Stefan G. Hofmann Editor International Perspectives on Psychotherapy International Perspectives on Psychotherapy Stefan G. Hofmann Editor International Perspectives on Psychotherapy Editor Stefan G. Hofmann Department of Psychological and Brain Sciences Boston University Boston, MA, USA ISBN 978-3-319-56193-6 ISBN 978-3-319-56194-3 (eBook) DOI 10.1007/978-3-319-56194-3 Library of Congress Control Number: 2017943680 © Springer International Publishing AG 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. 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Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Introduction: International Perspectives on Psychotherapy After returning from Wilhelm Wundt’s laboratory in Germany, Lightner Witmer introduced the term Clinical Psychology in an article published in The Psychological Clinic (Witmer, 1907). In this article, he explained: While the term ‘clinical’ has been borrowed from medicine, clinical psychology is not a medical psychology. I have borrowed the word ‘clinical’ from medicine, because it is the best term I can find to indicate the character of the method which I deem necessary for this work (p. 251). Witmer, who later became one of the cofounders of the American Psychological Association, thought that the goal of clinical psychology should be similar to that of medicine to improve the human condition (Witmer, 1897). This notion significantly expanded the boundaries of the young discipline, which was primarily defined by experimental psychology to simply study the nature of psychological phenomena (McReynolds, 1997). Despite the early call for intervention and prevention of human suffering, train- ing in clinical psychology primarily focused on psychological assessments during the first half of the twentieth century. The emphasis shifted more toward interven- tion after World War II, when there was a greater need for clinicians. However, psychoanalysis dominated the field of psychotherapy during those early years. Furthermore, early editions of the Diagnostic and Statistical Manual were firmly rooted in psychoanalytic concepts with little to no empirical support. This changed with the publication of the DSM-III (APA, 1980) and especially the DSM-III-R (APA, 1987) when psychoanalysis began to lose its dominance on the psychiatric classification system. Moreover, behavior therapy became more prominent with work by Skinner (1969), Wolpe (1958), and many others demonstrating the clear efficacy of applying theory-based behavioral principles toward modifying maladap- tive behaviors. The focus on empirical evidence for treating mental disorders was further strengthened with the integration of cognitive ideas into what has become known as cognitive behavioral therapy (CBT; Beck, 1970). Since then, CBT evolved into a broad family of empirically supported treatments that share a mature set of principles and techniques firmly rooted in theoretical models and supported by empirical evidence (for an overview, see Hofmann, Asmundson, & Beck, 2013). v vi Introduction: International Perspectives on Psychotherapy These developments raised obvious and important question about how to develop training models for future generations of clinical psychologists. In the USA, the 1949 Boulder conference marked one of many important milestones in this devel- opmental process. The consensus of this conference was to officially recognize that clinical psychology training programs should emphasize both the practice and the science of the profession, which became known as the scientist-practitioner model (Raimy, 1950). Today, the APA defines clinical psychology as The psychological specialty that provides continuing and comprehensive mental and behav- ioral health care for individuals and families; consultation to agencies and communities; training, education and supervision; and research-based practice. It is a specialty in breadth—one that is broadly inclusive of severe psychopathology—and marked by compre- hensiveness and integration of knowledge and skill from a broad array of disciplines within and outside of psychology proper. The scope of clinical psychology encompasses all ages, multiple diversities and varied systems (APA, 2016). This broad definition acknowledges the diverse field of clinical psychology. It includes services to individuals and groups from all ethnic, cultural, and socioeco- nomic backgrounds. A similar approach has been pursued by the Association for Psychological Science (APS), which places a relatively greater emphasis on the science of clinical psychology. Contemporary clinical psychology is a reflection of today’s complex society. Although the USA has had a major role in the development of this discipline, there have been many influences from across the world that con- tributed to its current state. However, trainings of mental healthcare professionals have been primarily limited to a specific geographic region and culture. The objec- tive of this book is to compare the status of clinical psychology in different coun- tries across the word. The primary goal is to learn from each other in order to further advance the field of clinical psychology worldwide. The first two chapters provide a general and condensed introduction of psycho- pathology and classification (Chap. 1 by Sharon Eldar, Angelina F. Gómez, and Stefan G. Hofmann) and psychotherapy approaches (Chap. 2 by Barbara Depreeuw, Sharon Eldar, Kristina Conroy, and Stefan G. Hofmann). These chapters are fol- lowed by a review of clinical psychology in the various regions of the world, includ- ing North America (Chap. 3 by Elaine S. Lavin and Lata K. McGinn), Central Europe (Chap. 4 by Ilse Kryspin-Exner, Oswald D. Kothgassner, and Anna Felnhofer), Eastern Europe (Chap. 5 by Daniel David and Simona Stefan), Latin America (Chap. 6 by Carmem Beatriz Neufeld and Anelisa Vaz de Carvalho), South