In both individual and relational psychotherapy contexts, it has been argued that the effectiveness of psychotherapy practice is associated with common factors cutting across the models including client factors, therapist factors, hope/expectancy of the clients, allegiance of the therapists, the quality of therapeutic relationship, and the basic counseling skills rather than model specific factors (Davis and Piercy, 2007a, 2007b; Lambert, 1992; Hubble, Duncan, and Miller, 1999; Sprenkle, Davis, and LeBow, 2009; Sprenkle, Davis, and LeBow, 2009; Wampold, 2001, 2008, 2015). However, the common factors perspective has been criticized for not having a theoretical framework, operationalization of its elements, and research support (Sexton, Ridley, and Kleiner, 2004). Despite gradually increasing interest in the literature, the research exploring the common factors of effective psychotherapy practice is still in its baby steps in the context of relational psychotherapy. In this study, motivational interviewing (MI) is presented as a theoretical framework and a practical research tool for exploring common factors in the context of relational psychotherapy. The research questions of to what extent motivational interviewing elements are implemented in the context of relational psychotherapy and to what extent therapist behaviors are associated with client change behaviors were explored by using task analysis and sequential analysis methodologies. Using the AAMFT Masters Series Tapes of MFT Model developers, including Boszmormenyi-Nagy, Minuchin, Satir, Whitaker, and White, the exemplary demonstrations of relational psychotherapy were rated on the Motivational Interviewing Treatment Integrity Scale (MITI 4.2.1., Moyers et al., 2014) for therapist behaviors and on the Motivational Interviewing Skills Code-Client Behaviors Scale (MISC; Miller, Moyers, Ernst, and Amrhein, 2003) and the Experiencing Scale (EX; Klein, Mathieu, Kiesler, and Gendlin, 1969) for the client change behaviors. The results are discussed in terms of a common factors perspective. / Ph. D. / Since the beginning of psychotherapy as a method of treatment, the answers to the age-old question of how psychotherapy helps people to change has become more sophisticated, elaborated, and diversified. Recent literature focusing on individual psychotherapy processes shows that it might be the common factors cutting across the models including the quality of therapeutic relationship, and the basic counseling skills rather than model specific factors are responsible for change in psychotherapy process. However, there are few studies exploring these factors in the context of relational psychotherapy. By means of in depth analyses of the relational psychotherapy training videos, this study contributes to the understanding of common factors of effective practice in relational psychotherapy. Thanks to this study, the clinicians and researchers can have a better understanding of the effective relational psychotherapy practice. This understanding will allow the clinicians, researchers, and health care providers and educators to provide better clinical service and develop more effective psychotherapy practices.

A computer interview has been found to be valuable in eliciting information. This thesis describes the use of a CIS in two different clinical settings (GP surgery and chiropractic clinic), with the aims of aiding recognition of patients with anxiety or depression and enhancing communication between patient and clinician. The Hospital Anxiety and Depression Scale (HADS) was included in the computer interview. 60 patients used the CIS in both settings, 6 GPs and 3 chiropractors were involved in the study. A high level of acceptance of the CIS was found in patients and clinicians in both settings. 99% of patients rated the system as “easy” or “extremely easy to use”. In the GP surgery, 80% of patients felt that they were “possibly” (68.33%) or “definitely” (11.67%) more focussed for the consultation. In the chiropractic clinic, 41.7% of patients said they disclosed new information and 33.3% felt better prepared for the consultation. The CIS aided the recognition of some individuals with anxiety or depression, more so within the chiropractic clinic than in the GP surgery. The information in the interview transcript was considered more useful by the chiropractors than the GPs (85% v 21.67%); this could be partially attributable to the fact that the chiropractors added 15 reassessment questions to the question set, whilst the GPs only added 4, more general, questions. The CIS also helped to highlight communication issues and show trends within the patient populations. Although the CIS was found to be of benefit in both settings, the GPs felt that it was more appropriate for use with specific patient groups. In the chiropractic clinic, the CIS was an effective addition to the periodic patient reassessment process. It would be possible to deliver other, individualised screening interviews using the CIS, delivery of which could be enhanced using handheld devices.

School counselors have potential to make significant gains in closing the achievement gap for all students as advocated for by the American School Counseling Association. School counseling is moving away from the no-model model of services delivery that places counselors at the whim of principals, parents and teachers who traditionally define counseling duties according to their needs. Instead, it is moving toward a school counseling framework advocated for by national and state organizations. A core concept of these frameworks is the use of evidence-based practices to meet the needs of all learners. Motivational Interviewing (MI) is an evidence-based counseling practice developed to assist with resolution of ambivalence and behavior change. Researched throughout the world in a variety of settings from the health professions to prisons, the results show promise in MI for assisting with behavior change in both adult and adolescent populations. MI training is currently available to school counselors at conferences, school district trainings and through self-study. There is little research on the efficacy of MI and school counseling training and implementation. The purpose of this dissertation is to produce two manuscripts related to school counseling and MI. Using a concurrent multiple baseline design, this study focused on the impact of MI feedback and coaching supervision of school counseling graduate students (N=3) with previous beginning MI training in a two day workshop. The hypothesis stated that subsequent feedback and coaching supervision improved school counseling graduate the percentage of MI adherent behavior on the Motivational Interviewing Treatment Integrity (MITI 3.1). The global rating scores increased with feedback and coaching supervision and the participants moved from levels of beginning MI competency to proficiency in their mean scores. Participants did not, however, increase the percentage of MI adherent behavior. These score began high and remained high throughout the 10 week duration of the research. Implications for this study include highlighting the importance of feedback and coaching supervision for school counseling graduate students wanting to increase beginning MI skills, and it marks the beginning of research on training and implementing MI in school counseling programs. / Graduation date: 2013

