ABSTRACT
It is the rare trainee and practicing therapist who possesses both a solid understanding of psychodynamic theory and the capacity to effectively and appropriately apply common dynamic interventions. Obviously, this observation is not applicable to trainees enrolled in formal psychodynamic training programs. The point is that there is relatively limited education and training in psychodynamic theory and even less on dynamic intervention strategies in most graduate psychotherapy programs. Even books on psychodynamic psychotherapy offer little in the way of descriptions and illustrations of dynamic interventions (Gabbard, 2004; McWilliams, 2004). Nevertheless, the dynamic orientation has developed a number of potent therapeutic interventions that have considerable applicability in nondynamic psychotherapeutic situations. Trainees and practicing therapists with a therapeutic repertoire that includes knowledge, skills, and experience in using such strategies and interventions have a distinct advantage over those without. In this era of integrative therapies, as well as in the current culture of competencybased practice, those endeavoring to practice psychotherapy competently and effectively would do well to expand their therapeutic repertoires to include some dynamic interventions. It is interesting that the psychiatry profession, even though it is pharmacologically focused, mandates psychodynamic training for psychiatrists. Currently, psychiatry residency
training programs require graduates to demonstrate basic competency in both cognitive-behavioral therapy (CBT) and psychodynamic therapy (Plakun et al., 2009).
