Co-occurring pediatric autism and obsessive–compulsive disorder (OCD) present significant challenges for accurate assessment and effective psychotherapy. Overlapping features, particularly repetitive behaviors and rigidity, often obscure diagnostic clarity and complicate treatment planning. This article uses a clinical vignette to illustrate the nuanced differentiation between autism-related restricted and repetitive behaviors and interests and OCD-related compulsions, emphasizing functional distinctions such as ego-syntonic versus ego-dystonic experiences. Key clinical and ethical challenges, including diagnostic overshadowing and risks of misaligned intervention, are also reviewed. Evidence-based recommendations are provided for comprehensive, developmentally informed assessment and for adapting cognitive-behavioral therapy with exposure and response prevention to meet the needs of autistic youth. Practical strategies are offered to support informed, individualized clinical decision-making.

Autism spectrum disorder (ASD) is a developmental disorder characterized by lifelong struggles in the domains of social communication and reciprocal and repetitive interests. Despite the growing number of autistic adults, and the increasing number of autistic adults seeking therapy services for comorbid mental health concerns, there exists minimal guidance toward tailoring evidence-based treatment approaches to meet the presenting need. To this end, this article highlights clinical considerations, neuroaffirming accommodations, and strategies to help provide high-quality, informed treatment to this population. Specifically, we provide guidance on establishing rapport and building client engagement, setting realistic and meaningful goals with and for the autistic adult, adaptation of evidence-based therapies that are ASD-informed, and promotion of positive family supports.

Pediatric functional neurologic symptom disorder (FNSD) negatively impacts children across a variety of settings where they typically function. In particular, children with FNSD may experience school absences or general disruption in their education due to symptoms. Although research regarding treatment of pediatric FNSD is increasing, questions remain about the most integral components of treatment. Given that the school environment is one of the most consequential for children, consistent attendance in school is an important goal for adaptive functioning and to improve outcomes for young people with FNSD. The aim of this article is to provide a review of current evidence-based treatment for FNSD, including the role of the health service psychologist within the pediatric multidisciplinary treatment team to achieve return to school as a primary treatment goal.

Dissociative identity disorder (DID) is a complex dissociative disorder most often associated with chronic developmental trauma, severe disruptions in attachment, and repeated failures of safety during childhood. Although DID is frequently depicted in sensationalized ways in popular culture, its central clinical feature is not the presence of “multiple personalities,” but rather a disruption in the normal integration of identity, memory, affect, perception, and self-experience. Patients with DID may present with recurrent amnesia, internal voices or dialogues, sudden shifts in affect or behavior, depersonalization, derealization, self-injury, suicidal ideation, and significant functional impairment. Because these symptoms often overlap with borderline personality disorder, psychotic disorders, bipolar disorder, posttraumatic stress disorder, complex posttraumatic stress disorder, substance use disorders, and neurological conditions, DID is often missed or misdiagnosed. This article presents a clinical vignette illustrating the complexity of DID presentation and reviews diagnostic considerations, clinical and ethical challenges, and treatment using a phase-oriented model. Treatment begins with safety, stabilization, and symptom reduction, proceeds cautiously toward trauma processing, and eventually supports integration, internal cooperation, and rehabilitation. Throughout treatment, the therapeutic alliance is central. Clinicians must approach DID with diagnostic humility, cultural sensitivity, and careful attention to shame, risk, and the patient’s capacity for self-understanding.

Clinical supervisees in health service psychology are increasingly likely to self-report a disability. However, clinical supervisors report limited training in supervising trainees with disabilities, including developing and enacting reasonable accommodations that ensure supervisees continue to meet professional standards. The present paper provides an overview of contemporary ethical and clinical concerns and opportunities when supervising trainees with disabilities, and summarizes practical steps to help supervisors successfully navigate disability issues within supervision. Ultimately, it is the supervisor’s responsibility to ensure that all supervisees develop the essential competencies required of mental health professionals, and working with supervisees with disabilities offers opportunities to think flexibly and creatively around how supervisees acquire and demonstrate these competencies.

