What do counsellors and psychotherapists need to know about research?
What do counsellors and psychotherapists need to know about research?
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咨询师和心理治疗师需要了解哪些有关研究的知识？
DOI：
10.1080/14733140802106400
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发表时间：
2008
影响因子：
2.4
通讯作者：
Wheeler S
中科院分区：
文献类型：
--
作者：
Wheeler S
无论教授何种治疗模式，心理咨询和心理治疗培训都必须解决心理治疗实践的理论和技能及其伦理，文化，组织，经济，社会和政治背景。对他们来说，学员们专注于治疗室里发生的事情，并期待临床主管和培训师帮助他们提高技能。受训者往往难以认识到发展他们作为基于研究的反思性从业者的能力的重要性，这是他们作为专业人士自主运作所必需的。专业实践需要工匠大师的智慧，知识和技能（Sennett，2008），能够调查和处理复杂的材料，并做出适当的判断或决定，以新知识为未来的发展做出贡献。研究可以提供信息并改善实践，但往往是一个硬推销。在英国和其他地方，咨询和心理治疗培训与临床和咨询心理学培训更传统地接受的科学家实践者模式有着不稳定的关系（Lane &科里，2006）。英国心理学会（2005）在其心理学学科基准中将科学家实践者模型确定为应用实践活动的核心。“增加获得心理治疗的机会”运动（卫生部，2008年）最近对咨询和心理治疗专业提出了严重挑战，因为他们不愿从事研究，这一点可以从主要提供认知行为疗法（CBT）的新服务的资金流入中得到证明（Hodson & Browne，2008年）。支持CBT疗效的研究证据的主体已经导致国家临床证据研究所（NICE）指南严重倾向于通过CBT治疗焦虑和抑郁，使许多咨询师和治疗师无法在新服务中获得潜在就业机会。政府白色文件信任，保证和安全：《世纪卫生专业人员管理条例》（英国政府文书局，2007年）规定，在今后几年内，通过卫生保健理事会对心理治疗进行管理是不可避免的。注册标准将包括需要完成批准的资格。其他注册专业的所有认可资格均为大学学位。要求获得基础学位或硕士学位才能获得咨询或心理治疗资格，将是目前情况的一个重大变化。目前，只有三分之一的培训课程可以授予大学学位（阿尔德里奇，2006年）。简而言之，专业培训的变化现在是不可避免的，新课程的特点是研究。起重机和麦克阿瑟Hafen（2002年）建议，一个独特的专业身份应该将研究的消费和生产作为良好做法的基本方面。虽然这与咨询师和治疗师目前的自我定位还有很长的路要走，但现在看来，改变是不可避免的。循证实践不是一时兴起，如果没有支持证据，一些治疗方法甚至模式可能很快就会发现自己永久地脱离了医疗保健系统。
Regardless of the model of therapy being taught, counselling and psychotherapy training must address the theory and skills of psychotherapeutic practice and its ethical, cultural, organisational, economic, social, and political context. For their part, trainees are focussed on what happens in the therapy room and look to clinical supervisors and trainers to help them enhance their skills. Trainees often have trouble seeing the importance of developing their capacity to function as reflective practitioners grounded in research, which is necessary for them to function autonomously as professionals. Professional practice requires the wisdom, knowledge, and skill of a master craftsman (Sennett, 2008), able to investigate and process complex material and make appropriate judgements or decisions, to contribute to future developments with new knowledge. Research informs and can improve practice, but is often a hard sell. Counselling and psychotherapy training in the UK and elsewhere has had an uneasy relationship with the scientist practitioner model more traditionally embraced by clinical and counselling psychology training (Lane & Corrie, 2006). The British Psychological Society (2005) identifies the scientist practitioner model as central to the activity of applied practice in its subject benchmarks for psychology. The ‘Increasing Access to Psychological Therapies’(IAPT) campaign (DoH, 2008) has recently seriously challenged the counselling and psychotherapy profession for its reticence to engage in research, as evidenced by the influx of funding for new services offering primarily cognitive behavioural therapy (CBT)(Hodson & Browne, 2008). The body of research evidence that supports the efficacy of CBT has resulted in National Institute for Clinical Evidence (NICE) Guidelines that lean heavily toward the treatment of anxiety and depression by CBT, leaving many counsellors and therapists out of the frame for potential employment in the new services.The government white paper Trust, Assurance and Safety: The Regulation of Health Professionals in the 21st Century (Her Majesty’s Stationery Office, 2007) makes regulation of the psychological therapies inevitable within the next few years, through the Health Professions Council. Registration criteria will include the need to have completed an approved qualification. All qualifications approved for other registered professions are university degrees. Requiring a basic degree or a master’s degree for qualification for counselling or psychotherapy will be a substantial change from the current situation. At present only one-third of all training courses can award university qualifications at degree level (Aldridge, 2006). In short, changes in professional training are now inevitable, with research featuring prominently in the new curriculum. Crane and McArthur Hafen (2002) suggest that a distinct professional identity should integrate consumption and production of research as essential aspects of good practice. Although this is a long way from where counsellors and therapists currently identify themselves, change now appears to be inevitable. Evidence-based practice is not a passing whim and, without supporting evidence, some therapeutic approaches and even modalities may soon find themselves permanently outside the health care system.