The Evidence Base for Psychoanalytic Therapies: It Just Might Be Better Than You Think

Sunset 2019In recent days there’s been a bit of a kerfuffle on Twitter regarding the relative efficacy of psychoanalytic and cognitive-behavioral therapies (CBT). Of course, the standard mantra in the media and among many mental health professionals is that the science shows that CBT is superior and the treatment of choice for many, if not most, mental and emotional problems. Well, as is often the case in life and psychotherapy, reality is much less clear.

This post isn’t about fake news or alternative facts. Instead, I hope it’s about a balanced perspective. As a psychotherapist-counselor-professor-clinical psychologist, I like to think I don’t have an allegiance to any single therapy approach. Although I know I can’t claim perfect objectivity, I do have a broad view. One factor that has helped me have a broad view is that I read lots of professional journal articles in order to be able to write my theories of counseling and psychotherapy textbook.

Below, I’ve inserted an excerpt from the end of the psychoanalytic chapter of our textbook. Whether you’re a CBT or psychoanalytic fan, or perhaps a fan of a different approach, I hope you find this short review of psychoanalytic treatment efficacy interesting. The bottom line for me is captured by an old quotation from Freud (who wasn’t known for his flexible thinking). Purportedly, he said, “There are many ways and means of conducting psychotherapy. All that lead to recovery are good.” I might add the following to Freud’s comment: There are many different clients with many different problems and many different individual and cultural perspectives. I’m convinced that most clients are best served if therapists tweak their approaches to fit the client, rather than expecting the client to fit into narrow clinical procedures based on pure (or rigid) theoretical perspectives.

Here’s the excerpt . . .

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Conducting rigorous research on longer-term treatments, such as psychoanalytic therapy, is challenging and cost prohibitive. Psychoanalytic approaches are often less symptom- or diagnosis-focused, seeking instead to facilitate client insight and improve interpersonal relationships. Because empirically supported treatments focus on whether a specific psychological procedure reduces symptoms associated with a medical diagnosis, “proving” the efficacy of complex therapy approaches is difficult—especially when compared to the lesser challenges inherent in evaluating symptom-focused treatments. Partly because of these complexities, some reviewers contend that psychoanalytic psychotherapies are less efficacious than cognitive and behavioral therapies (Busch, 2015; Tolin, 2010).

The good news for psychoanalytic therapy fans is that evidence is accumulating to support treatment efficacy. The less good news is that some of the research support remains methodologically weak and the wide variety of psychoanalytic approaches makes it difficult to come to clear conclusions. Nevertheless, the most recent meta-analytic studies, literature reviews, and individual randomized controlled studies support the efficacy of psychoanalytically oriented therapies for the treatment of a variety of mental disorders. According to Leichsenring, Klein, and Salzer (2014), there is empirical support for the efficacy of psychoanalytic psychotherapies in treating:

  • Depressive disorders.
  • Anxiety disorders.
  • Somatic symptom disorders.
  • Eating disorders.
  • Substance-related disorders.
  • Borderline personality disorder.

The evidence for the efficacy of psychodynamic approaches for depressive disorders is strong. In a recent meta-analysis, Driessen and colleagues (2015) evaluated 54 studies, including 3,946 patients. They reported that short-term psychodynamic psychotherapy (STPP) was associated with improvements in general psychopathology and quality of life measures (d = 0.49–0.69) and all outcome measures (d = 0.57–1.18); they also noted that patients continued to improve at follow-up (d = 0.20–1.04). Further, no differences were found between STPP and other psychotherapies. On anxiety measures, STPP appeared significantly superior to other psychotherapies at post-treatment (d = 0.35) and follow-up (d = 0.76).

In a previous meta-analytic review, Shedler (2010) also concluded that psychodynamic therapies were equivalent to “. . . other treatments that have been actively promoted as ‘empirically supported’ and ‘evidence based’” (p. 107). He also reported that psychodynamic therapies had more robust long-term effects.

