Test feedback has been recommended as an effective adjunct to brief therapy, despite a continued lack of empirical support. Previous research demonstrates the benefits of providing test feedback; however, it is unclear whether feedback interventions are responsible for producing positive outcomes. To clarify the efficacy of incorporating test feedback into the counseling process, a constructive research strategy was followed to examine collaborative MMPI-2 feedback as an isolated treatment component in brief counseling. A multiple source effect, as outlined by social influence theory (Strong, 1968) and the elaboration likelihood model (Petty & Cacioppo, 1981), was proposed to explain the benefits of collaborative test feedback. Specifically, the source characteristics of the counselor and the test were hypothesized to facilitate counseling outcomes.Forty undergraduate students, who were willing to discuss personal concerns with a counselor during two counseling sessions, were randomly assigned to either a counseling-only or a counseling + feedback intervention. The counseling process in both treatment groups was the same (i.e., participants answered personal questions), but MMPI-2 feedback was provided only in the counseling + feedback group. After each counseling session and a two-week follow-up, participants completed the Session Impact Scale, Outcome Questionnaire, Counselor Rating Form, Thought Listing procedure, as well as counseling attitudes and persuasion to change measures.Regardless of whether personality feedback was provided, the counseling sessions were evaluated favorably, participants' psychological functioning improved, and counselors were perceived to be influential. Although group differences were not large enough to be statistically significant, providing MMPI-2 feedback was associated with more reliable change in symptomatic distress. In addition, participants from both groups reported comparable levels of cognitive processing and counseling attitudes and were similarly persuaded to alter their behavior. Because significant changes occurred regardless of test feedback, counseling outcomes were not moderated by providing test feedback. Multiple source effects were not demonstrated in the test feedback process. These results indicate common therapeutic factors, such as answering therapeutic questions and finding solutions to presenting concerns, are responsible for treatment gains previously attributed to test feedback. Suggestions for future test interpretation research are provided and recommendations for theoretical development are discussed. / Department of Educational Studies
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/179861 |
| Date | January 1999 |
| Creators | Rachal, Kenneth Christopher |
| Contributors | Dixon, David N. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | x, 180 leaves : ill. ; 28 cm. |
| Source | Virtual Press |
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