Những Khó Khăn của Tư Vấn Viên và Nhà Trị Liệu Mới Vào Nghề

Ackerley, G. D., Burnell, J., Holder, D. C., & Kurdek, L. A. (1988). Burnout among licensed psychologists. Professional Psychology: Research and Practice, 19, 624–631.

Adelson, M. J. (1995). Clinical supervision of therapists with difficult-to-treat patients. Bulletin of the Menninger Clinic, 59, 32–52.

Baltes, P. B. & Smith, J. (1990). Toward a psychology of wisdom and its ontogenesis. In: R. E. Sternberg (Ed.), Wisdom: Its origins, and development. Cambridge: Cambridge University Press.

Bandhauer, B. (1997). Waiting for wisdom to arrive. In J. Kottler (Ed.), Finding your way as a counselor (pp. 7–9). Alexandria, VA: American Counseling Association Press.

Benner, P., & Wrubel, J. (1982). Skilled clinical knowledge: The value of perceptual awareness, part 2. Journal of Nursing Administration, 12, 28–33.

Bordin, E. S. (1994). Theory and research on the therapeutic working alliance: New directions. In A. O. Horvath & L. S. Greenberg (Eds.), The working alliance: Theory, research, and practice. New York: John Wiley & Sons.

Orlinsky, D., Botermans, J-F. & Rønnestad, M. H. (2001). Towards an empiricallygrounded model of psychotherapy training: Five thousand therapists rate influences on their development. Australian Psychologist, 36, 139–148.

Brinson, J. (1997). Reach out and touch someone. In J. Kottler (Ed.), Finding your way as a counselor (pp. 165–167). Alexandria, VA: American Counseling Association Press.

Chi, M. T. H., Glaser, R., & Farr, M. J. (Eds.). (1988). The nature of expertise. Hillsdale, NJ: Erlbaum.

Dlugos, R. F., & Friedlander, M. L. (2001). Passionately committed psychotherapists: A qualitative study. Professional Psychology, 32, 298–304.

Doehrman, M. J. (1976). Parallel processes in supervision and psychotherapy. Bulletin of the Menninger Clinic, 40, 1–104.

Ellwein, M. C., Grace, M. E., & Comfort, R. E. (1990). Talking about instruction: Student teachers' reflections on success and failure in the classroom. Journal of Teacher Education, 41(4), 3–14.

Farber, B. A., & Heifetz, L. J. (1981). The satisfactions and stresses of psychotherapeutic work: A factor analytic study. Professional Psychology: Research and Practice, 12, 621–630.

Goldberg, C. (1992). The seasoned psychotherapist: Triumph over adversity. New York: Norton.

Horvath, A. O. & Greenberg, L. S. (Eds.) (1994). The working alliance. New York: Wiley.

Lambert, M. J. (1989). The individual therapist's contribution to psychotherapy process and outcome. Clinical Psychology Review, 9, 469–485.

Løvlie-Schibbye, A-L. (1999). Utvikling av personlig og teoretisk reflektivitet: Om studenters utdannelse i psykoterapi. I: M. H. Rønnestad & S. Reichelt (Eds.). Psykoterapiveiledning. Oslo: Tano Aschehoug.

Neufeldt, S. (1999). Supervision strategies for the first practicum (2nd ed.). Alexandria, VA: American Counseling Association.

Neufeldt, S. A., Kavno, M. P., & Nelson, M. L. (1996). A qualitative study of experts' conceptualization of supervisee reflectivity. Journal of Counseling Psychology, 43(1), 3–9.

Norcross, J. C. (2002) (Ed.). Psychotherapy relationships that work: Therapist contributions and responsiveness to patients (pp. 89–108). Oxford: Oxford University Press.

Ohlson, G. (1996). Sjalvkjansla i obalans: En studie over terapeutelevers uppfattning om sine fardigheter. Nordisk Psykologi, 48, 252–265.

Orlinsky, D. E., & Rønnestad, M. H. (2001). The therapists' perspective: Experiences of work, development and personal life. Unpublished book manuscript.