Table 2.2 provides a sampling of meta-analytic evidence supporting psychodynamic therapies. For comparison purposes, the original meta-analyses conducted by Smith and colleagues are included (Smith & Glass, 1977; Smith et al., 1980). Notably, Smith, Glass, and Miller reported that psychodynamic approaches were significantly more efficacious than no treatment and approximately equivalent to other therapy approaches.

Table 2.2 also includes the average effect size (ES or d; see Chapter 1) for antidepressant medications (ES = 0.31 for serotonin-specific reuptake inhibitors or SSRIs). This comparison data shows that psychodynamic psychotherapy is more effective than SSRI treatment for depression. Additionally, the benefits of psychoanalytic therapy tend to increase over time (Driessen et al., 2015; Shedler, 2010). This implies that psychoanalytic psychotherapy clients develop insights and acquire skills that continue to improve their functioning into the future—which is clearly not the case for antidepressant medication treatment (Whitaker, 2010). One of the ways psychotherapists explain this difference in longer term efficacy is with the statement: “A pill is not a skill.”

Table 2.2 A Sampling of Psychodynamic Psychotherapy Meta-analyses

Authors Outcome focus Number of studies ES or d
Abbass et al. (2009) General psychiatric symptoms 8 0.6
Anderson & Lambert (1995) Various 9 0.85
de Maat et al. (2009) Long-term treatment 10 0.78
Driessen et al. (2015) Depression 54 0.57–1.18
Comparison research
Turner et al. (2008) Meds for Major depression 74 0.31
Smith et al. (1977) Different therapies 375 0.68
  Many problems    
Smith et al. (1980) Different therapies 475 0.75
  Many problems    

Note: This is a sampling of meta-analytic psychoanalytic psychotherapy reviews. We’ve omitted several reviews with very high effect sizes partly because of criticisms related to their statistical methodology (see Driessen et al., 2015, and Shedler, 2010, for more complete reviews). This table is not comprehensive; it’s only a reasonable representation of psychoanalytic psychotherapy meta-analyses.

We recommend you take the preceding research findings (and Table 2.2) with a grain of salt. Conducting systematic research on something as subjective as human mental and emotional problems always includes error. One source of error is the allegiance effect (Luborsky et al., 1999). The allegiance effect is the empirically supported tendency for the researcher’s therapy preference or allegiance to significantly predict outcome study results.  Luborsky and colleagues (1999) analyzed results from 29 different adult psychotherapy studies and reported that about two thirds of the variation in outcome was accounted for by the researcher’s theoretical orientation (e.g., psychoanalytic researchers reported more positive outcomes for psychoanalytic therapy and behavior therapists discovered that behavior therapy was more effective).

The implications of the allegiance effect help explain why, shortly after Shedler’s (2010) publication extolling the virtues of psychodynamic psychotherapy, several critiques and rebuttals were published (Anestis, Anestis, & Lilienfeld, 2011; McKay, 2011). The critics claimed that Shedler’s review was biased and accused him of overlooking weaknesses within the meta-analyses he reviewed (e.g., poor outcome measures, pooling the effects of small samples with little power and poor designs, lack of treatment integrity effects). Although Shedler’s critics raised important points, the critics themselves had their own biases. The problem is that all researchers (and writers) have an allegiance of one sort of another.

One of our favorite ways of understanding the allegiance effect is articulated in a story about the great New York Yankee baseball player, Yogi Berra. One day, when a player on Yogi’s team was called out on a close play at second base, Yogi went charging on to the field to protest. The umpire explained that he, unlike Yogi, was an objective observer and that he, unlike Yogi, had been only about 5 feet from the play, while Yogi had been over 100 feet away, in the dugout. When Yogi heard the umpire’s logic, he became even angrier and snapped back, “Listen ump, I wouldn’t have seen it, if I hadn’t believed it” (adapted from Leber, 1991).

The “I saw it because I believed it” phenomenon is also called confirmation bias (Masnick & Zimmerman, 2009; Nickerson, 1998). Confirmation bias involves seeking, interpreting, and valuing evidence that supports pre-existing beliefs, while ignoring and devaluing evidence contrary to preexisting beliefs. Consequently, psychoanalytically oriented individuals see support for their perspective and behavior therapists see support for theirs. However, despite these caveats, based on accumulating research, psychodynamic approaches have a reasonably good record of efficacy.

