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Common factors: post hoc explanation or empirically based therapy approach?
Michael J Lambert1, Benjamin M Ogles1
1Department of Psychology, Brigham Young University.
This study examines the common factors perspective in evidence-based practice, agreeing with its explanation for therapeutic equivalence but questioning a distinct "common factors approach." The authors offer clarifications on psychotherapy research and its application.
Area of Science:
- Psychology
- Psychotherapy Research
- Evidence-Based Practice
Background:
- The common factors perspective offers a parsimonious explanation for therapeutic equivalence across different orientations in treatment outcome literature.
- Laska, Gurman, and Wampold (2014) advocate for incorporating this perspective into evidence-based practice.
- However, the extent to which a distinct 'common factors approach' exists remains a point of discussion.
Purpose of the Study:
- To comment on Laska et al.'s arguments regarding the common factors perspective in evidence-based practice.
- To clarify the application of common factors in psychotherapy process and outcome research.
- To amend the conceptualization of a 'common factors approach' within evidence-based practice.
Main Methods:
- Critical commentary on existing literature and arguments presented by Laska et al. (2014).
- Analysis of psychotherapy process and outcome research to support or amend the common factors perspective.
- Linguistic and conceptual clarification of the application of common factors in practice.
Main Results:
- Agreement with the common factors explanation for therapeutic equivalence as supported by scientific evidence.
- Disagreement with the notion of a singular, overarching
Conclusions:
- The common factors perspective is a valuable lens for understanding therapeutic equivalence.
- Clarification is needed regarding the existence and definition of a distinct 'common factors approach' in evidence-based practice.
- Further refinement of language and perspective is beneficial for applying psychotherapy research to evidence-based practice.
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