ethanporcaro/eric-fulltext-meta huggingface dataset:
Functional Analytic Psychotherapy with Juveniles Who Have Committed Sexual Offenses
Author: Newring, Kirk A. B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Adolescents,Psychotherapy,Sexual Abuse,Exhibits,Counselor Client Relationship,Juvenile Justice,Youth,Adults,Behavior Patterns,Risk,Recidivism,Violence,Rape,Intimacy,Dating (Social),Antisocial Behavior

We have previously discussed the application of Functional Analytic Psychotherapy (FAP) with adults who have committed sexual offense behaviors (Newring & Wheeler, 2010). The present entry borrows heavily from the foundation presented in that chapter, and extends this approach to working with adolescents, youth, and juveniles with sexual offense behaviors. We synthesize what is known about adults who exhibit sexual offense behavior, sexual offense behaviors exhibited by adolescents, and the application of FAP to adults and adolescents. We then discuss how FAP can be used when working with adolescents who exhibit sexual offense behaviors, to address those factors that have been empirically associated as relevant to a youth's risk of sexual or violent reoffense. (Contains 2 tables.)
A Single-Case Experimental Demonstration of Functional Analytic Psychotherapy with Two Clients with Severe Interpersonal Problems
Author: Oshiro, Claudia Kami Bastos
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychotherapy,Verbal Communication,Research Design,Counselor Client Relationship,Interpersonal Competence,Behavior Change,Intervention,Outcomes of Treatment

Functional Analytic Psychotherapy (FAP) is emerging as an effective psychotherapy for psychiatric clinical cases. However, there is little research demonstrating the process of change of FAP. The present study evaluated the introduction and withdrawal of FAP interventions on therapy-interfering verbal behaviors of two participants who were in therapy with the researcher. The single-case experimental design was A-B1-B2-C1-C2 (A = therapy without planned interventions; B1 and B2 = introduction of FAP, and C1 and C2 = FAP withdrawal) and occurred over 20 sessions for each client. Results demonstrated both intrasubject and intersubject replication of the effects of FAP interventions on the verbal behavior of clients and confirmed that the main mechanism of change involved in FAP is the direct shaping of behavior in session, within the context of the therapeutic relationship. (Contains 3 figures and 1 footnote.)
Functional Analytic Psychotherapy (FAP) for Cluster B Personality Disorders: Creating Meaning, Mattering, and Skills
Author: Pankey, Julieann
Date: 2012-00-00
Type: Journal Articles
Subjects: Identification,Evidence,Personality Problems,Psychotherapy,Cognitive Restructuring,Personality,Empathy,Clinical Diagnosis,Interpersonal Relationship,Barriers,Perspective Taking,Communication Problems,Behavior Modification,Counselor Client Relationship,Outcomes of Treatment

There are ten identified personality disorders, broken into three clusters: A, B, and C. Individuals with a cluster B diagnosis may demonstrate marked displays of emotional instability, erratic and disruptive patterns around interpersonal relationships, a myopic and restricted range of affect, a pronounced lack of empathy and insight, barriers around the ability to take the perspective of others, and extensive challenges related to effective communication. Functional Analytic Psychotherapy (Tsai, Kohlenberg, Kanter, Kohlenberg, Follette, & Callaghan, 2009) is a contextual cognitive behavioral therapy that focuses on the importance of developing effective interpersonal skills via the therapeutic relationship, and posits that contingent responding by the therapist to in vivo client problems and improvements provides the mechanism for change in psychotherapy (Tsai, Kohlenberg, & Kanter, 2010). Although termination and poor reported outcomes are problems of particular importance and impact in working with clients with an Axis II diagnosis (Hilsenroth, Holdwick, Castlebury, & Blais, 1998), there is evidence that behaviorally-oriented techniques can improve clinical practice with regard to personality disorders (Nelson-Gray, Lootens, Mitchell, Robertson, Hundt, & Kimbrel, (2009). This article is a brief summary discussion around the application of Functional Analytic Psychotherapy in the treatment of cluster B Personality Disorders.
Functional Analytic Psychotherapy as an Adjunct to Cognitive-Behavioral Treatments for Posttraumatic Stress Disorder: Theory and Application in a Single Case Design
Author: Pedersen, Eric R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Posttraumatic Stress Disorder,Psychotherapy,Patients,Dropout Rate,Interpersonal Relationship,Anxiety,Emotional Response,Cognitive Processes,Counselor Client Relationship,Symptoms (Individual Disorders),Cognitive Restructuring,Behavior Modification,Case Studies