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Although this particular review has many limitations, I’m convinced that most of us, most of the time, are better off following the advice of Marvin Goldrfried (and others) and focusing on the common therapeutic factors, or, as Norcross calls a subset of common factors, empirically-supported relationships.

For more information, check out Goldfried’s recent article on obtaining consensus in psychotherapy:  https://www.stonybrook.edu/commcms/psychology/_pdfs/clinical/Goldfried%20AP%20Consensus%20AP.pdf

 

Positive Psychology for the Weekend

Rock People

Yesterday I happened to meet up with a guy in a coffee shop. We recognized each other immediately. While chatting, we got coffee, sat down, and talked about positive psychology.

The meeting was neither random nor happenstance. We planned it. I know it’s silly to say that something goes without saying, and writing that something goes without saying is sillier yet, but I’m writing it anyway: Planning and intentionality are very good things. Without intentional planning, I never would have met my coffee-buddy, and I’d be less smart today than I am now.

This guy (I’ll call him Carlton, because that’s his name) was inspired to reach out to me with an email because I’m teaching a Happiness Class at the University of Montana this spring semester. He has a Master’s degree in positive psychology. He wanted to talk. Positive psychology people are like that. After using my impaired scheduling skills to mess up our first planned meeting, we were able to get together on our second try.

Carlton was abuzz with positive energy even before he drank his Americano, but that should be no particular surprise. He told me about taking red-eye flights from Seattle to Philadelphia to complete his “commuter” M.A. in positive psych. Clearly, he’s high on life, which made for an episode of fast talking and listening that got cut short by my need to drive east to Absarokee. So, what happened during this short, speedy conversation that made me smarter?

Turns out, we’re from the same hometown. I’m sure that made me smarter. After all, that was the town where I read nearly every Norman Vincent Peale book ever written. Apparently, I learned that growing up in Vancouver, Washington creates a need for positivity. But, of greater relevance was the fact that he was (another non-surprise) a treasure of information about positive psychology.

Carlton told me of some of his favorite positive psychology ideas and activities. I took notes. I’m not going into the details. Most of the information is top-secret and you’ll have to take my Happiness class to get the down low. Instead. I’m presenting you with one highlight to take with you into your weekend.

The best part—amongst many good parts—was being re-introduced to one of the biggest positive psychology names of all time. Although I knew about Christopher Peterson in a distant sort of way, I’d never really plunged into his work. Maybe that’s because I figured if I knew about Martin Seligman, then I didn’t need to know much about Chris Peterson. Or maybe it was because sometimes I have a limited and narrow take on the world. Somehow, sometimes, I presume that if I don’t know about something, it must not be all that important, or I would have already learned it. I recognize that as a terribly self-centered perspective, but it can creep into my psyche anyway, leading me down a road where I think I already know everything I need to know. When that happens, I need to do work to get around and past or through my own narrow mental world.

Carlton not only offered to lecture in my Happiness class (yet another reason to register now!), he also helped open my mind to deeper issues in positive psychology. He told me about a video where Peterson boils everything about positive psychology down to three words. The three words, “Other people matter.”

Being a big fan and proponent of Adler and social interest or Gemeinschaftsgefühl, I experienced deep and immediate love for Peterson’s three words. They were simpler and deeper than other positive psychology words and ideas I’d experienced previously. And remember, I spent most of the late 1970’s reading Norman Vincent Peale. In addition to The Power of Positive Thinking and You Can If You Think You Can, both of which I now consider mostly a load of crock (I’m not quite sure what a crock is, but I’m using crock as a euphemism so I can claim that at least some of my blogs are profanity-free). I even read some of Peale’s less popular works, like, Sin, Sex, and Self-Control. . . the reading of which may partially explain my interest in having at least some profanity-free blogs.

