How Master’s Students Document Stability and Change within and Across Progress Notes

Author(s)

Cynthia V. Somers, Nova Southeastern University
Joy D. Benjamin, Nova Southeastern University
Ronald J. Chenail, Nova Southeastern UniversityFollow

ORCID ID

0000-0002-9312-9780

ResearcherID

G-8814-2018

Publication Title

Contemporary Family Therapy

ISSN

1573-3335

Publication Date

2010

Abstract

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).

DOI

10.1007/s10591-009-9105-7

Volume

32

Issue

1

First Page

22

Last Page

38

NSUWorks Citation

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