Evidence-Based Protocols…and More!

2011-12 Program Graduates and Faculty at the Graduation Ceremony in the The Garden Terrace Room of The New York Botanical Garden.

While we pride ourselves on being able to provide intense training and supervision on the most advanced and up-to-date evidence-based treatments, it should be noted that the Psychology Internship Training Program at Montefiore Medical Center does not adhere to one theoretical orientation. In fact, our faculty members represent all of the major schools of psychological thought and are diverse in their backgrounds and training. What unites the faculty is our belief that psychological practice should be scientifically-informed. In addition, we believe that our interns should graduate with a solid understanding of psychological theories and principles, along with strong skills in assessment, conceptualization and formulation – all of which will then guide their selection of specific interventions.

Thus, while many of our faculty members have been actively involved in the development and promulgation of evidence-based treatment protocols, others are strong proponents of adapting these protocols to more complex and challenging populations (i.e., effectiveness), the use of evidence-based principles where no protocol exists, and either the integration of various theories of psychotherapy (integrative) or the integration of various techniques into a core theory of psychotherapy (eclectic). In addition, in accordance with our pluralistic approach, we also offer training and supervision in psychodynamic and other therapies that have been critiqued for being under-researched as, in keeping with Fonagy (2006), "the absence of evidence for efficacy is not evidence of ineffectiveness."

We believe that by having a diverse faculty, who are passionate about their interests but also open-minded and accepting of alternate opinions, we can offer interns a stimulating environment in which they check and challenge their preconceived notions of psychopathology and its treatment and, in so doing, can further their professional identity development as they progress through the year.

The following is a sample list of some of the evidence-based protocols that interns can learn as part of their internship training: 

• Acceptance and Commitment Therapy-Enhanced Behavior Therapy for Trichotillomania (Woods and Twohig, 2008)
• Behavioral Activation for Depression (Martell et al., 2001; Jacobson et al., 2001)
• Cognitive Behavioral Coping Skills Therapy for Substance Use Disorders (Kadden et al., 1995)
• Cognitive Behavioral Therapy for Child and Adolescent Anxiety Disorders (Kendall, 1994; Kendall et al., 1992)
• Cognitive Behavioral Therapy for Child and Adolescent Depression (Clarke et al., 2001)
• Cognitive Behavioral Therapy for Child and Adolescent Trauma (Cohen et al., 2002; Deblinger & Heflin, 1996; Deblinger et al., 1996)
• Cognitive Behavioral Therapy for Classroom Management (Anhalt et al., 1998; Bahl et al., 2000)
• Cognitive Behavioral Therapy for Eating Disorders (Agras & Apple, 1997; Fairburn, 1985; Fairburn et al., 1993)
• Cognitive Behavioral Therapy for Generalized Anxiety Disorder (Brown & Barlow, 2001; Brown et al., 1994)
• Cognitive Behavioral Therapy for Hypochondriasis (Warwick & Salkovskis, 2001)
• Cognitive Behavioral Therapy for Insomnia (Morin et al., 2006; Lichstein & Morin, 2000)
• Cognitive Behavioral Therapy for Panic Disorder (Barlow & Cerny, 1988; Barlow & Craske, 1994; Craske & Barlow, 2001)
• Cognitive Processing Therapy for Post-Traumatic Stress Disorder (Monson et al., 2006; Chard, 2005; Resick et al., 2002)
• Cognitive Therapy for Major Depressive Disorder (Beck et al., 1979)
• Cognitive Therapy for Obsessive Compulsive Disorder (McGinn & Sanderson, 1999; Salkovskis & Kirk, 1997)
• Cognitive Therapy for Panic Disorder (Clark, 1989)
• Cognitive Therapy for Social Anxiety Disorder (Clark & Wells, 1995; Scholing et al., 1996)
• Comprehensive Cognitive Behavior Therapy for Social Anxiety Disorder (Turk et al., 2001)
• Coping with Depression Course for Adolescent Depression (Clarke et al., 1990)
• Dialectical Behavior Therapy for Borderline Personality Disorder (Linehan et al., 1991; Linehan, 1993a; 1993b)
• Dialectical Behavior Therapy for Suicidal, Self-Injurious Adolescents (Miller et al, 1997; 2004; in press; Rathus & Miller, 2002)
• Exposure and Response Prevention for Obsessive Compulsive Disorder (Foa & Franklin, 2001; Franklin et al., 2002; Kozak & Foa, 1997; Riggs & Foa, 1993)
• Exposure Therapy for Specific Phobias (Bruce & Sanderson, 1998; Craske et al., 1997)
• Group Cognitive Behavioral Therapy for Depression (Lewinsohn, 1974; Lewinsohn et al., 1984)
• Group Skills Training for Posttraumatic Stress Disorder (Resnick & Calhoun, 2001)
• Guided Self-Help for Eating Disorders (Wilson & Pike, 2001)
• Habit Reversal Training for Trichotillomania (Stanley & Mouton, 1996)
• Harm Reduction Therapy for Substance Use Disorders (Tatarsky, 2002)
• Incredible Years Child and Parent Groups for Disruptive Behavior Disorders (Webster-Stratton, 1992; 2001; Patterson & Forgatch, 2005)
• Individual and Group CBT for Child/Adolescent Anger, Aggression, and Externalizing Disorders (Feindler, 1990; Ecton & Feindler, 1990; Feindler & Baker, 2004)
• Interpersonal Therapy for Major Depressive Disorder (Weissman et al., 2000)
• Motivational Enhancement Therapy for Substance Use Disorders (Miller et al., 1994)
• Neuropsychological Educational Approach to Remediation for Psychiatric Patients (Medalia et al. 1998; 2000a; 2000b; 2001; 2002a; 2002b)
• Problem Solving Skills Training for Children and Adolescents (Azrin et al., 2001; Shure, 2001)
• Problem Solving Therapy for Major Depressive Disorder (D’Zurilla et al., 2007; Nezu et al., 1989)
• Prolonged Exposure for Post-Traumatic Stress Disorder (Foa et al., 2004; Foa & Rothbaum, 1998; Padesky et al., 2002)
• Short-Term Psychodynamic Therapy for Major Depressive Disorder (Gabbard & Bennett, 2006)
• Relapse Prevention for Addictive Disorders (Marlatt & Gordon, 1985)
• Transference-Focused Therapy for Borderline Personality Disorder (Doering et al., 2010; Clarkin et al, 2007)
• Twelve Step Facilitation (Nowinski et al., 1995)