Outcomes following spine surgery vary widely, and a substantial proportion of patients continue to experience persistent postoperative pain, functional limitations, and reduced quality of life following surgical intervention. Psychological factors—including depression, pain catastrophizing, and baseline disability—are among the most consistent predictors of poorer postoperative outcomes and persistent spinal pain syndrome following surgery. Despite growing evidence supporting psychosocial risk assessment, systematic psychological screening remains inconsistently implemented across many spine programs. This article presents a practical psychological risk stratification framework integrating three brief and widely validated instruments: the Pain Catastrophizing Scale (PCS), the Patient Health Questionnaire-9 (PHQ-9), and the Oswestry Disability Index (ODI). Together, these measures assess cognitive, emotional, and functional domains associated with surgical outcomes. The article reviews current evidence regarding psychosocial predictors of postoperative outcomes, outlines clinically informed risk thresholds, and describes behavioral health intervention pathways for low-, moderate-, and high-risk patients. Multidisciplinary implementation strategies, psychological treatment approaches, and mental health equity considerations relevant to integrated spine care are also discussed. Integrating psychosocial screening into multidisciplinary spine surgery pathways may improve patient preparation, guide behavioral health referrals, enhance postoperative rehabilitation engagement, and support more individualized perioperative care.

Chronic pain is highly prevalent among older adults and contributes to disability, psychological distress, social isolation, and increased healthcare utilization. Older adults remain vulnerable to underassessment and undertreatment due to diagnostic complexity, comorbidity burden, polypharmacy, and limited access to behavioral health services. This article provides an applied overview of evidence-based assessment and intervention strategies for chronic pain among older adults within health service psychology settings. Using a clinical vignette to frame common presentation patterns, key diagnostic considerations and best practices in biopsychosocial pain assessment are reviewed, alongside integrated behavioral interventions such as CBT for chronic pain, ACT, mindfulness-based approaches, behavioral activation, and graded activity pacing. Clinical and ethical challenges—including autonomy/beneficence balance, opioid-related risk, and access inequities—are discussed. Practical recommendations for interdisciplinary collaboration and outcome monitoring are offered to support functional restoration and quality of life in later adulthood.

Adolescents experiencing mental health concerns often encounter barriers to engagement and access, including language differences, stigma, and system fragmentation. This article presents a clinical model for addressing these challenges through a multilevel ecological approach that integrates assessment, relational engagement, family involvement, and system coordination. A clinical vignette illustrates how developmentally responsive strategies, including the structured inclusion of supervised non-clinical providers, can enhance engagement and extend service capacity. Emphasis is placed on culturally and linguistically appropriate care, particularly for families navigating barriers to access. Practice considerations highlight the importance of integrating clinical services with workforce and community-based supports to improve continuity of care and reduce disparities in youth mental health outcomes.

Neuropsychological assessment plays a critical role in contemporary healthcare by integrating objective test performance, psychiatric factors, and functional outcomes into a unified clinical formulation. This function is especially vital in rural settings, where limited specialty access, fragmented referral pathways, and diagnostic delays are common. Using a clinical vignette of a 67-year-old rural patient with suspected neurodegenerative decline, this paper highlights complexities such as mixed medical and psychiatric contributors, performance validity concerns, caregiver burden, and restricted follow-up care. We outline how structured case formulation, diathesis–stress conceptualization, culturally responsive communication, and interdisciplinary collaboration can reduce diagnostic ambiguity while avoiding premature etiological conclusions. Emphasis is placed on assessment as an intervention in resource-limited systems, where neuropsychological evaluation can serve as a central organizing point, translating complex clinical data into actionable recommendations for patients, families, and providers.

Patients with inherited cardiac conditions (ICCs) face unique psychological challenges, including trauma responses, health anxiety, identity disruption, and family-based guilt. These difficulties often arise in the context of life-altering diagnoses, unpredictable risk, and the intergenerational nature of inherited disease. Despite their prevalence, psychological concerns are frequently under-addressed in cardiogenetic care. This clinical practice paper presents a model for integrating cognitive-behavioral therapy (CBT) and acceptance and commitment therapy (ACT) into routine care within a multidisciplinary cardiology clinic. Drawing on a clinical vignette and practice-based experience, we describe key psychological themes and outline CBT and ACT interventions that address panic, avoidance, trauma, and values-based functioning. In alignment with the 2025 ESC Clinical Consensus Statement on Mental Health and Cardiovascular Disease, we argue that embedding mental health professionals into cardiac care can enhance patient outcomes and promote a whole-person, resilience-based approach to managing inherited cardiac risk.

