Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 58-72). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 58-72). Also available on the Internet.

It has been shown repeatedly that many people hold personality stereotypes of stutterers. The attitudes of psychotherapists regarding stutterers have never been investigated. The present investigation assessed the degree to which psychotherapists-in-training hold stereotypes of stutterers as compared to normally fluent speakers. Two groups viewed a videotaped vignette of a male. In one, the male interviewee displayed stuttering behaviors. In the other, the same male spoke fluently. Participants then rated the male interviewee on several personality dimensions. Contrary to previous findings, the group viewing the stuttering interviewee rated him no differently than did the group viewing the fluent interviewee. Greater knowledge of stuttering was associated with more positive ratings of the person who stuttered. The clinical and research implications of these findings are then discussed.

No description available.

The purpose of this study was to investigate how therapists' use of humor in psychotherapy would affect subjects' ratings of those therapists. Short excerpts illustrating different levels of humor were developed by having four professional therapists view videotapes of actual therapy sessions and rate the therapists on amount of humor used. Interjudge agreement was obtained on six excerpts. These six included two excerpts in which the therapists were judged to have used no humor, two in which the therapists were judged to have used a slight amount of humor and two in which the therapists were judged to have used a moderate amount of humor. These six excerpts were then viewed and rated by 72 subjects on the dimensions of empathy, respect, warmth, genuineness, concreteness and self-disclosure. It was found that significant differences existed between all three humor groups on the condition of respect. The group judged to have used no humor was rated superior to the two groups using humor in amount to respect shown by the therapists to the clients. When the two groups judged to have used humor were compared, the group in which the therapists used more humor was rated significantly lower than the group judged to have used a slight amount of humor. It was concluded that subjects' ratings on the condition of respect decreased as greater amounts of humor were introduced by the therapists. Significant differences were not found between humor groups on the conditions of empathy, warmth, genuineness, concreteness and self-disclosure. However, the pattern observed in the subjects' ratings on the conditions of empathy and warmth suggested that the ratings given to therapists decreased as amount of humor increased. The results on the conditions of genuineness and concreteness were inconclusive. On the condition of self-disclosure, the pattern observed in the ratings suggested that a direct relationship existed between amount of humor and ratings received.

This investigation explored the effects of two independent variables choosing a therapist and pretherapy training (PTT) and their interaction on psychotherapeutic outcome. The subjects were students who applied for counseling services at the University of Arizona's Student Counseling Serivice. Six therapists participated in the study by seeing the subjects who were assigned to them by the investigator for three sessions each. Subjects were assigned to one of six groups: (1) first choice therapy and viewing of pretherapy training videotape, (2) other than first choice therapist and viewing of pretherapy training videotape, (3) no choice therapist (random assignment) and viewing of pretherapy training videotape, (4) first choice therapist and not viewing the pretherapy training videotape, (5) other than first choice therapist and not viewing the pretherapy training videotape and, (6) no choice of therapist (random assignment) and not viewing the pretherapy training videotape. All therapists in the study were videotaped conducting a ten minute intake interview with the same model client. Subjects that were in groups requiring choosing a therapist, groups one, two, four, and five, viewed videotapes of three therapists and made their selection from that subgroup. The pretherapy training videotape was a model counseling session between a model therapist and model client followed by a commentary of the ways in which the client behaved appropriately during the counseling session. The two instruments used were a self-report instrument for the clients, the Brief Symptom Psychiatric Rating Scale (Overall and Aronson, 1962). Pretest measures were taken using the Brief Symptom Inventory (BSI) prior to treatment and using the Brief Psychiatric Rating Scale (BPRS) after the first session. Post-test measures using both instruments were taken after the 3rd therapy session. ANCOVAs were performed, using the pre-test score as the covariate. No significant effects were found for the choice variable on either the BSI or the BPRS. Significant effects were found for pre-therapy training on the Depressive Mood and Hostility scales of the BPRS although no effect was found for pretherapy training on the BSI. The only significant interaction effect for the two independent variables was found on the Hostility subscale of the BSI.

D.Litt. et Phil. / The emphasis on the person of the therapist as a subject of theoretical and practical psychotherapy emerges at this time in history largely because of the reemergence of the concern with the uniqueness of human experience over the past century. This study hopes to gain some understanding of the self by focusing specifically on the experience of the trainee Gestalt therapist in order to gain insight into the essence of her experiences of being trained as a therapist. The phenomenological system of inquiry is employed as the mode of research in an attempt to study the experiences of five trainee therapists undergoing specialized training in Gestalt therapy during the second year of their professional training as psychologists at RAU. In an attempt to gain an in-depth understanding of their experiences, phenomenological interviews were held and recorded and thereafter transcribed verbatim. Intra- and inter-individual analysis of the transcriptions were done and a number of central and common themes emerged from the inter-individual analysis which capture the essence of their experiences as trainee Gestalt therapists. The value of this study lies mainly in its ability to gain an in-depth understanding and insight into the lived experience of trainee Gestalt therapists. The responses from the participants has implications for future training in Gestalt therapy as well as the general training of therapists within the South African context.

No description available.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

No description available.