Failure in psychotherapy: an introduction.

This article introduces an issue of the Journal of Clinical Psychology:In Session devoted to treatment failures in psychotherapy. In contrast to recent attention from the research perspective and cognitive-behavioral orientation, this issue focuses on clinical material from multiple theoretical perspectives. This article provides an overview of some of the empirical and definitional issues on treatment failure and then outlines the five subsequent articles, each of which offers an interesting case illustration.

The use of between session assignments in ADHD coaching with college students.

Objective: To provide an analysis of the use of between session assignments (BSA) in ADHD coaching with college students. The article provides a description of the structure and process of using BSA in an academic setting.

Method: A brief survey of ADHD coaches is used to evaluate 13 coaching clients engaged in an 8-week structured program.

A national survey of practicing psychologists' use and attitudes toward homework in psychotherapy.

Homework assignments have been studied extensively in psychotherapy research, but there is little data on the way in which homework is transferred to clinical practice. A survey was conducted of 827 practicing psychologists nationwide regarding their use and attitudes toward homework. Overall, 68% of the present sample indicated that they "often" or "almost always" used homework assignments.

What kind of research can we realistically expect from the practitioner?

This article attempts to revitalize the scientist-practitioner model of psychotherapy by focusing on the research component of the model. Specifically, it takes a realistic look at the types of research that can be conducted by clinicians in an effort to motivate them to engage regularly in clinical research. Towards this end, five experienced scientist-practitioners explore the advantages, disadvantages, and potential of practitioner-initiated research.

How psychotherapy integration can complement the scientist-practitioner model.

This article aims to integrate the two separate bodies of literature in Psychotherapy Integration (PI) and the Scientist-Practitioner (S-P) model. Based on an examination and synthesis of the main ideas from the two fields, it illustrates that, although developed separately, these movements are compatible and they complement each other. After describing the historical, empirical, and conceptual relationship of the two movements, the implications of this relationship for psychotherapy are outlined and recommendations are offered.

Introduction: Reprioritizing the role of science in a realistic version of the scientist-practitioner model.

This series of articles attempts to redefine and reprioritize the role of science in search for a clinically meaningful and realistic version of the scientist-practitioner (S-P) model. To this end, science is discussed as both research-driven practice and clinically meaningful research, keeping practitioners and their needs in the center of attention. In this process, common problems in the actualization of the S-P model are discussed, and potential solutions are offered.

Reflecting on homework in psychotherapy: what can we conclude from research and experience?

This article examines the empirical basis of using homework in psychotherapy and then offers a synthesis of the research literature with the preceding clinical articles. We provide a practitioner-friendly review of psychotherapy process and outcome research literature, concluding that there is now sufficient evidence to support the assertion that homework assignments enhance psychotherapy outcomes. It is also clear that homework compliance is a consistently significant predictor of treatment outcome.