Psychologists often encounter clients from varied language and cultural backgrounds, which can pose challenges to the process of helping. The case of "Mary," an unmarried, 24-year-old Chinese international student in the U.S., embodies these dynamics and offers insights into how culture and language shape, and are shaped by, the therapy alliance, process, and outcome in bilingual therapy. Mary was seen in individual therapy that combined a multicultural, relational psychodynamic, humanistic, client-centered, and solution-focused approach by one of the authors (Y.X.) for 10 sessions (over a 14-week period, with four cancellations); and the therapy was supervised by the other author (J.N.F.). Mary’s presenting problems included challenges in adjusting to her new environment, including a decline in self-confidence and difficulties in her social life, which led to significant anxiety in her daily life. To enhance understanding of the course of therapy, we employed an adapted version of the Critical Incidents Technique (CIT) to analyze significant moments in Mary’s 10 sessions. We focus on the role of language use in bilingual therapy, exploring its functionality as both (a) a buffer against the intense impact of emotional and traumatic experiences, and (b) as a bridge that can foster deeper psychological engagement. We highlight the mechanisms by which the therapist, with supervision, attempted to provide Mary with a meaningful and helpful psychotherapeutic experience. The core theme in our analysis of the case includes the ways that Mary uses her primary (Mandarin) and secondary (English) languages to avoid, and then access, hurtful and traumatic experiences.

Paradoxical intention (PI) is a psychotherapeutic technique that is intended to help clients become more flexible, or at least more open to thinking about their problems, such as anxiety, from a new perspective. In line with this I have developed an approach that involves a “Panic Attack Time Line” (PATL). This PATL (a) helps the client visualize and understand what is happening during the panic attack, and (b) encourages them to understand why, when they start to have panicky feelings in their body, it will be paradoxically helpful to make these feelings worse, for example, if the attack makes their heart beat faster, they might be instructed to do jumping jacks. One of the important advantages of this PATL approach is that it can typically shorten therapy for treating anxiety disorders to just three sessions in comparison with traditional CBT protocols that typically require 6–20 sessions for achieving clinically meaningful change. Two, 3-session adult individual cases, “Fran” and “Emily,” are presented to illustrate the different ways that the PATL-grounded, PI approach can be combined with hypnosis to produce successful therapeutic outcomes. In Fran’s case, the PATL was used explicitly by itself with her and was sufficient to address her agoraphobia/panic disorder. Hypnosis was then used to extend the gains produced by PI. In the case of Emily's aviophobia, the PATL was not used explicitly with her. Rather, the paradoxical logic it embodies was used to create a paradoxical directive that was conveyed via hypnotic suggestion.

While some therapists are consistently more effective than others (Heinonen & Nissen-Lie, 2020), there is very little investigationon the in-session processesofthesehighly effective therapists. One exception is the qualitative and quantitative study of 10 cases of the documented “supershrink” Erigoni(“Eri”) Vlass(Hansen, Lambert, & Vlass, 2015a), so defined on the basis of exceptionaloutcome data from Lambertet al.’s (1996) Outcome Questionnaire-45(https://www.oqmeasures.com/oq-45-2/). The present project builds on the Hansen et al. study by providing detailed qualitative analysis, using Glaser & Strauss’s (2017) “grounded theory” approachof the transcripts of three new, separate, therapy “mini-cases”seen by Eri, as an added resource to ongoing therapy with one of the authors (T.R.). The cases included “Anne”and “Mel,” each seen for twosessions, and “Susan,”seen for one session. The qualitative analysis explored supershrink Eri’s clinical way of being and in-session approachas she carriedout therapeutic actions that allowed for an optimized approach that is both unique to herself and adaptable to each client.The results yielded two core categories: “(1)Keeping a natural, fluid rhythm during the session while balancing directive exploration, frequent associations, and interpretations with a sense of support, empathy and understanding;”and “(2) Fostering a sense of agency, mutual collaboration and positive expectation while co-constructing a credible narrative to be used in hypnosis.”Further, the analysis yielded three sub-categories for category 1, and four subcategories for category 2.

