Given the evidence for the efficacy, applicability, and efficiency of the group therapies, they appear to be underutilized by clinicians, therapists, and researchers. This article considers reasons for their underutilization. The article also considers procedures for lessening patient and therapist tendencies to resist participating in the group therapies relative to individual therapies. Underutilization not only deprives patients of effective treatment for a wide range of problems but deprives therapists from experiencing fascinating and rewarding therapeutic processes. That has been the experience of the author after more than 35 years of conducting and studying group therapies.
To clarify the position Canadian therapists must adopt regarding their obligation to protect others against patients' potentially violent actions. This obligation is based on jurisprudence which has been well established in the United States since the Tarasoff case, but which does not apply in Canada.
A review of jurisprudence in Canada and recent clinical recommendations. The latter are then discussed in the Canadian context and followed by a range of suggested avenues to explore.
Professional standards could be established but they should be reviewed on a regular basis and allow flexibility for clinicians.
The present study examined consumer satisfaction with services provided in a Psychiatric Walk-In Clinic in order to determine not only general levels of satisfaction but also whether or not differences in satisfaction exist between different user groups. Although levels of reported satisfaction were generally high, group psychotherapy patients reported being significantly less satisfied than patients who had been assessed at the clinic or who were in individual psychotherapy. None of the demographic variables including previous psychiatric experience, diagnosis and patient visits were related to satisfaction. These data were discussed in terms of program development.
This study investigated changes in trainees' self-rated experience as a therapist over the course of one practicum treatment case in basic psychotherapy education in Sweden. Undergraduate students (n = 76) provided longitudinal information on their healing involvement and stressful work involvement. The results of the Development of Psychotherapists Common Core Questionnaire (DPCCQ) demonstrated that trainees' basic relational skills, technical skills, perceived difficulties, and constructive coping strategies changed linearly, with an increasing slope. Technical expertise changed the most, and relational skills developed moderately. In-session feelings of anxiety and boredom did not change. The individualized reliable change scores show that the process during training is different for different students. Most students did not change at all, and some students even changed negatively. Investigation of how pedagogic variables affect therapists' development is necessary to support the professional growth of trainees in their involvement with different types of psychotherapy.