促进性人际交往能力也与儿童治疗相关,所以我们为什么不测量它们呢?

IF 1.6 Q3 PSYCHOLOGY, CLINICAL
Jordan Bate, Angelica Tsakas
{"title":"促进性人际交往能力也与儿童治疗相关,所以我们为什么不测量它们呢?","authors":"Jordan Bate, Angelica Tsakas","doi":"10.4081/ripppo.2022.595","DOIUrl":null,"url":null,"abstract":"One of the consistent findings from psychotherapy process research has been the impact of therapist effects on patient change and the therapeutic alliance. The Facilitative Interpersonal Skills (FIS) paradigm is a task in which participants respond to standardized videos of actors playing patients in interpersonally challenging moments as if they were the therapist, which was designed to assess therapist effects. Participants’ video recorded responses are coded for eight skills: verbal fluency, emotional expressiveness, warmth/acceptance/understanding, empathy, persuasiveness, hope/positive expectations, alliance-bond capacity, and rupture-repair responsiveness. Performance-based procedures like the FIS minimize self-report bias and systematically control for client-related variability while maintaining strong clinical relevance. Research has shown that therapist FIS predicts the quality of the therapeutic alliance and outcome in adult psychotherapy. This paper describes the development and first adaptation of the FIS task using child and adolescent patients as the stimuli, and reports findings from a pilot study testing the reliability. The FIS-Child (FIS-C) task was administered to 10 therapists with a range of clinical backgrounds. Participants also completed the original FIS task and self-report measures of their empathy, social skills, and playfulness. Adequate interrater reliability was achieved on the FIS-C. There were no significant differences between participants’ ratings on the FIS-C compared to the original FIS, although there were minor differences in the correlations between the FISC and self-report measures compared to the original FIS. Findings support moving forward with utilizing the FIS-C to empirically study therapist effects that may be common factors across treatment models.","PeriodicalId":44262,"journal":{"name":"Research in Psychotherapy-Psychopathology Process and Outcome","volume":"51 1","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Facilitative interpersonal skills are relevant in child therapy too, so why don’t we measure them?\",\"authors\":\"Jordan Bate, Angelica Tsakas\",\"doi\":\"10.4081/ripppo.2022.595\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"One of the consistent findings from psychotherapy process research has been the impact of therapist effects on patient change and the therapeutic alliance. The Facilitative Interpersonal Skills (FIS) paradigm is a task in which participants respond to standardized videos of actors playing patients in interpersonally challenging moments as if they were the therapist, which was designed to assess therapist effects. Participants’ video recorded responses are coded for eight skills: verbal fluency, emotional expressiveness, warmth/acceptance/understanding, empathy, persuasiveness, hope/positive expectations, alliance-bond capacity, and rupture-repair responsiveness. Performance-based procedures like the FIS minimize self-report bias and systematically control for client-related variability while maintaining strong clinical relevance. Research has shown that therapist FIS predicts the quality of the therapeutic alliance and outcome in adult psychotherapy. This paper describes the development and first adaptation of the FIS task using child and adolescent patients as the stimuli, and reports findings from a pilot study testing the reliability. The FIS-Child (FIS-C) task was administered to 10 therapists with a range of clinical backgrounds. Participants also completed the original FIS task and self-report measures of their empathy, social skills, and playfulness. Adequate interrater reliability was achieved on the FIS-C. There were no significant differences between participants’ ratings on the FIS-C compared to the original FIS, although there were minor differences in the correlations between the FISC and self-report measures compared to the original FIS. Findings support moving forward with utilizing the FIS-C to empirically study therapist effects that may be common factors across treatment models.\",\"PeriodicalId\":44262,\"journal\":{\"name\":\"Research in Psychotherapy-Psychopathology Process and Outcome\",\"volume\":\"51 1\",\"pages\":\"\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2022-02-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in Psychotherapy-Psychopathology Process and Outcome\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4081/ripppo.2022.595\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, CLINICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Psychotherapy-Psychopathology Process and Outcome","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4081/ripppo.2022.595","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
引用次数: 3

摘要

心理治疗过程研究的一致发现之一是治疗师对患者改变和治疗联盟的影响。促进人际关系技巧(FIS)范式是一项任务,参与者对演员在人际关系挑战时刻扮演患者的标准化视频做出反应,就好像他们是治疗师一样,旨在评估治疗师的效果。参与者的视频反应被编码为八种技能:语言流畅性、情感表现力、温暖/接受/理解、同理心、说服力、希望/积极期望、联盟-纽带能力和破裂-修复反应。像FIS这样的基于绩效的程序最大限度地减少了自我报告的偏差,并系统地控制了与客户相关的变异性,同时保持了很强的临床相关性。研究表明,在成人心理治疗中,治疗师FIS可以预测治疗联盟的质量和结果。本文描述了使用儿童和青少年患者作为刺激的FIS任务的发展和首次适应,并报告了一项测试可靠性的试点研究的结果。FIS-Child (FIS-C)任务对10名具有不同临床背景的治疗师进行了测试。参与者还完成了最初的FIS任务,并自我报告了他们的同理心、社交技能和游戏性。在FIS-C上实现了足够的中继器可靠性。与原始FIS相比,参与者对FIS- c的评分没有显着差异,尽管与原始FIS相比,FISC和自我报告测量之间的相关性存在微小差异。研究结果支持进一步利用FIS-C对治疗师效果进行实证研究,这可能是治疗模式中的共同因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Facilitative interpersonal skills are relevant in child therapy too, so why don’t we measure them?
One of the consistent findings from psychotherapy process research has been the impact of therapist effects on patient change and the therapeutic alliance. The Facilitative Interpersonal Skills (FIS) paradigm is a task in which participants respond to standardized videos of actors playing patients in interpersonally challenging moments as if they were the therapist, which was designed to assess therapist effects. Participants’ video recorded responses are coded for eight skills: verbal fluency, emotional expressiveness, warmth/acceptance/understanding, empathy, persuasiveness, hope/positive expectations, alliance-bond capacity, and rupture-repair responsiveness. Performance-based procedures like the FIS minimize self-report bias and systematically control for client-related variability while maintaining strong clinical relevance. Research has shown that therapist FIS predicts the quality of the therapeutic alliance and outcome in adult psychotherapy. This paper describes the development and first adaptation of the FIS task using child and adolescent patients as the stimuli, and reports findings from a pilot study testing the reliability. The FIS-Child (FIS-C) task was administered to 10 therapists with a range of clinical backgrounds. Participants also completed the original FIS task and self-report measures of their empathy, social skills, and playfulness. Adequate interrater reliability was achieved on the FIS-C. There were no significant differences between participants’ ratings on the FIS-C compared to the original FIS, although there were minor differences in the correlations between the FISC and self-report measures compared to the original FIS. Findings support moving forward with utilizing the FIS-C to empirically study therapist effects that may be common factors across treatment models.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
3.80
自引率
18.50%
发文量
28
审稿时长
10 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信