Thesis (D. Min.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 213-219).

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 70-88).

Thesis (M.S.)--University of Michigan, 1988.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1991. / Also available in print.

Thesis (M.S.)--University of Michigan, 1974.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010. / Title from title screen (site viewed July 6, 2010). PDF text: ca. 125 p. ; Mb. UMI publication number: AAT 3397968. Includes bibliographical references. Also available in microfilm and microfiche formats.

Há interesse crescente não só no estudo dos resultados de psicoterapias, mas também nos processos responsáveis pelos resultados obtidos. De uma perspectiva analítico-comportamental discute-se se o processo de mudança psicoterápica se dá por formulação (e seguimento) de novas regras ou pela conseqüenciação direta de comportamentos emitidos na interação terapêutica. Mudanças ocorridas devido a orientação do terapeuta seriam governadas por regras. Por orientação entende-se uma descrição do comportamento feita pelo falante a ser executada pelo ouvinte com descrição explícita ou implícita das conseqüências da ação. A auto-orientação seria uma descrição feita pelo o cliente a ser executado pelo próprio cliente. A pesquisa teve por objetivo analisar quatro variáveis sobre o comportamento de orientar: a) formação teórica comportamental; b) experiência; c) clientes; d) flutuações entre sessões. Participaram desta pesquisa seis terapeutas comportamentais pouco experientes e três experientes. Cada um gravou três sessões com três clientes adultos com diagnóstico variado. As sessões foram transcritas e categorizadas, tendo sido contados o número de palavras e de falas com orientação e auto-orientação e seus subtipos. Os terapeutas comportamentais experientes orientaram significativamente mais seus clientes que os pouco-experientes. No entanto os terapeutas experientes apresentaram maior variabilidade em relação ao uso dessa estratégia. Apenas um dos terapeutas experientes orientou bastante todos seus clientes em todas as sessões. Os clientes de outro dos terapeutas experientes se auto-orientaram significativamente mais que os clientes dos outros terapeutas experientes e pouco-experientes. Quanto aos subtipos de orientações tanto terapeutas experientes como pouco-experientes orientaram mais para ação específica do que para ação genérica, encobertos ou tarefas. Entre os experientes e pouco-experientes ocorreram diferenças significativas referentes aos subtipos orientação para ação específica e orientação para tarefa, mas não houve diferenças significativas para os subtipos orientação para ação genérica e orientação para encoberto. Os terapeutas experientes emitiram significativamente mais orientação para ação específica e os terapeutas pouco-experientes significativamente mais orientação para tarefa. Os resultados sugerem que terapeutas comportamentais tendem a ser diretivos, ou seja, utilizam a estratégia de orientar seus clientes, mas em média menos de 20% das sessões dos terapeutas experientes e menos de 10% das sessões dos terapeutas pouco-experientes são usados com a estratégia de orientação / Increasing interest is being evinced not only in the study of psychotherapeutic results but also in the processes responsible for those outcomes. From a behavior analytical standpoint, discussions are focusing on whether the process of psychotherapeutic change takes place through the formulation (and following) of new rules or through the consequences for behaviors occurring in therapeutic interaction. Changes that take place just the therapist´s orientation are assumed to be governed by rules. Orientation refers to a description of the behavior made by the speaker to be executed by the listener, with an explicit or implicit description of the consequences of the action. Self-orientation is a description made by the client to be executed by himself. The purpose of the research was to analyze the effect of four variables on the behavior of giving orientation: a) a behavioral theoretical education; b) experience; c) clients; and d) fluctuations between sessions. Six inexperienced and three experienced behavior therapists participated in this research. Each of these therapists recorded three sessions with three adult clients with varied diagnosis. The sessions were transcribed and categorized, counting the number of words and of dialogues containing orientation and self-orientation and their subtypes. The experienced behavior therapists oriented their clients significantly more than the inexperienced ones did, although the former displayed a greater variability in relation to the use of this strategy. Only one of the experienced therapists gave substantial orientation to all his clients in every session. The clients of another experienced therapist self-oriented themselves significantly more than the clients of the other two experienced and the inexperienced therapists. As for the subtypes of orientation, both experienced and inexperienced therapists gave more orientation for specific action than for generic action, covert behavior or tasks. The experienced and inexperienced therapists displayed significant differences regarding the subtypes of orientation for specific action and for tasks, but no significant differences in the subtypes of orientation for generic action and covert behavior. The experienced therapists gave more orientation for specific action while the inexperienced ones gave more task-related orientation than the experienced. The findings suggest that behavior therapists tend to be directive, i.e., they use strategies to orient their clients, but that, on average, less than 20% of the experienced therapists´ sessions and less than 10% of the inexperienced therapists´ sessions make use of orientation strategy.

The rational emotive psychology movement has contributed significantly to the development of training approaches to explore the behavioral characteristics and emotional dynamics of full and healthy living. In response, this study was initiated to assess the effects of rational behavior training (RBT) upon emotionally disturbed adolescents in an alternative special education program.

M.A. / Please refer to full text to view abstract