PubMed Health⌕ Search

Biomedical subjects

C E Watkins

Publications and source records attributed to C E Watkins.

At least 19 recordsLinked to original sources
PubMed1999

Introduction: The future of psychotherapy training: psychodynamic, experiential, and eclectic perspectives.

What does the future hold with regard to psychotherapy training? We posed that question to experts representing three important therapeutic approaches: Psychodynamic, Experiential, and Eclectic. In what follows we introduce this special section, provide our rationale for putting it together, and briefly highlight some interesting, substantive points made in the subsequent papers.

Cognitive Behavioral Therapy↗
PubMed1998

Psychotherapy supervision in the 21st century. Some pressing needs and impressing possibilities.

As a professional and educational service, psychotherapy supervision looms large in importance. Yet if psychotherapy supervision is to most viably advance in the century ahead, a number of pressing measurement, research, and training/practice needs cry out to be better addressed. Ten such needs are identified by drawing on recent major research reviews and other substantive supervision publications. The author concludes that better addressing these needs would expand and fortify the empirical base of psychotherapy supervision and also enhance its training and practice base.

Forecasting↗
PubMed1996

Reproductive decision-making and determinants of contraceptive use in HIV-infected women.

Perinatal transmission and reproductive decisions of HIV-infected women can be categorized in statistical and epidemiological terms. These reports and figures, however, do little to fully explain the complexities of human relationships, life experiences, personal and cultural influences, and situational and environmental variables that impact on the HIV-infected woman regarding reproductive decision-making. It is only with genuine attempts to understand the woman's perspective and the dynamic and unique variables that influence reproductive decision-making, as well as maintaining a non-judgmental and culturally sensitive perspective, can we hope to assist women, and society as a whole, in coming to terms with the complexities of HIV and reproductive decision-making. Further study is needed to identify factors that influence reproductive decision-making in HIV-infected women. The determinants of contraceptive use regarding demographic factors, barriers to contraceptive use, and factors that contribute to successful contraceptive use in this population must be understood if efforts to reduce the number of unplanned pregnancies are to be successful. More conclusive data are needed on the safety and efficacy of oral contraceptives in HIV-infected women as well as data that describe the effects of longer acting hormonal contraceptives such as levonorgestrel implants (Norplant; Wyeth-Ayerst, Philadelphia, PA) and injectable medroxyprogesterone acetate (Depo Provera; Upjohn Company, Kalamazoo, MI). More research is needed to determine the effects of patient education and counseling and closer follow-up on effective long-term contraception in HIV-infected women.

Contraception↗
PubMed1995

Psychotherapy supervision in the 1990s: some observations and reflections.

This paper identifies and discusses 10 broad-based themes or conclusions that could be drawn about the field of psychotherapy supervision now. These conclusions focus on various facets of clinical supervision theory, research, and practice; in so doing, they bring to light current supervision issues, problems, advances, and needs that seemingly merit our attention and consideration.

Curriculum↗
PubMed1994

The supervision of psychotherapy supervisor trainees.

Corresponding to the four stages of the SCM, supervision environments/behaviors--which could be used to guide thinking about the supervision of psychotherapy supervisor trainees--have been proposed and described. The supervision environments are designed to match the particular needs of psychotherapy supervisors at the four SCM stages. From this presented conceptualization, the reader can see that the supervision of psychotherapy supervisor trainees proceeds through (1) an initial period where a strong, secure "hold" and direct instruction, teaching, and structure are needed, to (2) a period where a continued but loosened "hold" and continued but lessened instruction, teaching, and structure are needed, to (3) a period where an even greater loosening occurs and a shift to more of a collegiate/collaborative stance evolves, to (4) a period where a collegiate/collaborative stance totally predominates.

Curriculum↗
PubMed1993

Development of the psychotherapy supervisor: concepts, assumptions, and hypotheses of the supervisor complexity model.

The growth of the psychotherapy supervisor has been a much neglected topic in the clinical supervision literature. In an effort to better address this area, a four-stage model of development through which psychotherapy supervisors generally are thought to pass has been proposed. To further flesh out this model and render its substance more explicit, this paper complements the earlier explication by (a) providing basic foundation material that supports and underlies it and (b) providing additional material that extends it. The concepts, assumptions, and hypotheses of the Supervisor Complexity Model (SCM) have been identified and delineated. Some attention has also been given to how research on the SCM might best proceed. Specifying the model in this way seems important if it is to be subject to further professional scrutiny (so that refinements/revisions in it can be made), if it is to be rendered most researchable as a heuristic paradigm, if it is to be more solidly grounded within a developmental framework, and if it is to ultimately inform supervision practice.