This morning I looked at my notes and I looked up the Chris Peterson video. Spoiler alert, my favorite part is when Peterson says:

“Sometimes when I give a talk, I tell the audience, if you really don’t want to listen to me for the next hour, listen to me for five seconds, because I’ll tell you what positive psychology is all about. Other people matter. Period. I’m done with my talk.” (Chris Peterson, Ph.D., from an interview and shown as a part of a Positivity Project video that you can watch here:  https://www.youtube.com/watch?v=AEc2W8JVuRw).

Obviously, that’s an awesome quotation, and an amazing five-second talk, but I like this next Peterson quotation even better. The story is that one of Peterson’s research buddies, Nansook Park, asked Peterson how or why he gave so freely of himself to others. Peterson responded, “Other people matter and we are all other people to everyone else.”

I know everyone reading this won’t feel the tingle I feel, but I love the statement, “Other people matter and we are all other people to everyone else.” Peterson’s message is circular. If I want to be loved, then I love. Okay, maybe it’s just a knock off of the Golden Rule, which may be a knock off of ancient Egypt’s “Do to the doer to make him do.” Even so, I find the statement that “Other people matter and we are all other people to everyone else” an empowering way to think about how important it is to lead with love and kindness and respect. It’s important for them, and it’s important for us.

Now that I’ve quoted and re-quoted Peterson several times, I’m sensing that this blog is moving toward its natural conclusion. But, just like it’s hard to find the natural origin of the reciprocity maxim (i.e., Golden Rule), it’s also hard to find the natural conclusion. I could end with Adler (always a solid choice). In his boldly titled book (What life should mean to you) from 1931, Adler said that the meaning of life was to have “interest in others and cooperation.”

Alternatively, I might end with a quick summary of a 75-year longitudinal Harvard study. The researchers concluded: “Good relationships keep us happier and healthier.”

Instead, I’ll point you to a video written by Tiffany Shlain and Sawyer Steele, titled 30,000 Days. I discovered this video while in pursuit of information on Christopher Peterson (instead of being in the pursuit of happiness). Watching the 11 minute 30,000 Days video is one way to launch your upcoming fantastic weekend. Here’s the link: https://vimeo.com/226378903  

 

 

Fear, Anxiety, Loathing, and Today’s Workshop for the Thriving Institute

Even though I’m a Montana Grizzly, being back in Bozeman is always nice. Today, Rita is insisting that we go out to Burger Bobs before my evening workshop for the Thriving Institute. To be honest, Burger Bobs sounds a little heavy for my pre-workshop meal. I’m nervous, but I guess we’ll see if that’s a mistake or not.

For those in attendance (or those not in attendance), here’s the ppts for tonight. They’re like, “amazing” or at least I hope you think so.

Thrive Anxiety Beast 2019

Anybody feeling anxious? Or like a beast?

Spidey

 

Two Announcements: A New Article on EBRFs and a New Milestone

Coffee

Two things.

First, Kim Parrow, a doctoral student at the University of Montana emailed me a copy of our hot new journal article. The article explores evidence-based relationship factors as an exciting focus of research, practice, and training in Counselor Education. The article is published in the Journal of Mental Health Counseling. Here’s a link so you can read the article, if you like: EBRFs in JMHC 2019

Second, today when I logged into my WordPress blog, something seemed different. As it turns out, my official number of followers had turned from 999 to 1,000. I’m not sure what that means, other than a woman named Shaina from Thrive has won a special prize. Maybe I’ll see you on Thursday evening Shaina.

I hope you’ve all had a great day, especially all the veterans out there, who IMHO deserve deep appreciation for their service.

Understanding and Taming the Anxiety Beast in Your Child

Nora Twirl

I’m feeling a little nervous about going back to Bozeman this coming Thursday, November 14. This time, instead of continuing on with my latest streak of suicide and happiness presentations, the focus is on something I love even more: Parenting. I’m nervous because I obviously need help and support for coming up with titles to my talks. Somehow I’ve claimed that I’ll be taming beasts this Thursday. Looking back, I’m wondering why I made up such a grandiose sounding title. Ugh. Help wanted.