Evidence-based treatments for Posttraumatic Stress Disorder (PTSD) may be enhanced by Functional Analytic Psychotherapy (FAP; Kohlenberg & Tsai, 1991; Tsai et al., 2009). As PTSD can include a variety of problems with interpersonal relationships (e.g., trust of others), manualized treatments may not afford clinicians enough time and flexibility to work on reinforcing client improvements in interpersonal functioning during sessions. Avoidance, which works to alleviate anxiety in the short-term but may lead to distress and complications in the long-term, can manifest in therapy when patients do not return after the initial sessions of treatment or when they block emotional content during targeted emotional processing work. Thus, it is important for clinicians to understand how to use the therapeutic relationship to reduce avoidance symptoms of PTSD in session and reduce dropout rates. FAP can be useful in this regard as an adjunct to efficacious cognitive-behavioral treatments of PTSD. A case study utilizing FAP after a cognitive-behavioral intervention for PTSD is discussed to present an analysis of how FAP may have contributed to client improvements in avoidance symptoms and in interpersonal relationships outside of therapy. Theory behind FAP is discussed to convey how this therapy can be a useful adjunctive treatment for PTSD. (Contains 1 table and 3 figures.)
Using Functional Analytic Therapy to Train Therapists in Acceptance and Commitment Therapy, a Conceptual and Practical Framework
Author: Schoendorff, Benjamin
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychotherapy,Counselor Client Relationship,Counselor Training,Models,Teaching Methods,Guidelines,Clinical Experience

How can therapists be effectively trained in clinical functional contextualism? In this conceptual article we propose a new way of training therapists in Acceptance and Commitment Therapy skills using tools from Functional Analytic Psychotherapy in a training context functionally similar to the therapeutic relationship. FAP has been successfully used as an adjunct to other therapeutic modalities. We suggest that adding FAP to ACT training can be an effective way of developing therapeutic competence and adherence to the ACT model.
Therapists' Attitudes about and Preferences to Use Relationship Focused Interventions: New Tools to Measure a Critical Component of Functional Analytic Psychotherapy (FAP)
Author: Terry, Christeine M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Intervention,Counselor Training,Psychotherapy,Counselor Attitudes,Attitude Measures,Counselor Client Relationship,Interpersonal Relationship,Reliability,Clinical Diagnosis

The primary study aims were to create reliable measures of therapists' attitudes about and preferences to use Relationship Focused Interventions (RFIs), and investigate factors that influence them. Explicit and implicit measures of therapists' attitudes and preferences were administered to a national sample of mental health trainees and FAP practitioners. The measures demonstrated acceptable reliability (alpha's less than 0.70). FAP practitioners reported more positive explicit and implicit attitudes about RFIs than trainees (p less than 0.05). Client diagnosis did not appear to influence practitioners' preferences to use RFIs (p greater than 0.05). Therapist training may affect preferences to use RFIs. (Contains 1 table, 3 figures, and 3 footnotes.)
Working In-Vivo with Client Sense of Unlovability
Author: Tsai, Mavis
Date: 2012-00-00
Type: Journal Articles
Subjects: Caring,Counselor Client Relationship,Psychotherapy,Counseling Techniques,Behavior Problems,Behavior Change,Outcomes of Treatment,Interpersonal Relationship

Clients sometimes react negatively when their in-session problem behavior is simply blocked. This article illustrates how a FAP (Functional Analytic Psychotherapy) therapist can work effectively in session with a client's problem feeling of unlovability by: 1) understanding its antecedents and functions, 2) using therapeutic love to reinforce in-session improvement, and 3) discussing how to generalize improved ways of acting and associated positive feelings resulting from the therapeutic interaction to daily life. A verbatim transcript of an interaction between a therapist and client is provided, along with annotations of the client's clinically relevant behaviors (CRBs) and the therapist's use of FAP's five rules of therapeutic technique. When the client experienced the ways he really mattered to his therapist, he was freer to allow this sense of being cared about, rather than his feeling of unlovability, reinforce loving and caring by others.
Reliability and Validity of the Spanish Adaptation of EOSS, Comparing Normal and Clinical Samples
Author: Valero-Aguayo, Luis
Date: 2012-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Psychotherapy,Psychology,Reliability,Validity,Counselor Client Relationship,Questionnaires,Behavior Modification,Foreign Countries,Self Esteem,Self Concept,Correlation,Neurosis,Scores,Comparative Analysis

The Experiencing of Self Scale (EOSS) was created for the evaluation of Functional Analytic Psychotherapy (Kohlenberg &amp; Tsai, 1991, 2001, 2008) in relation to the concept of the experience of personal self as socially and verbally constructed. This paper presents a reliability and validity study of the EOSS with a Spanish sample (582 participants, 18 to 70 years old; 198 men and 384 women), gathered from different cities, universities and clinical centers. The clinical sample consisted of 162 people undergoing psychological or psychiatric treatment and 420 people without problems. Standard questionnaires (Eysenk Personality Questionnaire-Revised, Rosenberg Self-Esteem and Dissociative Experiences Scale) which measure similar self-concepts were used to explore the validity of the EOSS. The results show high internal reliability (Cronbach's alpha = 0.935) and both high and significant correlations with the &quot;neuroticism&quot; scale of the EPQ-R (0.212, p less than 0.001), &quot;dissociation&quot; of the DES (r = 0.483, p less than 0.001) and negative self-esteem of the RSES (r = -0.544, p less than 0.001). The partial and total scores of EOSS also differentiated the clinical sample with high scores from the standard sample (t = 7.78, p less than 0.001). In conclusion, the EOSS has high internal reliability, high validity with similar self-concept scales, and it is also useful for evaluating people with psychological problems of self. (Contains 4 tables.)
The Trouble with the Short-Term Therapist-Client Relationship and What Can Be Done about It
Author: Vandenberghe, Luc
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychotherapy,Counseling Techniques,Counselor Client Relationship,Interpersonal Relationship,Case Studies,Theory Practice Relationship,Behavior Change,Outcomes of Treatment,Behavior Problems