Clinical Competence↗
PubMed1992

Reflections on the preparation of psychotherapy supervisors.

The preparation of psychotherapy supervisors to provide supervision services is examined briefly in this paper. The persistent paradox of psychotherapy supervision training--that the supervisor role is considered highly important in graduate and internship programs, but graduate and post-graduate training in how to be a supervisor is very limited--is discussed. The need to resolve this paradox in psychology training is considered.

Curriculum↗
PubMed1992

The test-retest reliability and stability of the WAIS-R in a sample of mentally retarded adults.

Fifty mentally retarded adults were administered the Wechsler Adult Intelligence Scale-Revised (WAIS-R) on two separate occasions, with the mean amount of time between testings being 2 years, 8 months. The data were examined in an effort to study the test-retest reliability and stability of the WAIS-R with the mentally retarded. Based on correlational, t-value and percentage of scale score change information, the authors concluded that the WAIS-R IQs appeared to possess good test-retest reliability and stability over an approximate 2.5 year period for the present sample of mentally retarded adults.

Adult↗
PubMed1992

Adlerian-oriented early memory research: what does it tell us?

Of the different approaches to interpreting early memories (EMs), Adlerian-oriented EM research comparatively has shown a most substantial increase in the past 10 years. I examine all Adlerian-oriented EM research appearing from 1981 through 1990. The majority of the research provides a tentative base of support for Adler's (1931) views about EMs. However, several deficiencies in these investigations are identified (e.g., a lack of pilot studies), and some recommendations are made for future EM studies.

Journal Article↗
PubMed1992

Interpretation style and reactance in counselor's social influence.

This study compared two different interpretation styles (tentative and absolute), two levels of subjects' reactance (high and low), and gender on the counselor's social influence, willingness to see the counselor, willingness to help, ability to help, and subjects' anger. No significant main effects or interaction were found for the counselor's social influence, but men in contrast to women perceived the counselor as more willing to help and indicated that they were more willing to see the portrayed counselor. Highly reactant subjects were more willing to see the counselor when absolute interpretations were used; they also thought the counselor was more willing to help when absolute interpretations were used, whereas low reactant subjects thought the counselor was more willing to help when tentative interpretations were used. Mixed results were found for subjects' anger.

Adult↗
PubMed1991

Scatter variability in the WAIS-R profiles of mentally retarded adults.

One hundred and sixty mentally retarded adults were administered the WAIS-R, and the scatter variability of their test profiles was examined. Compared to the WAIS data of Coolidge et al. (1986), the WAIS-R was less variable in its intratest and intertest scatter. The data support Wechsler's original statements about the characteristics of intelligence test profiles among mentally retarded adults.

Adolescent↗
PubMed1991

What have surveys taught us about the teaching and practice of psychological assessment?

In efforts to gather information about training in and the practice of psychological assessment, numerous surveys of practicing psychologists, training program directors, and internship training directors have been conducted. In this article, I briefly review all survey studies about psychological assessment that have appeared in the last 30 years (1960 through early 1990). The major findings of all the surveys are summarized in 14 points, and discussion of several of the points is provided. Of most significance, the surveys collectively attest to (a) the remarkable stability of psychologists' assessment practices over the past 3 decades; (b) the ever-consistent, ever-continuing significance of the assessment role in psychological training and practice; and (c) the resilient, enduring nature of projective techniques in psychodiagnostic assessment.

Curriculum↗
PubMed1990

Perceptions of therapists as a function of professional fees and treatment modalities.

Consumers, therapists, and researchers share an interest in the topic of service fees. The issue of fees can affect clients' evaluation of the provider as well as the likelihood of using the service being offered. In a between-subjects design, adult males (n = 84) and females (n = 78) read a brief description of a psychologist who provided individual or group therapy for a fee of $50, $80, or $110. While fees had no effect, treatment mode and participant sex did relate to perceptions of therapist credibility. A triple interaction emerged with respect to participants' willingness to consult the psychologist. Implications for service providers are discussed.

Adult↗
PubMed1990

Personality assessment training in counseling psychology programs.

Although data about personality assessment training in clinical psychology programs have often been gathered, little comparable data have been collected about assessment training in counseling psychology programs. To collect such information, we conducted a survey of all programs identified as part of the Council of Counseling Psychology Training Programs. A two-page questionnaire was sent out to the 64 program directors, with 56 (88%) of the questionnaires being returned. Information about availability of required personality assessment courses, availability of elective assessment courses, and types of personality tests covered in the counseling curriculum is presented and discussed.

Adult↗