Despite my own anxiety, I’ll be presenting on behalf of Thrive, a very cool parenting education and children’s support organization in Bozeman. The event is called the Thriving Institute.

Location: Bozeman Public Library

Time: 6pm to 8pm

You can register online at: allthrive.org

Check out the fancy flyer here! Thriving Institute – Understanding and Taming the Anxiety Beast in Your Child

In anticipation of Thursday’s talk, I’m re-posting a blog from last year. It’s about children and anxiety, and it’s got an accompanying podcast. Here’s the re-post!

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Facing fear and anxiety is no easy task. It’s not easy for children; and it’s not easy for their parents. Here’s a short piece of historical fiction that captures some of the dynamics that can emerge when you’re helping children face their fears.

“I’m scared.”

My nephew turned his pleading fact toward me. He was standing on the diving board. I was a few feet below. We had waited in line together. Turning back now meant social humiliation. Although I knew enough to know that the scene wasn’t about me, I still felt social pressure mounting. If he stepped down from the diving board, I’d feel the shame right along with him. My own potential embarrassment, along with the belief that he would be better served facing his fears, led me to encourage him to follow through and jump.

“You can do it,” I said.

He started to shake. “But I can’t.”

Parenting or grand-parenting or hanging out with nieces and nephews sometimes requires immense decision-making skill. I’d been through “I’m scared” situations before, with my own children, with grandchildren, with other nephews and nieces. When do you push through the fear? When do you backtrack and risk “other people” labeling you, your son, your daughter, or a child you love as “chicken?”

This particular decision wasn’t easy. I wanted my nephew to jump. I was sure he would be okay. But I also knew a little something about emotional invalidation. Sure, we want to encourage and sometimes push our children to get outside their comfort zones and take risks. On the other hand, we also want to respect their emotions. Invalidating children’s emotions tends to produce adults who don’t trust themselves. But making the decision of when to validate and when to push isn’t easy.

I reached out. My nephew took my hand. I said, “Hey. You made it up here this time. I’ll bet you’ll make the jump next time.” We turned to walk back. A kid standing in line said, “That’s okay. I was too scared to jump my first time.”

Later, when the line had shrunk, my nephew wanted to try again. “Sure,” I said. “I’ll walk over with you.”

He made the jump the second time. We celebrated his success with high-fives and an ice-cream sandwich.

Like all words, the words, “I’m scared” have meaning and provoke reactions.

Sometimes when parents hear the words, “I’m scared” they want to push back and say something like, “That’s silly” or “Too bad” or “Buck-up honeycup” or something else that’s reactive and emotionally invalidating.

The point of the story about my nephew isn’t to brag about a particular outcome. Instead, I want to recognize that most of us share in this dilemma: How can we best help children through their fears.

Just yesterday I knelt next to my granddaughter. She was too scared to join into a group activity. She held onto my knee. We were in a public setting, so I instantly felt embarrassment creeping my way. I dealt with it by engaging in chit-chat about all the activity around us, including commentary about clothes, shoes, the color of the gym. Later, when she finally joined in on the activity, I felt relief and I felt proud. I also remembered the old lesson that I’d learned so many times before. In the moment of a child’s fear, my potential emotional pain, although present, pales in comparison to whatever the child is experiencing.

If you’d like to hear more about how to help children cope with their fears, you can listen to Dr. Sara Polanchek and me chatting about this topic on our latest Practically Perfect Parenting Podcast. Here are the links.

On iTunes: https://itunes.apple.com/us/podcast/practically-perfect-parenting-podcast/id1170841304?mt=2

On Libsyn: http://practicallyperfectparenting.libsyn.com/

And follow us on Facebook: https://www.facebook.com/PracticallyPerfectParenting/

 

 

On the Road to Billings . . . and Well-Being . . . and Happiness

Baby Laugh

Tonight I have the honor of offering a public lecture in Billings. Situated as a part of a series of community suicide-related talks, my title is “Psychological Well-Being and the Pursuit of Happiness.” I suspect somewhere between 3 and 30 people will be in attendance. Although I’m hoping for 30, I’m realistically assuming that Rita and the program’s host will show. Counting me, that makes three!

