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A re‐introduction of the psychodynamic approach to the standard clinical psychology curriculum.

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Title: A re‐introduction of the psychodynamic approach to the standard clinical psychology curriculum.
Authors: Levendosky, Alytia A. (AUTHOR), Turchan, Joshua E. (AUTHOR), Luo, Xiaochen (AUTHOR), Good, Evan (AUTHOR)
Source: Journal of Clinical Psychology. Oct2023, Vol. 79 Issue 10, p2439-2451. 13p. 1 Chart.
Subjects: Psychodynamics, Clinical psychology, Psychodynamic psychotherapy, Patient-professional relations, Curriculum, Therapeutic alliance, Product returns
Geographic Terms: United States
Abstract: Objective: There is a strong evidence‐base for a psychodynamic approach, supporting primary theoretical tenets as well as the treatment effectiveness. Additionally, there are increasing calls from the field for more individualized treatment for clients, and the lack of training in multiple orientations limits the ability of students in clinical psychology Ph.D. programs in the United States to personalize their treatments. The accumulated evidence‐base for contemporary relational psychodynamic theory and therapy places it in good standing to return to the standard clinical psychology curriculum, along with other evidence‐based approaches. Methods: We use data from the Insider's Guide (which describes clinical Ph.D. programs in the United States) from three time points over 20 years to document the waning psychodynamic approach in clinical psychology programs. We review the scientific evidence for four primary tenets of a contemporary psychodynamic approach: three related to development—from healthy to psychopathological: (1) unconscious processes; (2) internal representations of self and other; (3) dimensional model of psychopathology, and a fourth tenet that builds on these three and is the foundation for a contemporary psychodynamic approach to psychotherapy: (4) therapeutic relationship as a primary mechanism of change. Results/Conclusions: Based on the review of the evidence, we make specific recommendations for clinical psychology training programs about how to include a psychodynamic approach in the curriculum. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Clinical Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A re‐introduction of the psychodynamic approach to the standard clinical psychology curriculum.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Clinical+Psychology%22">Journal of Clinical Psychology</searchLink>. Oct2023, Vol. 79 Issue 10, p2439-2451. 13p. 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22Psychodynamics%22">Psychodynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+psychology%22">Clinical psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Psychodynamic+psychotherapy%22">Psychodynamic psychotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22Patient-professional+relations%22">Patient-professional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Therapeutic+alliance%22">Therapeutic alliance</searchLink><br /><searchLink fieldCode="DE" term="%22Product+returns%22">Product returns</searchLink>
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  Data: Objective: There is a strong evidence‐base for a psychodynamic approach, supporting primary theoretical tenets as well as the treatment effectiveness. Additionally, there are increasing calls from the field for more individualized treatment for clients, and the lack of training in multiple orientations limits the ability of students in clinical psychology Ph.D. programs in the United States to personalize their treatments. The accumulated evidence‐base for contemporary relational psychodynamic theory and therapy places it in good standing to return to the standard clinical psychology curriculum, along with other evidence‐based approaches. Methods: We use data from the Insider's Guide (which describes clinical Ph.D. programs in the United States) from three time points over 20 years to document the waning psychodynamic approach in clinical psychology programs. We review the scientific evidence for four primary tenets of a contemporary psychodynamic approach: three related to development—from healthy to psychopathological: (1) unconscious processes; (2) internal representations of self and other; (3) dimensional model of psychopathology, and a fourth tenet that builds on these three and is the foundation for a contemporary psychodynamic approach to psychotherapy: (4) therapeutic relationship as a primary mechanism of change. Results/Conclusions: Based on the review of the evidence, we make specific recommendations for clinical psychology training programs about how to include a psychodynamic approach in the curriculum. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Clinical Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=171903930
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              Text: Oct2023
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