Introducing a Conversational Model Therapy Approach as a Team Model of Care: The Clinician Experience in a Sexual Assault Service.

This article examines clinician experience in adopting a contemporary psychodynamic model of care by exploring the experiences and perspectives of staff at an Australian hospital-based sexual assault service (SAS), reflecting then on implications for how to best engage clinicians in a model of care change and training. The Conversational Model of Therapy (CMT) is a contemporary psychodynamic approach integrating evidence from developmental psychology, neuroscience and trauma. Training was provided in the CMT approach to Short-Term Intensive Psychodynamic Psychotherapy seeking to enable the service to better provide for the needs of adult clients with less recent sexual assault experiences and/or those able to receive a short-term psychotherapy. Five semi-structured individual interviews and one focus group (with four participants) were undertaken to identify SAS staff perceptions of their experiences after initial training of up to 13 sessions with CMT. Thematic analysis was performed to identify, analyse and report patterns in the responses with the following themes emerging: the challenges staff face in providing a service to clients; coping mechanisms staff utilise in their work; the current service structure and how this compares with their experiences of CMT, and; feelings and thoughts on SAS staff being evaluated. Findings provide evidence that the majority of staff understood the need for change and were able to undertake training towards this due to effective coping mechanisms within their work and good support from within their team. The research also highlights the need to ensure effective training to evaluate participants' understanding of the model being taught. In the context of training experience elsewhere, learning and synthesis of all of the knowledge relevant to a psychodynamic model of care may require experiential learning through supervision of audio-recorded sessions, although this has challenges in the SAS context.

Los siete secretos mágicos de la efectividad terapéutica / The seven magic secrets of therapeutic effectiveness

Parecería que el avance de la Psicología nos debería aumentar la confianza respecto a nuestras prácticas, sin embargo la proliferación de técnicas, protocolos, enfoques, ... nos genera, más bien, una sensación de confusión; la duda sobre si quizás estamos en la opción correcta o nos estamos equivocando de paradigma terapéutico. Los metanálisis y revisiones sistemáticas procuran poner orden intentando averiguar qué terapias psicológicas son más efectivas. Sin embargo, los resultados no son concluyentes y más bien parecen indicar que ningún enfoque psicológico predomina sobre otro. Ante esta situación la pregunta que emerge es: ¿qué factores comparten las distintas técnicas que las convierte en eficaces? Son muchas las categorizaciones sobre factores comunes. En este artículo desvelaremos los 7 secretos mágicos (factores comunes) que consideramos clave para explicar la efectividad terapéutica. Esta clasificación no tiene ninguna pretensión más que provocar la reflexión

It would seem that the advancement of psychology should increase our confidence in our practices, however the proliferation of techniques, protocols, approaches, etc. gives us instead a sense of confusion. We have doubts as to whether we are in the correct therapeutic paradigm or not. Meta-analysis and systematic reviews attempt to create order, trying to determine which psychological therapies are most effective. Unfortunately, the results are inconclusive and seem to indicate that no one psychological approach prevails over the others. The question that emerges is: what factors do the different techniques share that make them effective? There are many categorizations concerning common factors. In this article we unveil the seven magic secrets (common factors) that we consider key in explaining therapeutic effectiveness. This classification has no claim other than to provoke reflection

Intervenciones psicoterapéuticas con familias / Psychotherapeutical interventions with families

En el presente trabajo se describen algunos tipos de intervenciones con niños y adolescentes y sus familias, en la Unidad de Salud Mental Infanto-Juvenil del Hospital de Valme (Sevilla, España), ya sean grupos de asesoramiento o terapia, terapias familiares, incluso dispositivos organizados combinando intervenciones de arte-terapia y psicoterapia con padres, adolescentes y grupos multifamiliares. Es importante, mejor crucial, contar con la familia para ayudar al niño. En cualquier caso, ayudar al niño es ayudar a la familia (AU)

In this paper some types of interventions with children and adolescents and their families are described in Unit of Child and Adolescent Mental Health, Valme Hospital (Seville, Spain), whether counseling or therapy groups, family therapy, even devices combining interventions organized art therapy and psychotherapy with parents, teens and multi-family groups. It is important, crucial best, count on the family to help the child. In any case, help the child is to help the family (AU)

Abordaje psicoterapéutico-psicopedagógico. Intervención grupal en Carrilet, Centro Específico para niños con autismo / Psychotherapeutic-psychopedagogical approach. Group intervention in Carrilet, center for children with autism

Carrilet es un centro específico de orientación psicodinámica basado en un enfoque terapéuticoeducativo relacional. En el centro, además del trabajo individualizado, se han constituido muchos espacios grupales de niños/as con TEA, de profesionales y familiares, para garantizar la continuidad asistencial y la comunicación, así como el pensamiento y la experiencia compartida. Se describen las tutorías terapéuticas que se desarrollan con el grupo clase, su tutor/a y la psicóloga. Se convierte en un espacio terapéutico importante de ayuda a la concienciación y comprensión del mundo social, acompañando y conteniendo lo que emocionalmente supone en cada uno de ellos. Es un espacio donde poder pensar y comprender lo que ha sucedido en el grupo, poner nombre a todos aquellos conflictos que hayan podido darse, a lo que se ha podido sentir, también a lo que ha podido sentir el otro (AU)

Carrilet is a specific center with a psychodynamic orientation based on a relational therapeutic-educational approach. In the center, in addition to the individual work, there are many group spaces for children with ASD, professionals and families to ensure continuity of care and communication, as well as thinking and shared experience. The therapeutic tutoring developed with the class group, tutor and psychologist is described. It becomes an important therapeutic space that helps awareness and understanding of the social world, accompanying and containing what it emotionally means in each of them. It is a space to think and understand what has happened in the group, naming all those conflicts, how they felt, and how others felt (AU)

Psychodynamic systems of residential treatment: another view from Riggs.

Many patients lack the capacity to manage intense affects between therapy sessions, and as a result are caught in impasses as treatment becomes organized around fending off the next crisis or recovering from the last. Risk of suicide is often part of this presentation. Among the range of interventions that may help such patients emerge from impasse and treatment resistance is residential treatment, particularly psychodynamic residential treatment. We describe the role of residential treatment for such patients and offer an illustrative case example.