Orlinsky, D., Botermans, J-F., Rønnestad, M. H. & the SPR Collaborative Research Network. (in press). Towards and empirically-grounded model of psychotherapy training: Five thousand therapists rate influences on their development. Australian Psychologist.

Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass.

Pica, M. (1998). The ambiguous nature of clinical training and its impact on the development of student clinicians. Psychotherapy, 35, 361–365.

Pincus, S. (1997). Recognizing your emotional vulnerabilities. In J. Kottler (Ed.), Finding your way as a counselor (pp. 59–61). Alexandria, VA: American Counseling Association Press.

Prochaska, J. O. (1999). How do people change, and how can we change to help more people? In M. A. Hubble, B. A. Duncan, & S. M. Miller (Eds.), The heart and soul of change: What works in therapy (pp. 227–255). Washington, DC: American Psychological Association.

Radeke, J., & Mahoney, M. J. (2000). Comparing the personal lives of psychotherapists and research psychologists. Professional Psychology: Research and Practice, 31, 82–84.

Raimy, V. C. (Ed.). (1950). Training in clinical psychology. Upper Saddle River, NJ: Prentice Hall.

Robiner, W. N., Fuhrman, M., & Ristvedt, S. (1993). Evaluation difficulties in supervising psychology interns. Clinical Psychologist, 46, 3–13.

Rodolfa, E. R., Kroft, W. A., & Reilley, R. R. (1988). Stressors of professionals and trainees at APA-approved counseling and V. A. Medical Center internship sites. Professional Psychology: Research and Practice, 19, 43–49.

Rønnestad, M. H., & Skovholt, T. M. (1991). En modell for profesjonell utvikling og stagnasjon hos terapeuter og radgivere [A model of the professional development and stagnation of therapists and counselors]. Tidsskrift for Norsk Psykologforening [Journal of the Norwegian Psychological Association], 28, 555–567.

Rønnestad, M. H., & Skovholt, T. M. (1993). Supervision of beginning and advanced graduate students of counseling and psychotherapy. Journal of Counseling and Development, 71, 396–405.

Rønnestad, M. H., & Skovholt, T. M. (1997). Berufliche entwicklung und supervision von psychotherapeuten [Professional development and supervision of psychotherapists]. Psychotherapeut, 42, 299–306. (German)

Rønnestad, M. H. & Skovholt, T. M. (2001). Learning arenas for professional development. Retrospective accounts of senior psychotherapists. Professional Psychology: Research and Practice, 32, 181–187.

Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

Skovholt, T. M. (2001). The resilient practitioner: Burnout prevention and self-care strategies for counselors, therapists, teachers, and health professionals. Boston: Allyn & Bacon.

Skovholt, T. M., & McCarthy, P. R. (Eds.). (1988). Critical incidents in counselor development [Special issue]. Journal of Counseling and Development, 67, 69–135.

Skovholt, T. M., & Rønnestad, M. H. (1995). The evolving professional self: Stages and themes in therapist and counselor development. New York: John Wiley & Sons.

Skovholt, T. M., Rønnestad, M. H., & Jennings, L. (1997). Searching for expertise in counseling, psychotherapy, and professional psychology. Educational Psychology Review, 9(4), 361–369.

Stoltenberg, C. & Delworth, U. (1987). Supervising counselors and therapists: A developmental approach. San Francisco: Jossey-Bass.

Torrence, P. (1996). The culture and mentoring series. In A. M. Soliman, Mentoring relationships in the Arab culture (pp. 1–2). Athens, GA: Georgia Studies of Creative Behavior.

Tronick, E. Z. (1989). Emotions and emotional communication in infants. American Psychologist, 44, 112–119.

Wampold, B. E. (2001). The great psychotherapy debate: Models, methods, and findings. Mahwah, NJ: Lawrence Erlbaum Associates.

Ward, C. C., & House, R. M. (1998). Counseling supervision: A reflective model. Counselor Education and Supervision, 38, 23–33.

Yalom, I. D. (1985). The theory and practice of group psychotherapy. New York: Basic Books.

Zeigler, J. N., Kanas, N., Strull, W. M., & Bennet, N. E. (1984). A stress discussion group for medical interns. Journal of Medical Education, 59, 205–207.