A program for the training of graduate student consultants in behavioral interviewing skills is presented. The initial interview of behavioral consultation, problem identification, was taught. The training program involved a videotape interview between a consultant and consultee in which appropriate verbalizations specific to the problem identification interview were modeled and/or specific problem identification objectives were narrated. Sixty graduate student consultants were trained using either or both of these techniques. The consultants later had the opportunity to role-play a problem identification interview to demonstrate the consultation skills acquired through observation of the modeling and/or the narrated instructions. This role-played interview was audio-recorded and the verbalized statements coded on the Consultation Analysis Record, a technique in which independent verbalized statements are coded on four categories. These coded statements were statistically analyzed in order to determine the effectiveness of the training program in training the problem identification interview. The training program was evaluated using a multivariate analysis of variance design. Results of the study indicated that verbal skills specific to problem identification interview were acquired when modeled training alone was used. No skills acquisition resulted in the instruction only or the modeling plus instruction training conditions. The implications of this study for the training of psychologists in behavioral consultation are discussed. This investigation lent support for the use of modeling as a training technique and the Consultation Analysis Record as a systematic method of the behavioral assessment of interviewing skills.

Contrary to interviewing guidelines, a considerable portion of witness interviews are not recorded. Investigators’ memory, their interview notes, and any subsequent interview reports therefore become important pieces of evidence; the accuracy of interviewers’ memory or such reports is therefore of crucial importance when interviewers testify in court regarding witness interviews. A detailed recollection of the actual exchange during such interviews and how information was elicited from the witness will allow for a better assessment of statement veracity in court. Two studies were designed to examine interviewers’ memory for a prior witness interview. Study One varied interviewer note-taking and type of subsequent interview report written by interviewers by including a sample of undergraduates and implementing a two-week delay between interview and recall. Study Two varied levels of interviewing experience in addition to report type and note-taking by comparing experienced police interviewers to a student sample. Participants interviewed a mock witness about a crime, while taking notes or not, and wrote an interview report two weeks later (Study One) or immediately after (Study Two). Interview reports were written either in a summarized format, which asked interviewers for a summary of everything that occurred during the interview, or verbatim format, which asked interviewers to record in transcript format the questions they asked and the witness’s responses. Interviews were videotaped and transcribed. Transcriptions were compared to interview reports to score for accuracy and omission of interview content. Results from both studies indicate that much interview information is lost between interview and report especially after a two-week delay. The majority of information reported by interviewers is accurate, although even interviewers who recalled information immediately after still reported a troubling amount of inaccurate information. Note-taking was found to increase accuracy and completeness of interviewer reports especially after a two week delay. Report type only influenced recall of interviewer questions. Experienced police interviewers were not any better at recalling a prior witness interview than student interviewers. Results emphasize the need to record witness interviews to allow for more accurate and complete interview reconstruction by interviewers, even if interview notes are available.

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Call number: LD2668 .T4 1984 E86 / Master of Science

This project aims to determine if and how the relatively new journalistic tool of Twitter is impacting journalistic decision-making and news production as a legitimate tool amongst sports writers. Using the methods of qualitative textual analysis and in-depth interviewing, this project analyzes the words and tweets of nine journalists at prominent U.S. newspapers in an attempt to fill a void in research among the topics of journalistic decision-making, sports journalism, and Twitter and to answer questions that arise from the marriage of a certain type of journalism and a particular new media platform.

This study questions whether it is possible to show greater interviewer agreement on client's problems as a result of training. The study examined the comparison of the behavioral assessment interview, the psychodynamic assessment interview, and a no-training control interview. Additionally, four other dependent variables were examined which related to effectiveness of interview format: proportion of problems identified of those mentioned by the client, number of problems mentioned by the client, total number of problems identified by the interviewer, and number of interviewer errors per interview. The results demonstrated that behavioral interviewers had significantly higher agreement than the psychodynamic and no-training control. Behavioral interviewers were also significantly comprehensive in that they better identified a higher proportion of the problems mentioned by clients than the other two groups. Consistently, although not significantly, the behavioral interviewers identified more problems overall than the other two groups, although the number of problems mentioned by clients did not vary by group. The surprising findings of the study is that behavioral interviewers made significantly more errors per interview than the others, despite their effectiveness in obtaining interviewer agreement on client problem reports.