Obsessive-compulsive disorder (OCD) is a chronic incapacitating mental health condition that is underrepresented in clinical treatment settings. The worldwide treatment gap for OCD is estimated at 60% (Kohn et al., 2004), a figure that reflects a shortage of specialized services, delayed help-seeking in suffers, and a mounting cost to society. The treatment of choice for OCD is a combination of cognitive-behavioral therapy (CBT) and pharmacotherapy (SSRIs), which has been proven efficacious in measurably reducing symptoms to below the clinical threshold (McKay et al., 2015). Nevertheless, when evaluated holistically, the success rate of the first-line treatment is limited. This study provides a literature review of the various psychodynamic models of obsessive-compulsive pathology and their attendant approaches to treatment. At present, empirical evidence for psychodynamic therapies for OCD is lacking (Leichsenring et al., 2015). To fill this gap in the research, this pragmatic case study (PCS; Fishman, 1999) aims to demonstrate the viability of short-term psychodynamic psychotherapy (STPP) as an effective treatment for OCD. Specifically, this pilot case study examines the theoretical implementation of Leichsenring and Steinert’s (2017) empirically-derived, manual-guided STPP treatment for OCD, rendered as a treatment for “Serena,” a 28-year-old female patient presenting with mild-to-moderate symptoms of OCD. Serena is a hybrid case, which is an aggregate of actual, de-identified psychotherapy cases and clinical examples from the relevant psychological literature. Through a disciplined inquiry approach, Serena’s treatment process is systematically described. Treatment outcomes are analyzed both qualitatively and quantitatively. This case study attempts to illustrate the interplay between symptom expression and the not-always-linear progress toward structural change. I conclude with a discussion of the applications and limitations of the hybrid case study and STPP for OCD, as well as implications for psychotherapy integration.

Regulation Focused Psychotherapy for Children (RFP-C) is a manualized, time-limited, psychodynamic approach for children who experience challenges with emotion regulation and demonstrate externalizing behavior problems (Hoffman et al., 2016). In research settings, it takes place over ten weeks and includes 16 sessions with the child and four with the child’s parents. This protocol can be extended or modified in regular clinical practice. The current study utilized a dual case study method to analyze pretreatment and post-treatment measures and compare psychotherapy outcomes and process in RFP-C between a successful and an unsuccessful case. Data examined included (a) quantitative outcome measures; (b) case conceptualizations and clinical vignettes drawn from review of session videos; (c) post-treatment interviews with parent, child, and therapist; and (d) psychotherapy process codings of child and parent sessions. These data were employed to (a) identify differential psychotherapy processes; (b) assess parental defense mechanisms; (c) assess parental attachment classifications; and (d) evaluate therapist countertransference ratings. Results indicated that many variables contributed to successful versus unsuccessful treatment outcomes, including but not limited to (a) child’s spontaneity; (b) active participation and emotional expression throughout treatment; (c) themes of child play; (d) therapist’s countertransference; (e) child and parental defense mechanisms; and (f) parental attachment styles. Taken together, findings from this study contribute to the literature on therapeutic outcomes for children and families and highlight some of the essential characteristics of successful psychotherapy process. Limitations of the study and directions for future research are also discussed.

Multicultural psychology emphasizes the role of social, cultural, and gender forces in creating an individual’s identity; the social and cultural world in which they live; and the psychological strengths that different cultures have to offer. In a complementary way, feminist psychology highlights the importance of collectivist alternatives to mainstream, individualistic thinking in the U.S.; and the identification and dismantling of patriarchal power structures that oppress women. Combining these two in a multicultural, feminist approach to psychotherapy highlights the importance of relating to clients with an understanding of, sensitivity to, respect for, and responsiveness to their cultural identities and life situations. This also involves the therapist building on strengths that come from some cultures bringing a collectivist rather than an individualist orientation to life’s challenges, such as combatting child maltreatment. To illustrate the potential of a multicultural, feminist approach to psychotherapy in cases of child maltreatment among minority individuals, the present article offers two highly successful case studies. The first involves “Bashiir,” a 16-year-old African, first-generation immigrant young man from Somalia; and the second involves “Jacquaan,” a 15-year-old African American young man. Both individuals were referred to therapy because of poor school attendance and academic difficulties, and associated symptoms consistent with a Post-Traumatic Stress Disorder (PTSD) diagnosis. These symptoms derived from the clients having lived in poor, dangerous, high crime communities. A crucial component in both cases was the process by which the therapist employed the multicultural feminist approach to cross age, racial, gender, and socioeconomic-class lines to establish a very strong, trusting relationship between the therapist and the client, and between the therapist and the clients’ families.