To help get attendance over 3, someone suggested I edit this post to include the time and location. I’m on at 7pm till 8:30pm on the second floor of the MSU-B library, room 231. Hope to see you there.

Below, I’m pasting the handout for tonight. Being in the green lane, I’m trying to save paper and make these products available online. Here you go!

Psychological Well-Being and the Pursuit of Happiness

John Sommers-Flanagan, Ph.D.

Following is a summary of key points for John Sommers-Flanagan’s presentation for the Big Sky Youth Empowerment Program and Montana Social Scientists, LLC, Billings, MT – November 7, 2019

Introduction: Happiness can run very fast. So, let’s chase well-being instead

  1. The Many Roads to Well-Being. You can find well-being on emotional, mental, social, physical, spiritual/cultural, behavioral, and environmental roadways.
  2. It’s Natural, but not Helpful, to do the Opposite of What Creates Well-Being. If we want to catch well-being, we need to actively plan and pursue it.
  3. The Pennebaker Studies. Writing or talking about deeper emotions and thoughts will make you healthier (better immune functioning) and happier. Choking off our emotions is inadvisable.
  4. The Cherries Story. It’s not what happens to us . . . but what we think about what happens to us . . . that increases or decreases our misery. Focusing on your good qualities can be difficult, but doing so helps build a strong foundation.
  5. Savoring. Use the power of your mind to extend and expand positive experiences.
  6. Why Children (and Adults) Misbehave. When people feel a deep sense of belonging and socially useful, the need to misbehave and feelings of suicide diminish.
  7. Exercise is the Solution (No matter the question). Exercise reduces depression in youth and offsets the genetic predisposition toward depression in adults. You can stretch or lift or do cardio, but get moving!
  8. Holding Hands and Hugging is a Chemical Gift (or not). Consent, timing, and desirable companionship are foundational to whether touch contributes to health.
  9. If You Can’t Catch Happiness or Well-Being, Start Chasing Meaning. Regular involvement in spiritual, cultural, religious, or social justice groups will feel so good that you might experience happiness and well-being along the way.
  10. Remember gratitude. All too often we forget to notice and express gratitude. Put it on your planner; both you and the person who receives your gratitude will thank you for it.

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John Sommers-Flanagan is a Professor of Counseling at the University of Montana. For more information, go to his blog at johnsommersflanagan.com. John is solely responsible for the content of this handout. Good luck in your pursuit of wellness.

A Sneak Peek at the Suicide Assessment and Treatment Planning Workshop Coming to Billings on November 8

IMG-1852

Anybody wondering what’s new in suicide assessment and treatment?

If so, come listen to any or all of a very nice suicide prevention/intervention line-up on November 7 and 8 on the campus of Montana State University in Billings. Here’s a news link with detailed info: https://billingsgazette.com/news/local/let-s-talk-montana-suicide-prevention-workshops-coming-to-msub/article_9a6f04ff-376f-56b8-a6a8-9a0160ba1cbb.html

For my part, I’m presenting the latest iteration of the suicide assessment and treatment model Rita and I have been working on for the past couple years. To help make suicide assessment and treatment planning easier, we’ve started using six common sense life domains to organize, understand, and apply specific assessment and intervention tools.

Another unique component of our model is an emphasis on client strengths and wellness. Obviously, in the context of suicide, it’s impossible (and wrong) to ignore clients’ emotional pain and suffering. However, we also think it’s possible (and right) to intermittently recognize, nurture, and focus on clients’ strengths, well-being, and goals.

What follows is a sneak peek at what I’ll be covering on Friday, November 8.

