How Master’s Students Document Stability and Change within and Across Progress Notes
Department of Family Therapy
Contemporary Family Therapy
To address a gap regarding how clinicians record progress in therapy, the researchers conducted a qualitative study of de-identified progress notes from a university-based brief therapy training clinic. The researchers described trainees’ stability and change documentation with respect to problem-oriented and solution-oriented talk in their progress notes. The patterns were (a) problem-oriented stability and problem to solution change within first sessions; (b) problem-oriented and solution-oriented stability within last sessions; and (c) stability (e.g., problem to problem) and change (e.g., problem to solution) across first and last sessions. Findings suggest that first session problem and solution outcomes do not necessarily predict last session outcomes (i.e., problem continuation or change to solutions).
Somers, C. V., Benjamin, J. D., & Chenail, R. J. (2010). How Master’s Students Document Stability and Change within and Across Progress Notes. Contemporary Family Therapy, 32 (1), 22-38. https://doi.org/10.1007/s10591-009-9105-7