Berta Vall

Increasing Responsibility, Safety, and Trust Through a Dialogical Approach: A Case Study in Couple Therapy for Psychological Abusive Behavior

This article reports an analysis of conjoint therapy for psychological intimate partner violence, treated via a dialogical approach. The article reviews current controversies surrounding this treatment modality and its outcome. The dialogical approach is presented as an appropriate method for analyzing and understanding the issue of violence, but it is emphasized that the focus on communication does not involve a return to a systemic perspective on intimate partner violence. Four important dimensions are identified as emerging in conjoint treatment for psychological intimate partner violence, namely responsibility, safety, trust, and the role of the therapists. The Dialogical Investigations of Happenings of Change method was used to analyze the transcripts of the therapy sessions. The results on these four dimensions, as identified via a dialogical method, are illustrated with transcript vignettes. Finally, there is discussion of the contribution that the dialogical approach can make in conjoint therapy for psychological intimate partner violence, with mention also of the implications for research and for clinical practice.

How Do Primary Education Trainee Teachers Perceive Educational Psychology

Abstract Educational Psychology makes a significant contribution to the development of skills to research the effectivity of teacher practices in class. However, there is little agreement on what educational psychology concepts are most relevant for teacher training. This paper reports on trainee teachers’ self-perceived mastery of, and attributed importance to, the syllabus content of the Learning & Development module taken as part of the BA Primary Education programme at a university in Barcelona (Spain). Data were collected through a questionnaire answered by all the participants (N = 561) and a focused interview conducted with a representative sample (n = 24). Results showed that students attributed greater importance to syllabus topics related to socio-emotional development and teaching roles in the classroom. Theoretical topics, such as conceptual frameworks for development and learning, were less rated. Students reported deficient mastery of the syllabus topics and significant gaps between attributed importance and self-perceived mastery of contents were confirmed. Implications of our study results for teaching psychology to primary school pre-service teachers are discussed.

Entrevistas de Recuerdo Estimulado: ¿Cómo la entrevista de investigación puede contribuir a nuevas prácticas terapéuticas? [Stimulated Recall Interviews: How can the research interview contribute to new therapeutic practices?]