Suicide Interventions and Treatment Planning: Foundational Principles

Two essential principles that cut across all modern evidence-based protocols and evidence-based interventions form the foundation of all contemporary suicide assessment and treatment models:

  • Collaboration – Working in partnership with clients
  • Compassion – Emotional attunement without judgment

Collaborative practitioners work with clients, not on clients. Clients experiencing suicidal thoughts and impulses typically know their struggles from the inside out. Their self-knowledge makes them an invaluable resource. Carl Rogers (1961) put it this way,

It is the client who knows what hurts, what directions to go, what problems are crucial, what experiences have been deeply buried. It began to occur to me that unless I had a need to demonstrate my own cleverness and learning, I would do better to rely upon the client for the direction of movement in the process. (p. 11)

Compassionate practitioners resonate with client emotions and engage in respectful and gentle emotional exploration. Although compassion involves an empathic emotional response, it also includes tuning into and respecting client cognitions, beliefs, and experiences. For example, some clients who are suicidal feel spiritually or culturally bereft or disconnected. Regardless of their own beliefs and cultural values, compassionate counselors show empathy for their clients’ particular spiritual or cultural distress.

Clients who are or who become suicidal are often observant, sensitive, and intelligent. If they feel you’re judging them, they’re likely to experience a relationship rupture (Safran, Muran, & Eubanks-Carter, 2011). When ruptures occur, clients typically become less open, less engaged, and less honest about their suicidal thoughts and impulses. They also may become angry, aggressive, and critical of your efforts to be of help. In both cases, relational ruptures signal a need to work on mending the therapeutic relationship.

[For a helpful meta-analysis with recommendations on repairing ruptures, check out this article from the Safran lab: http://www.safranlab.net/uploads/7/6/4/6/7646935/repairing_alliance_ruptures._psychotherapy_2011.pdf%5D

The Six Life Domains

Working with clients who are suicidal can be overwhelming. To help organize and streamline the assessment and treatment planning process, it’s helpful to consider six distinct, but overlapping life domains. These domains provide a holistic description of human functioning. When clients experience suicidal thoughts and impulses, you can be sure the suicidal state will manifest through one or more of these six domains (i.e., emotions, cognitions, interpersonal, physical, spiritual/cultural, and behavioral; see below for a brief description of the six domains). All case examples and content in the workshop use these six domains to focus and organize client problems, goals/strengths, and interventions.

Suicidality as Manifest through Six Life Domains             

The Emotional Domain. A driving force in the suicidal state is excruciating emotional distress. Shneidman called this “psychache” and toward the end of his career concluded: “Suicide is caused by psychache” (1993, p. 53). Extreme distress is experienced subjectively. This is one reason there are so many different suicide risk factors. When a specific experience triggers excruciating distress for a given individual (e.g., unemployment, insomnia, etc.), it may increase suicide risk. Reducing emotional distress and facilitating positive emotional experiences is usually goal #1 in your treatment plan. Treatment plans often target general distress as well as specific and problematic emotions like (a) sadness, (b) shame, (c) fear/anxiety, and (d) guilt/regret.
The Cognitive Domain. Suicidal distress interferes with cognitive functioning. The resulting constricted thinking impairs problem-solving and creativity. The emotional distress and depressed mood associated with suicidality decreases the ability to think of or value alternatives to suicide. Several other cognitive variables are also linked to suicidality, including hopelessness and self-hatred. Most treatment plans will include collaborative problem-solving, and gentle challenging of maladaptive thoughts. Specific interventions may be employed to support client problem-solving, increase client hopefulness, and decrease client self-hatred.
The Interpersonal Domain. Hundreds of studies link social problems to suicidality, suicide attempts, and suicide deaths. Joiner (2005) identified two interpersonal problems that are deeply linked to suicide: thwarted belongingness and perceived burdensomeness. Many risk factors (e.g., recent romantic break-up, family rejection of sexuality, health conditions that cause people to feel like a burden) can exacerbate thwarted belongingness and cause people to perceive themselves as a social burden. Improving interpersonal relationships is often a key part of treatment planning.
The Physical/Biogenetic Domain. Physiological factors can contribute to suicide risk. In particular, researchers have recently focused on agitation or physiological arousal; these physical states tend to push individuals toward suicidal action. Additionally, chronic illness or pain, insomnia, and other disturbing health situations (including addictions) contribute to suicide, especially when accompanied by hopelessness. When present, physical conditions and biogenetic predispositions should be integrated into suicide prevention, treatment planning, and risk management.
The Spiritual/Cultural Domain. Meaningful life experiences can be a protective influence against suicide. No doubt, a wide range of cultural or religious pressures, spiritual/religious exile, or other factors can decrease an individual’s sense of meaning and can contribute to suicidal thoughts and behaviors. Including spiritual or meaning-focused components in a treatment plan can improve outcomes, especially among clients who hold deep spiritual and cultural values.
The Behavioral Domain. All of the preceding life domains can contribute to suicide, but suicide doesn’t occur unless individuals act on suicidal thoughts and impulses. The behavioral domain focuses on suicide intentions and active suicide planning. When clients actively plan or rehearse suicide, they may be doing so to overcome natural fears and aversions to physical pain and death; natural fears and aversions stop many people from suicide. Joiner (2005) and Klonsky and May (2015) have written about how desensitization to physical pain and to ideas of death move people toward suicidal action. Several factors increase risk in this domain and may be relevant to treatment planning, (a) availability of lethal means (especially firearms), (b) using substances for emotional/physical numbing, and (c) repeated suicide rehearsal (e.g., increased cutting behaviors).