A healthy marriage is a crucial protective factor for adapting to the challenges of late life. Emotionally Focused Therapy (EFT) for couples is an attachment-based model of psychotherapy that emphasizes here-and-now processing of emotion in a safe holding environment, enhanced understanding of the patterned interactions between self and other, and a non-pathologizing, growth-oriented approach toward couples’ difficulties. This pragmatic case study examines the benefits of EFT for addressing issues specific to late life, including existential concerns such as aging, illness, and mortality, caregiving burdens and stress, cumulative relational trauma over the lifespan, and forgiveness and healing from emotional injuries. The study involved a 20-session treatment of a couple named “Alice” and “Steve,” aged 74 and 75, respectively, with Steve suffering from advanced Parkinson’s Disease. The couple presented with hopelessness and resentment about their caregiving situation, unresolved traumas from early childhood fueling their relationship’s sore spots, and unprocessed grief and fears concerning losses at the end stage of life. The EFT-guided treatment focused on promoting transformational and corrective experiences of secure attachment bonding. Throughout therapy, Alice and Steve cultivated coherent, positive perspectives of their marriage and related hardships by engaging in reminiscence; embraced their longings for each other by relinquishing their defenses against loss and mourning; and strengthened the legacy of their marriage by exploring their shared values and vision of family life. At the end of therapy, the clients retrospectively completed several standardized, quantitative measures assessing aspects of emotional and relational health. Their responses evidenced their heightened emotional awareness and acceptance, increased marital adjustment and satisfaction, and improved attachment security over the course of the therapy. This case study highlights EFT as a potent therapeutic intervention for fostering relationship health in later-life individuals to reduce the public health risks associated with social disconnection and loneliness in the aging population.

This case describes the treatment of Maggie*, a first-year college student dealing with depression, trauma, and suicidal thoughts and behaviors. It illustrates a conceptualization and practice that takes place within a guiding conception positioned in the “unification pathway” to psychotherapy integration. Specifically, I have developed a foundational, meta-theoretical “big picture,” science-based “Unified Theory of Knowledge” (UTOK) that frames the work. It is a model of the evolution of energy, matter, mind, and culture within our universe’s history—that is, from the “big bang” to the multicultural, complex, human societies that dominate the earth today. Within the UTOK metapsychology (Henriques, 2022a), I have described where the discipline of psychology and the theory and practice of psychotherapy are positioned—allowing psychology and psychotherapy to be potentially grounded in a coherent naturalistic ontology that does not reduce to physicalism or overly rely on a natural science empirical epistemology. UTOK shows how we can retranslate the standard biopsychosocial model into a model that defines the layers of existence in term of life (the realm of living organisms), mind (the realm of minded animals), and culture (the realm of human persons). It uses this new big picture framework to reframe and realign the key insights from the four major approaches to individual psychotherapy – behavioral, experiential/humanistic, psychodynamic, and cognitive—since each school of thought captures crucial aspects of human behavior and experience, both in its flourishing and its entrenchment in maladaptive patterns. Because of the scope and complexity of UTOK, it is not possible to fully summarize it in the pages allotted to it in a PCSP case study. Rather, in the psychotherapy case study of Maggie below, the reader is offered a basic outline of UTOK’s overall structure to provide a sense of what it is all about, together with plentiful references to learn more details about UTOK (e.g., Henriques, 2011, 2022a). This outline is then followed by psychotherapy-specific concepts and a central therapeutic technique—CALM-MO—that logically follow from UTOK and were central in Maggie’s treatment, which is then presented in detail and discussed.

The aversive and insidious impact of unresponsive and punishing parenting practices is often evident in the psychological wellbeing, affective expression, and interpersonal dynamics of adult clients. Behavioral and dynamic theories regarding emotional development in the context of learning and trauma, and their corresponding treatments of emotional avoidance, are often viewed as distinct. The following study serves to first explore factors of change in Exposure Therapy (a behavioral treatment) and in Accelerated Experiential Dynamic Psychotherapy (AEDP; a relational and experiential treatment). Next, detailed consideration of the case of “Chris” is utilized to highlight elements of AEDP and Exposure Therapy present across eight individual treatment sessions. Finally, the case study serves to propose that the key principle of change in this treatment—that is, the approach of previously-avoided emotional experiences within the context of interpersonal relationships—is ultimately the same when conceptualized from both an exposure-based and an AEDP-based approach. The study explores the treatment of “Chris,” a 30-year-old man who presented to treatment with chronic feelings of loneliness, a family history of neglect, a tendency to avoid accessing and expressing affect, and a pattern of relating to others that is characteristic of dismissing/avoidant attachment. The predominantly AEDP-guided treatment, which lasted for 8 in-person sessions over a period of about 6 weeks with a virtual follow-up session 8 months later, involved establishing a secure attachment relationship within the therapeutic alliance from which to jointly approach previously-avoided emotional experiences. Across sessions, Chris demonstrated an increased willingness to access previously-avoided emotions, express his emotions to others, and tolerate the emotional expression of others, ultimately leading to a decreased sense of loneliness. A combination of qualitative and quantitative indicators evidenced the positive impact of treatment on Chris’s self-awareness, self-compassion, and quality of life. This study serves to highlight commonalities in conceptualization and effective treatment of emotional avoidance due to aversive parenting practices across dynamic and behavioral orientations in the hopes of increasing accessibility of treatments across orientations and improving treatment integration.

