension in supervision relationship) followed by supervisor disclosures about clinical experiences or personal information. Supervisees perceived that their supervisors disclosed primarily to normalize, but also to build rapport and to instruct. The SRSDs had mostly positive effects (e.g., normalization), though some negative effects (e.g., deleterious impact on supervision relationship) were reported. Implications of these findings for supervision, training, and research are addressed

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Nonaffirmative Supervision

Lesbian, gay, and bisexual (LGB) supervisees were interviewed regarding their experiences of LGB affirmative and nonaffirmative supervision. Supervisees were asked to describe one of each type of event (i.e., affirmative, nonaffirmative) from their past supervision. In LGB-affirmative supervision, all supervisees felt supported in their LGB-affirmative work with clients. Supervisees perceived that the affirming events also positively affected the supervision relationship, client outcomes, and themselves as supervisees. In LGB nonaffirming supervision, supervisees perceived supervisors to be biased or oppressive toward supervisees’ clients or themselves on the basis of LGB concerns or identity. From supervisees’ perspectives, the nonaffirming events negatively affected the supervision relationship, client outcomes, and supervisees. Implications for research and supervision are discussed

A Qualitative Analysis of Client Perceptions of the Effects of Helpful Therapist Self-Disclosure in Long-Term Therapy

Thirteen adult psychotherapy clients currently in long-term therapy were interviewed twice, with semistructured protocols, about their experiences with helpful instances of therapist self-disclosure. Data were analyzed with a qualitative methodology. Results indicated that helpful therapist self-disclosures (a) occurred when these clients were discussing important personal issues, (b) were perceived as being intended by therapists to normalize or reassure the clients, and (c) consisted of a disclosure of personal nonimmediate information about the therapists. The therapist self-disclosures resulted in positive consequences for these clients that included insight or a new perspective from which to make changes, an improved or more equalized therapeutic relationship, normalization, and reassurance. Implications for psychotherapy are discussed

“Here’s a Little Something for You”: How Therapists Respond to Client Gifts

Descriptions by 12 therapists of their experiences receiving tangible gifts from clients are examined. Using consensual qualitative research (C. E. Hill, B. J. Thompson, & E. N. Williams, 1997) therapists’ overall gift encounters and specifically identified gift events were explored. Results indicated that although clients rarely gave gifts, all of the participants had accepted gifts. Problematic gifts (i.e., ones that raised concern for therapists) were given at more provocative times than were unproblematic gifts (i.e., ones that evoked few concerns for therapists). Both types of gifts were given for various reasons (e.g., appreciation, manipulation, equalization). Participants reported positive and negative internal responses to both types of gifts, but more often discussed unproblematic than problematic gifts with clients. Problematic gifts were more often discussed with others than were unproblematic gifts. Gift episodes of both types facilitated therapy process

European American Therapist Self-Disclosure in Cross-Cultural Counseling

Eleven European American psychotherapists\u27 use of self-disclosure in cross-cultural counseling was studied using consensual qualitative research. As reasons for self-disclosing, therapists reported the intent to enhance the counseling relationship, acknowledge the role of racism/oppression in clients\u27 lives, and acknowledge their own racist/oppressive attitudes. Results indicated that therapists typically shared their reactions to clients\u27 experiences of racism or oppression and that these self-disclosures typically had positive effects in therapy, often improving the counseling relationship by helping clients feel understood and enabling clients to advance to other important issues

Case Studies of the Attainment of Insight in Dream Sessions: Replication and Extension

To replicate and extend the Hill, Knox, et al. (2007) case study of a client who attained insight in one session of dream work, the authors examined two additional single-session cases: one in which a client gained insight and another in which a client did not. The observations across all three cases suggest that the two clients who acquired insight had positive attitudes toward dreams; were motivated and involved in session; and were nonresistant, trusting, and affectively present but not overwhelmed. The client who did not gain insight questioned the value of dreams and was resistant, untrusting, andf emotionally overwhelmed. Therapist adherence and competence using the dream model, ability to manage countertransference, and effective use of probes for insight distinguished the therapists whose clients gained insight from the therapist whose client did not

Clients\u27 Experiences Giving Gifts to Therapists

Nine therapy clients were interviewed regarding their experiences of giving gifts to therapists. Data were analyzed using consensual qualitative research. In describing a specific event when they gave a gift that was accepted, participants described having a good relationship with the therapist and usually identified their therapy concerns as relationship or family struggles or both. Most bought a relatively inexpensive gift they thought their therapist would like and gave it during a nontermination session to express appreciation or mark an important life event. Most participants acknowledged mixed emotions when giving the gift and noted that any discussion of the gift was brief and did not explore its deeper meaning. Nevertheless, most participants perceived that gift events positively affected them and their therapists

Therapists-in-Training Who Experience a Client Suicide: Implications for Supervision

Client suicide is often an extraordinarily painful process for clinicians, especially those still in training. Given their training status, supervisees may look to their graduate programs and supervisors for guidance and support when such an event occurs. This study qualitatively examined the experiences of 13 prelicensure doctoral supervisees regarding their client\u27s suicide. Findings suggest that these supervisees received minimal graduate training about suicide and that support from others, including supervisors, helped them cope with their client\u27s death. Supervisors are advised to normalize and process supervisees\u27 experiences of client suicide. Implications for training and practice are discussed

Consensual Qualitative Research: An Update

The authors reviewed the application of consensual qualitative research (CQR) in 27 studies published since the method’s introduction to the field in 1997 by C. E. Hill, B. J. Thompson, and E. N. Williams (1997). After first describing the core components and the philosophical underpinnings of CQR, the authors examined how it has been applied in terms of the consensus process, biases, research teams, data collection, data analysis, and writing up the results and discussion sections of articles. On the basis of problems that have arisen in each of these areas, the authors made recommendations for modifications of the method. The authors concluded that CQR is a viable qualitative method and suggest several ideas for research on the method itself