*Note: These domains will always overlap, but they can prove helpful as you collaboratively identify problem areas and goals with your client.

If you’re interested in learning more about this suicide assessment and treatment planning model, I hope to see you in Billings on November 8!

 

 

 

A #Spirituality Blog from Rita S-F — Playing the Fool — Short visits with an honest God

I’m sharing this blog from Rita on this beautiful and snowy Sunday morning. If you like unorthodox spirituality stuff, check it out!

It’s been reported that God has a special fondness for fallen sparrows, fools, and small children which may be why he gets such a kick out of startling me. This morning, he arose in a ghostly puff of sawdust from the bottom of the woodpile and like a gleeful child, said “Boo.” “NOT FUNNY,” I […]

via Playing the Fool — Short visits with an honest God

Happiness and Well-Being (in Livingston, Montana)

Cow

Yesterday, at the fabulous West Creek Ranch retreat center just North of Yellowstone Park, I introduced community leaders from Livingston, Montana to a man named James Pennebaker. It was a brief meeting. In fact, I’m not sure anyone remembers the formal introduction.

I should probably mention that James Pennebaker wasn’t in the room. The meeting consisted of me putting a short and inadequate description of one of his research studies up on a screen. The study went something like this:

Back in 1986, Pennebaker randomly assigned college students to one of two groups. The first group was instructed to write about personally traumatic life events. The second group was instructed to write about trivial topics. Both groups wrote on four consecutive days. Then, Pennebaker obtained health center records, self-reported mood ratings, physical symptoms, and physiological measures.

Pennebaker reported that, in the short-term, participants who wrote about trauma had higher blood pressure and more negative moods that the college students who wrote about trivia. But the longer term results were, IMHO, amazing. Generally, the students who wrote about trauma had fewer health center visits, better immune functioning, and overall improved physical health.

Pennebaker’s theory was that choking back important emotions takes a physical toll on the body and creates poorer health.

Since 1986, Pennebaker and others have conducted much more research on this phenomenon. The results have been similar. As a consequence, over time, Pennebaker has “penned” several books on this topic, including:

  • Opening Up: The healing power of expressing emotions
  • Writing to Heal: A guided journal for recovering from trauma & emotional upheaval
  • Expressive Writing: Words that heal
  • The Secret Life of Pronouns: What our words say about us
  • Opening Up by Writing It Down

As most of you know, after a couple decades presenting on suicide assessment and treatment, Rita and I have pivoted toward happiness and well-being. The coolest thing about talking about happiness and well-being is that doing so is WAY MORE FUN, and it results in meeting and laughing with very cool people, like the Livingston professionals.

Speaking of Livingston professionals, just in case you forgot that you met James Pennebaker, here’s a link to my powerpoints from yesterday: Livingston 2019 Final

I hope you had as much fun listening as I did talking.

The place to click if you want to learn about psychotherapy, counseling, or whatever John SF is thinking about.