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3 results

  • Chapter 2 - Research Support for Schema Therapy

  • from Part I - Overview of the Schema Therapy Model
  • Robert N. Brockman, Australian Catholic University, Susan Simpson, NHS Forth Valley and University of South Australia, Christopher Hayes, Schema Therapy Institute Australia, Remco van der Wijngaart, International Society of Schema Therapy, Matthew Smout, University of South Australia
  • Book:
    Cambridge Guide to Schema Therapy
    Published online:
    27 July 2023
    Print publication:
    29 June 2023, pp 16-38

  • Summary

    Schema therapy research has increased significantly over the last twenty years. This chapter reviews empirical support for the schema therapy model, including evidence for the existence of core emotional needs, that early maladaptive schemas result from unmet needs, and that early maladaptive schemas and schema modes are associated with various forms of psychopathology. Next, it reviews the randomized controlled trials of schema therapy for personality disorders and the uncontrolled trials of schema therapy for a range of other problems including anxiety and related disorders and eating disorders. Finally, empirical support for two key interventions within schema therapy – imagery rescripting and chair dialogues – is discussed. There is strong support for the efficacy of long-term individual schema therapy for females with borderline personality disorder. Support for other applications of schema therapy is promising but requires replication with more rigorous study designs. There is evidence that belongingness/secure attachment, competence, and autonomy are basic psychological needs. Both maladaptive and adaptive schemas cluster according to themes of whether or not early experiences provided connection, autonomy, and reasonable limits.

  • Chapter 21 - Increasing Student Voice in School Reform

  • from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
  • Edited by Barbara Kelly, University of Strathclyde, Daniel F. Perkins, Pennsylvania State University
  • Book:
    Handbook of Implementation Science for Psychology in Education
    Published online:
    05 November 2012
    Print publication:
    20 August 2012, pp 361-372

  • Summary

    This chapter explores issues in implementation of reading interventions faced by the next generation of researchers and practitioners. It forms part of a major text on implementation science. The chapter analyzes recent work on 'implementation quality' of research undertaken in classrooms exemplification with reference to recent research on the use of literacy technology. It talks about issues concerning the scalability and sustainability of implementations. There is every likelihood that major changes to educational practice and indeed to the whole organisation of school boards might be associated with effective change in intervention research. The chapter uses current research on the ABRACADABRA (ABRA) reading program to highlight some general themes about implementation science. The first is that emerging evidence-based approaches need to bridge the gap between efficacy studies and effectiveness studies. A second theme is that one needs to explore action in the classroom to understand implementation.

  • Therapeutic Process and Outcome: The Interplay of Research

  • Holly Campbell
  • Journal:
    Australian Journal of Guidance and Counselling / Volume 18 / Issue 1 / July 2008
    Published online by Cambridge University Press:
    23 February 2012, pp. 47-52
    Print publication:
    July 2008

  • From Freud through to modern times researchers have aimed to develop a clearer understanding of therapeutic processes and outcomes. Despite this continued interest in the field, the representation of psychotherapy processes and the applicability of research findings and recommendations to the therapeutic field continue to prove difficult. Quantitative and qualitative studies each purport to provide answers, however, they differ greatly in their research methods and underlying ontological and epistemological views. Efficacy and effectiveness studies and the measures of statistical significance and clinical significance are explored with their inherent strengths and weaknesses highlighted. This paper presents the view that research into psychotherapy should enhance the experiences of both the therapist and client. For this to be achieved it is recommended that quantitative and qualitative data, or objective and subjective experiences, should collude rather than collide.