El objetivo de este estudio es reconstruir y comprender, a través de un proceso de colaboración entre investigador y clínico, la experiencia subjetiva del terapeuta en un caso único, durante episodios significativos de la terapia. Este estudio de caso se basa en una combinación de dos diseños metodológicos que son relevantes para la investigación orientada por la práctica. Por un lado, se articula la investigación y la práctica a través de la colaboración entre un clínico y un investigador, en un interés mutuo por reconstruir los puntos de vista del clínico durante el proceso de momento a momento de la terapia, que acontece en un entorno naturalista. Por otro lado, incorpora el paradigma de eventos significativos como un enfoque para la selección de segmentos relevantes de la sesión (de cambio, estancamiento, ruptura y resolución) que contextualizan la experiencia clínica a ser explorada. Una paciente de 70 años de edad, con depresión mayor, y su terapeuta mujer, de 32 años de edad accedieron a participar de este estudio. Las 21 sesiones de la terapia fueron videograbadas y transcritas. Codificadores expertos observaron las sesiones de terapia e identificaron episodios de cambio y estancamiento (de acuerdo al modelo de Indicadores de Cambio Genéricos), así como rupturas de la alianza y estrategias de resolución (basado en el Sistema de Codificación de Rupturas y Resoluciones), dando por resultado un total de 43 eventos significativos. Después de la terminación de la terapia, la terapeuta participó en seis sesiones de entrevista retrospectiva con el investigador, en las que observó todos los episodios como aparecieron cronológicamente a lo largo de la terapia, recordando su experiencia durante esos acontecimientos. A estas entrevistas se aplicó un análisis basado en la Teoría Fundamentada. Los resultados muestran que la experiencia de la terapeuta durante los episodios significativos puede ser referida a sí misma, a la paciente, o a la relación; al mismo tiempo, cada uno de estos focos puede incluir las dimensiones cognitiva, afectiva, conductual, de expectativas de rol, disposición hacia la terapia, y las intervenciones. Específicamente, los episodios de cambio se caracterizan por contenidos referidos sobre todo a la paciente, mientras que los episodios de estancamiento se refieren principalmente a la terapeuta y a la relación terapéutica. Los episodios de ruptura fueron caracterizados por contenidos asociados al estado afectivo de la terapeuta y a la paciente, así como a la evaluación que la terapeuta hace del caso durante la revisión de los episodios. Episodios de estrategias de resolución se caracterizaron por una referencia a contenidos asociados a la relación, específicamente el vínculo, y a las expectativas de la terapeuta acerca de sí misma. En general nuestro estudio muestra que lo que la terapeuta experimenta tiene una influencia en la selección y aplicación de estrategias y técnicas utilizadas durante el proceso psicoterapéutico. Este estudio destaca la compatibilidad de los modelos de investigación para evaluar el cambio, con la experiencia clínica del terapeuta. En este sentido, nuestros hallazgos podrían ayudar a cerrar la brecha histórica entre investigación y práctica clínica. Además, nuestros resultados muestran la posibilidad de utilizar este tipo de investigación orientada por la práctica para el seguimiento y supervisión de procesos psicoterapéuticos y como herramienta en la formación de terapeutas.espanolEl objetivo de este estudio es reconstruir y comprender, a traves de un proceso de colaboracion entre investigador y clinico, la experiencia subjetiva del terapeuta en un caso unico, durante episodios significativos de la terapia. Este estudio de caso se basa en una combinacion de dos disenos metodologicos que son relevantes para la investigacion orientada por la practica. Por un lado, se articula la investigacion y la practica a traves de la colaboracion entre un clinico y un investigador, en un interes mutuo por reconstruir los puntos de vista del clinico durante el proceso de momento a momento de la terapia, que acontece en un entorno naturalista. Por otro lado, incorpora el paradigma de eventos significativos como un enfoque para la seleccion de segmentos relevantes de la sesion (de cambio, estancamiento, ruptura y resolucion) que contextualizan la experiencia clinica a ser explorada. Una paciente de 70 anos de edad, con depresion mayor, y su terapeuta mujer, de 32 anos de edad accedieron a participar de este estudio. Las 21 sesiones de la terapia fueron videograbadas y transcritas. Codificadores expertos observaron las sesiones de terapia e identificaron episodios de cambio y estancamiento (de acuerdo al modelo de Indicadores de Cambio Genericos), asi como rupturas de la alianza y estrategias de resolucion (basado en el Sistema de Codificacion de Rupturas y Resoluciones), dando por resultado un total de 43 eventos significativos. Despues de la terminacion de la terapia, la terapeuta participo en seis sesiones de entrevista retrospectiva con el investigador, en las que observo todos los episodios como aparecieron cronologicamente a lo largo de la terapia, recordando su experiencia durante esos acontecimientos. A estas entrevistas se aplico un analisis basado en la Teoria Fundamentada. Los resultados muestran que la experiencia de la terapeuta durante los episodios significativos puede ser referida a si misma, a la paciente, o a la relacion; al mismo tiempo, cada uno de estos focos puede incluir las dimensiones cognitiva, afectiva, conductual, de expectativas de rol, disposicion hacia la terapia, y las intervenciones. Especificamente, los episodios de cambio se caracterizan por contenidos referidos sobre todo a la paciente, mientras que los episodios de estancamiento se refieren principalmente a la terapeuta y a la relacion terapeutica. Los episodios de ruptura fueron caracterizados por contenidos asociados al estado afectivo de la terapeuta y a la paciente, asi como a la evaluacion que la terapeuta hace del caso durante la revision de los episodios. Episodios de estrategias de resolucion se caracterizaron por una referencia a contenidos asociados a la relacion, especificamente el vinculo, y a las expectativas de la terapeuta acerca de si misma. En general nuestro estudio muestra que lo que la terapeuta experimenta tiene una influencia en la seleccion y aplicacion de estrategias y tecnicas utilizadas durante el proceso psicoterapeutico. Este estudio destaca la compatibilidad de los modelos de investigacion para evaluar el cambio, con la experiencia clinica del terapeuta. En este sentido, nuestros hallazgos podrian ayudar a cerrar la brecha historica entre investigacion y practica clinica. Ademas, nuestros resultados muestran la posibilidad de utilizar este tipo de investigacion orientada por la practica para el seguimiento y supervision de procesos psicoterapeuticos y como herramienta en la formacion de terapeutas. EnglishThe aim of this study is to reconstruct and understand, through a collaborative process between researcher and clinician, the therapist’s subjective experience of a single case during significant episodes of therapy. This case study draws on a combination of two methodological approaches that we believe are relevant for practice oriented research. On the one hand, it links research and practice through the collaboration between a clinician and a researcher, in a mutual interest to reconstruct the clinician’s points of view during the moment-to-moment process of therapy, which takes place in a naturalistic setting. On the other hand, it incorporates the events paradigm as an approach for the selection of relevant session events (change, stuck, rupture and resolution) that contextualize the clinician´s experience to be explored. A 70 year old female patient with major depression and her 32 year old female therapist agreed to participate in this study. All of the 21 sessions of the therapy were videotaped and transcribed. Expert raters observed therapy sessions and identified change and stuck episodes (according to the Generic Change Indicators model of change), as well as ruptures of the alliance and resolution strategies (based on the Rupture Resolution Rating System), resulting in a total of 43 significant events. After therapy termination, the therapist participated in six sessions of a retrospective interview with the researcher, in which she observed all of the therapy episodes as they appeared chronologically along the therapy, recalling her experience during those events. A Grounded Theory based qualitative analysis was applied to the interviews. Results show that the therapist’s report about her experience during significant episodes of therapy can be described with reference to herself, the patient and the relationship; at the same time, each can be described along the cognitive, affective, behavioral, roles expectations, disposition towards therapy and interventions dimensions. Specifically, change episodes are characterized by contents referred primarily to the patient, while stuck episodes refer primarily to the therapist and the relationship. Rupture episodes were characterized by contents associated to the affective state of the therapist and that of the patient, as well as to the therapist´s assessment of the therapy during the observation of the episodes. Resolution strategy episodes were characterized by a reference to contents associated to the relationship, specifically the bond, and the therapist’s expectations about herself. In general our study shows that what the therapist experiences has an influence on the selection and implementation of strategies and techniques used during the psychotherapeutic process. This study highlights the compatibility of research models used to assess change, with the therapist’s clinical experience. In this sense, our findings could help to bridge the historical gap between clinical practice and research. Furthermore, our results illustrate the possibility of using this type of practice oriented research for monitoring and supervising psychotherapeutic processes and as tool for therapist training.