This is a narrative case study of the psychotherapy of “Keo,” a 23-year-old native Hawaiian man who came from a deprived and abusive background. After a period of seeming to turn his life around, Keo became depressed and withdrawn upon learning of a native Hawaiian culture curse that had been perpetrated on him and his sister. In the 24 sessions I saw Keo, I drew on my existential therapy principles to focus on his subjective reality and to work in conjunction with the Hawaiian subculture associated with the curse, including referral to a Kahuna, a healer in the native Hawaiian culture. A major existential dialectic that emerged in the case was Keo’s pull towards freedom from the curse versus his pull towards the status quo to avoid the anxiety associated with change.

The Hogrefe Publishing series "Advances in Psychotherapy - Evidence-Based Practice" provides readers with practical evidence-based guidance on the diagnosis and treatment of the most common disorders seen in clinical practice in a compact, reader-friendly manner. Books in this series can be purchased through Hogrefe's website.

The Hogrefe Publishing series "Advances in Psychotherapy - Evidence-Based Practice" provides readers with practical evidence-based guidance on the diagnosis and treatment of the most common disorders seen in clinical practice in a compact, reader-friendly manner. Books in this series can be purchased through Hogrefe's website.

The Hogrefe Publishing series "Advances in Psychotherapy - Evidence-Based Practice" provides readers with practical evidence-based guidance on the diagnosis and treatment of the most common disorders seen in clinical practice in a compact, reader-friendly manner. Books in this series can be purchased through Hogrefe's website.

The Hogrefe Publishing series "Advances in Psychotherapy - Evidence-Based Practice" provides readers with practical evidence-based guidance on the diagnosis and treatment of the most common disorders seen in clinical practice in a compact, reader-friendly manner. Books in this series can be purchased through Hogrefe's website.

The Hogrefe Publishing series "Advances in Psychotherapy - Evidence-Based Practice" provides readers with practical evidence-based guidance on the diagnosis and treatment of the most common disorders seen in clinical practice in a compact, reader-friendly manner. Books in this series can be purchased through Hogrefe's website.

The Hogrefe Publishing series "Advances in Psychotherapy - Evidence-Based Practice" provides readers with practical evidence-based guidance on the diagnosis and treatment of the most common disorders seen in clinical practice in a compact, reader-friendly manner. Books in this series can be purchased through Hogrefe's website.

The Hogrefe Publishing series "Advances in Psychotherapy - Evidence-Based Practice" provides readers with practical evidence-based guidance on the diagnosis and treatment of the most common disorders seen in clinical practice in a compact, reader-friendly manner. Books in this series can be purchased through Hogrefe's website.

The Hogrefe Publishing series "Advances in Psychotherapy - Evidence-Based Practice" provides readers with practical evidence-based guidance on the diagnosis and treatment of the most common disorders seen in clinical practice in a compact, reader-friendly manner. Books in this series can be purchased through Hogrefe's website.

The Hogrefe Publishing series "Advances in Psychotherapy - Evidence-Based Practice" provides readers with practical evidence-based guidance on the diagnosis and treatment of the most common disorders seen in clinical practice in a compact, reader-friendly manner. Books in this series can be purchased through Hogrefe's website.

The Hogrefe Publishing series "Advances in Psychotherapy - Evidence-Based Practice" provides readers with practical evidence-based guidance on the diagnosis and treatment of the most common disorders seen in clinical practice in a compact, reader-friendly manner. Books in this series can be purchased through Hogrefe's website.