Common Factors' Role in Accredited MFT Training Programs

2017 ◽  
Vol 43 (4) ◽  
pp. 591-604 ◽  
Author(s):  
Carissa D'Aniello ◽  
Stephen T. Fife
Keyword(s):  
Training Programs ◽  
Common Factors ◽  
Mft Training

Breaking Up Is Hard to Do: Dismissing Students From MFT Training Programs

2013 ◽  
Vol 41 (1) ◽  
pp. 26-33 ◽  
Author(s):  
Jennifer M. Sampson ◽  
Holli M. Kelly-Trombley ◽  
J. Max Zubatsky ◽  
Steven M. Harris
Keyword(s):  
Training Programs ◽  
Mft Training

The Appropriate Use and Misuse of Social Media in MFT Training Programs: Problems and Prevention

2013 ◽  
Vol 35 (4) ◽  
pp. 698-712 ◽  
Author(s):  
Lee Williams ◽  
Erica Johnson ◽  
Jo Ellen Patterson
Keyword(s):  
Social Media ◽  
Training Programs ◽  
Appropriate Use ◽  
Mft Training

scholarly journals Attributed Contribution of Therapist’s Emotional Variables to Psychotherapeutic Effectiveness: A Preliminary Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Antonio Romero-Moreno ◽  
Alberto Paramio ◽  
Serafín Cruces-Montes ◽  
Antonio Zayas ◽  
Rocío Guil
Keyword(s):  
Clinical Practice ◽  
Ad Hoc ◽  
Training Programs ◽  
Therapeutic Process ◽  
Common Factors ◽  
Extensive Literature ◽  
Emotional Skills ◽  
Psychotherapeutic Research ◽  
Preliminary Study ◽  
Common Factors In Psychotherapy

BackgroundThe aim of this manuscript is to analyze the degrees of responsibility for healing that psychotherapists attribute to a set of emotional variables of the therapist involved in the therapeutic process. Such variables, framed within the well-known common factors in psychotherapy, have been proven to be essential in making the therapeutic process effective, as has been shown by research in psychotherapy in recent decades.Materials and MethodsBased on an extensive literature review, the responses from a sample of 69 psychotherapists to a tool created ad hoc are analyzed to verify whether their attributions are in line with the results of said review.ResultsThe therapists have doubts about the factors responsible for psychotherapeutic effectiveness, as well as about the value of common variables, including those of an emotional nature, not valuing them above those of a specific type. They also argue against the similar effectiveness of different psychotherapeutic models.ConclusionDiscrepancies have thus been found between the conclusions reached by research on therapeutic processes and the statements made by the therapists studied, which could indicate an insufficient impact of psychotherapeutic research on clinical practice. We also propose courses of action such as establishing training programs for the acquisition and development of emotional skills for therapists that could increase the effectiveness of their interventions.

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Ethics Gets Emphasis in Some Training Programs

2006 ◽  
Vol 37 (12) ◽  
pp. 66
Author(s):  
SHERRY BOSCHERT
Keyword(s):  
Training Programs
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