Studying Psychotherapy

From time to time one of my former students comes to see me when he or she is in Portland. It is one of the great pleasures of my life, especially when they go on to achieve the kind of success that the person who came to see me a few weeks ago day has.

Professor Jeffrey Berman was one of the first students who studied with me at Reed. I guided him on his senior thesis and Jeffrey was able to publish the results. Since then he has conduced a large number of influential studies on the effects of psychotherapy.

A great many therapists resist the experimental scrutiny of their practice. Nevertheless, Jeffrey forges on. He always has a new study to tell me about and no doubt it is a controversial one, in spite of its methodological rigor. In most cases, his research takes issue with one of the many current myths about psychotherapy.

Much of his research involves comparing the outcomes of different types of therapy, say behavioral, cognitive, humanistic, psychoanalytic, or “undifferentiated” counseling, etc. In the study we discussed in detail he compared the therapeutic effects of trained (professional) and untrained (paraprofessional) therapists.

Training programs are almost naturally assumed to be necessary for clinical success, that a trained therapist is bound to be more effective than an untrained one. Most of the prior research confirmed this assumption. However, Jeffrey found they were based on inappropriate comparisons and statistical analyses.

To avoid those problems he carried out a more selective comparison with stiffer methodological requirements. Unlike the previous studies he found that professional (trained) and paraprofessional (untrained) therapists were generally equal in client outcome effectiveness.

Further, there were no outcome differences for patient problems or for type of treatment or, finally, for treatments carried out individually or in groups. In a word, on these measures, trained therapists were no more effective than those who were untrained.

Of course, these findings are no better than the previous studies upon which they were based. And while they were chosen with great care, they were not original studies carried out by Jeffrey, research that is extremely difficult to conduct now. So in the end he had to fall back on a second order comparison, known as meta-analysis that has become the standard method of summarizing research findings but to some commentators has its own inherent limitations.

Nevertheless, his findings both surprised and pleased me; one more myth about psychotherapy falls by the wayside to empirical analysis. Of course, I was also pleased to hear about his research and how provocative it continues to be.

Recently, he has been returning to Reed each year, ostensibly for his annual class reunion. But I know it also reflects how much his years at Reed, his many friends, the great spirit of the place means to him. It is an ailment for which there is no cure, one that affects most graduates of this very special college.

Reed College

I taught at Reed College in Portland Oregon for over 25 years. You may know something about the place—the bright and kooky students, its dedication to serious study, and reputation for graduating students who go on to receive advanced degrees.

I was always grateful to be a part of the Reed Community and think often about the important ways in which it shaped my life. It was a privileged to be there and, lo and behold, be paid to teach and do research on matters that were important to me at the time with the talented individuals who came to study there.

Last year Reed celebrated its one-hundredth birthday with a “gargantuan party, complete with dancers, drummers, jugglers, mad scientists, and a massive chorus reciting lines from the Iliad in Greek.”

The December 2011 issue of the “Reed Magazine” marked the centennial with a series of articles on student and faculty views and an alphabetically organized list of the people, traditions and ideas that have characterized Reed during its first 100 years.

A biology student said: “Reed taught me that the root of genius is passion. I was lucky to meet so many passionate geniuses at Reed.”

An economics senior commented: “This is a place where anything can happen. The Reed community is not just bounded by campus. It stretches across the globe and spans generations.”

In 1991 Steve Jobs was honored with a special award for distinguished accomplishment in science and technology. Although Jobs dropped out after one semester, he dropped back in as he put it for another year and a half to take classes, most notably in calligraphy.

In accepting the award he said that as a freshman “I was forced to go to humanities lectures it seemed like every day… And at the time I thought these were meaningless and even somewhat cruel endeavors to be put through. I can assure you that as the patina of time takes its toll, I thank God that I had these experiences here. It has helped me in everything I’ve ever done, although I wouldn’t have guessed it at the time.”

The poet and environmental activist Gary Snyder, who received the Pulitzer Prize for Poetry in 1974 for his book Turtle Island, graduated from Reed in 1951 with a dual degree in anthropology and literature. Snyder was raised in the Pacific Northwest and has often returned to the College for poetry readings. "What I Have Learned" was published in his 1983 collection Axe Handles.

WHAT HAVE I LEARNED
What have I learned but
the proper use for several tools?

The moments
between hard pleasant tasks

To sit silent, drink wine,
and think my own kind
of dry crusty thoughts.

-the first Calochortus flowers
and in all the land,
it's spring.
I point them out:
the yellow petals, the golden hairs
to Gen.

Seeing in silence:
never the same twice,
but when you get it right,

you pass it on.