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Bias Toward Psychodynamic Therapy: Framing the Problem and Working Toward a Solution

Abbass, A; Luyten, P; Steinert, C; Leichsenring, F; (2017) Bias Toward Psychodynamic Therapy: Framing the Problem and Working Toward a Solution. Journal of Psychiatric Practice , 23 (5) pp. 361-365. 10.1097/PRA.0000000000000256. Green open access

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Abstract

Although psychodynamic therapy (PDT) is an evidence-based intervention for a broad spectrum of psychiatric conditions, there is often notable bias in the way PDT is depicted both in the popular media and in the scientific literature. This has contributed to a negative view of PDT, which hampers both patient access to this treatment and researcher access to funding for further research on PDT. The adverse effects of these distortions and biases are detrimental not only to PDT but also to the overall field of psychotherapy, raising questions about its credibility. Here we summarize current evidence for PDT, describe existing biases, and formulate a set of recommendations to foster a more balanced perspective on PDT.

Type: Article
Title: Bias Toward Psychodynamic Therapy: Framing the Problem and Working Toward a Solution
Location: United States
Open access status: An open access version is available from UCL Discovery
DOI: 10.1097/PRA.0000000000000256
Publisher version: https://doi.org/10.1097/PRA.0000000000000256
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/10022876
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