Korea (Chap. 7 by Sunyoung Kim and Hyun Kim), China (Chap. 8 by Jianping Wang, Zhiyun Wang, and Meng Yu), Australia (Chap. 9 by Caroline Hunt), Africa (Chap. 10 by Maxine F. Spedding, Dan J. Stein, and Katherine R. Sorsdahl), and the Middle East (Chap. 11 by Asala Halaj and Jonathan D. Huppert). Chapter 12 by Jennifer Prentice, Keith Dobson, and Janel Gauthier discusses ethics from a global perspective. Mental health knows no borders, and effective treatments should similarly travel freely across the globe. My hope is that this volume contributes to the globalization Introduction: International Perspectives on Psychotherapy vii of mental health by initiating an exchange of ideas between different countries, continents, and cultures. The world is getting smaller. The globalization of clinical psychology has the potential to enhance well-being for each and every member of the human species. Boston, MA, USA Stefan G. Hofmann References American Psychological Association. (2016). Clinical psychology. Retrieve from http://www.apa. org/ed/graduate/specialize/clinical.aspx. American Psychiatric Association. (1980). Diagnostic and statistical manual for mental disorders (4th edition, text-revision) (DSM-III). Washington, DC: Author. American Psychiatric Association. (1987). Diagnostic and statistical manual for mental disorders (4th edition, text-revision) (DSM-III-R). Washington, DC: Author. Beck, A. T. (1970). Cognitive therapy: Nature and relation to behavior therapy. Behavior Therapy, 1, 184–200. Hofmann, S. G. Asmundson, G. J., & Beck, A. T. (2013). The science of cognitive therapy. Behavior Therapy, 44, 199–212. McReynolds, P. (1997). Lightner Witmer: His life and times. Washington, DC: American Psychological Association. Raimy, C. (Ed.). (1950). Training in clinical psychology. Englewood Cliffs, NJ: Prentice Hall. Skinner, B. F. (1969). Contingencies of reinforcement: A theoretical analysis. New York, NY: Meredith Corporation. Witmer, L. (1897). The organization of practical work in psychology. The Psychological Review, 4, 116–117. Witmer, L. (1907). Clinical psychology. The Psychological Clinic, 1, 1–9. Wolpe, J. (1958). Psychotherapy by reciprocal inhibition. Stanford, CA: Stanford University Press. Contents Psychopathology and Classification .............................. 1 Sharon Eldar, Angelina F. Gómez, and Stefan G. Hofmann Psychotherapy Approaches ..................................... 35 Barbara Depreeuw, Sharon Eldar, Kristina Conroy, and Stefan G. Hofmann North America ................................................ 69 Elaine S. Lavin and Lata K. McGinn Central Europe ............................................... 87 Ilse Kryspin-Exner, Oswald D. Kothgassner, and Anna Felnhofer Eastern Europe ............................................... 107 Daniel David and Simona Stefan Latin America ................................................ 121 Carmem Beatriz Neufeld and Anelisa Vaz de Carvalho South Korea .................................................. 139 Sunyoung Kim and Hyun Kim China ....................................................... 159 Jianping Wang, Zhiyun Wang, and Meng Yu Australia ..................................................... 185 Caroline Hunt Africa ....................................................... 197 Maxine F. Spedding, Dan J. Stein, and Katherine R. Sorsdahl ix x Contents Middle East .................................................. 219 Asala Halaj and Jonathan D. Huppert Ethics from a Global Perspective ................................. 241 Jennifer Prentice, Keith S. Dobson, and Janel Gauthier Index ........................................................ 259 About the Contributors Kristina Conroy is a research technician in the Psychotherapy and Emotion Research Laboratory at Boston University. Kristina received her Bachelor of Arts from Middlebury College in 2014 with a major in Psychology. She then spent 2 years at Massachusetts General Hospital coordinating treatment studies for children with Autism Spectrum Disorder, Mood disorders, and ADHD. Kristina plans to pursue her Ph.D. in Clinical Psychology with a focus on emotion regulation in pediatric depression and anxiety. Daniel David is a psychologist; university professor at Babes-Bolyai University (BBU), Cluj-Napoca, Romania; founder of the International Institute for the Advanced Studies of Psychotherapy and Applied Mental Health, an advanced research infra- structure platform at the BBU; research director of the Albert Ellis Institute, New York; and adjunct professor at Icahn School of Medicine at Mount Sinai, New York. The professional and scientific expertise of Prof. Dr. Daniel David is expanding in both basic research, in the fields of cognitive sciences and cognitive clinical neurosci- ences, and applied research, investigating the efficacy and effectiveness of psycho- logical interventions for mental and somatic disorders. Anelisa Vaz de Carvalho is a Ph.D. student in Psychology at the University of São Paulo—USP; M.Sc. from the University of São Paulo—USP; Specialist in Cognitive-Behavioral Therapy from São José do Rio Preto School of Medicine— FAMERP; Research collaborator at the Research and Cognitive-Behavioral Intervention Laboratory of the University of São Paulo—LaPICC-USP; Clinical Psychologist: Therapeutic clinical practice based on the Cognitive-Behavioral approach; and Member of the Brazilian Federation of Cognitive Therapies—FBTC. [email protected], [email protected] Keith S. Dobson is a Professor of Clinical Psychology at the University of Calgary in Canada, where he has also served in other roles, including Head of Psychology and Director of the Clinical Psychology program. Dr. Dobson’s research has resulted in over 250 published articles and chapters, 13 books, and presentations in many countries. His books include Evidence-based Practice of Cognitive-behavior xi