Results of the Jyväskylä research project on couple therapy for intimate partner violence: topics and strategies in successful therapy processes

Despite controversy over the indications of couple therapy for IPV, current research has indicated some benefits. This article examines some crucial aspects when dealing with couple therapy for IPV, such as how dominance and power abuse are present, and which important issues should be taken into account during the therapeutic process and be brought up in therapeutic conversations. It also proposes strategies for therapists conducting couple therapy for IPV. Ten studies conducted within the Jyvaskyla research project on couple therapy for IPV were reviewed. Findings highlighted the importance of the therapists’ awareness of the presence of violence, dominance and power during the sessions, and of how cultural issues could prevent their recognition. Responsibility and couple agreement on the violent behaviour seemed especially relevant at the beginning of the treatment. Potentially useful therapeutic strategies are directedness, use of reflective dialogue, and continuous assessment. Practitioner points In couple treatment for IPV therapists should (a) actively bring up violence, responsibility and parenting, and (b) reflect on the culturally dominant understandings of IPV To regulate the presence of dominance, therapists’ directivity might promote equal distribution of talk, and increase the therapeutic alliance Therapist strategies such as multivoiced addresses, reflective dialogue and a directive approach may promote clients’ responsibility and reflexivity

Nordic Countries Overview of Work with Perpetrators of Intimate Partner Violence

The aim of the Nu Racker Det was to map out the models used in the Nordic countries to help the perpetrators of IPV to end violence. The project questionnaire was filled in by the service providers. The number of invited programmes was 68, and the response rate was around 80%. Results indicate that still some services are not free of charge and are not equally distributed geographically. In terms of safety, although most programmes contact the (ex-) partner at the beginning of the treatment, still half of the programmes do not contact the (ex-) partner during the treatment or at the end of it, moreover nearly half of the programmes do not use any risk assessment instrument. Outcome is measured by most of the programmes however partner and official reports should also be included. Finally, those results are compared and discussed in light of the European context.