When problems from the client's daily life show up in the therapist-client relationship, crucial learning opportunities may become available. Occurrence of the client's problems during the therapy hour turns the relationship into a psychological space where they can be worked on in-vivo. But sometimes the client's daily life problems are specific to long-term relationships, and treatment arrangements may not support their occurrence in the short run. A particular client may deal well with short-term, task-focused collaborations but gradually spoil relationships in the long run, impairing potentially nurturing bonds with family and friends and long-term collaborations at work. Does this mean this client's problems are beyond the reach of in-vivo curative work in a short-term therapist-client relationship? Two case studies are presented to argue that clinically relevant behavior can be detected earlier in treatment when it does not yet have detrimental effects on the relationship. This may make treatment more intense and effective at an earlier stage, even for problems that typically affect long term relationships. Implications for the theory and practice of functional analytic psychotherapy are discussed.
Intimacy Is a Transdiagnostic Problem for Cognitive Behavior Therapy: Functional Analytical Psychotherapy Is a Solution
Author: Wetterneck, Chad T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Behavior Modification,Psychotherapy,Intimacy,Cognitive Restructuring,Counseling Techniques,Interpersonal Relationship,Counselor Client Relationship,Outcomes of Treatment,Role

Problems with intimacy and interpersonal issues are exhibited across most psychiatric disorders. However, most of the targets in Cognitive Behavioral Therapy are primarily intrapersonal in nature, with few directly involved in interpersonal functioning and effective intimacy. Functional Analytic Psychotherapy (FAP) provides a behavioral basis for working on intimacy and interpersonal functioning. The current paper describes how intimacy concerns are addressed by FAP and provides evidence for the need to assess and understand the role of intimacy across a number of disorders. There are several justifications for support for including attempts to measure intimacy and design treatments to increase clients' effectiveness in intimacy. In conclusion, there appears to be a need to empirically determine the extent to which intimacy should be a therapeutic target of interest across many psychiatric disorders and FAP may be an important part of therapeutic change in these areas.
FAP Group Supervision: Reporting Educational Experiences at the University of Sao Paulo, Brazil
Author: Wielenska, Regina Christina
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Experience,Psychotherapy,Psychology,Psychiatry,Graduate Students,Medical Students,Group Activities,Supervisor Supervisee Relationship,Role Playing,Clinical Teaching (Health Professions),Intervention

The present article describes and analyzes educational experiences related to the teaching of FAP for psychology graduate students and psychiatry residents at the University of Sao Paulo. The first experience involved psychology graduate students and includes an example of the shaping process occurring within the supervisor-supervisee relationship, the changes observed in the supervisees' repertories and the impact this had in the way they would conduct therapy. The second experience involved Psychiatry residents training that involved a role-playing procedure to present the five rules of FAP and shape therapist's relevant behaviors, as well as the adoption of a specific FAP based intervention to modify the supervisees' behavior during supervision and with the client.
Transitional Probability Analysis of Two Child Behavior Analytic Therapy Cases
Author: Xavier, Rodrigo Nunes
Date: 2012-00-00
Type: Journal Articles
Subjects: Rating Scales,Child Behavior,Psychotherapy,Probability,Counselor Training,Counselor Client Relationship,Coding,Behavior Problems,Foreign Countries,Children,Case Studies,Behavior Change,Classification,Outcomes of Treatment

This paper aimed to highlight the process of therapist direct contingent responding to shape client behavior in two Child Behavior Analytic Therapy (CBAT) cases using transitional probabilities. The Functional Analytic Psychotherapy Rating Scale (FAPRS) was used to code client behaviors and the Multidimensional System for Coding Behaviors in Therapist-Client Interaction (SiMCCIT) was used to code therapist behavior. Measures of behavior duration and transitional probability were taken from nine sample sessions for Client 1 and 10 sample sessions for Client 2. The first treatment was successful and lasted 18 sessions, while the second treatment was unsuccessful. In the first case, coding results showed that problem behaviors (CRB1) decreased, and improvement behaviors (CRB2) increased. In the second case, CRB1 predominated through seven sessions, and CRB2 did not show stability. Transitional probabilities indicated regularities in therapist responding to the client's clinically relevant behaviors, especially with approval after CRB2. It is concluded that contingent responding with approval functioned to shape client improvements in the first case, but not in the second case. (Contains 2 tables, 2 figures, and 1 footnote.)
Mentoring Perceptions and Experiences of Culturally Diverse Tenure-Accruing Faculty
Author: Zafar, Mueen A.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Tenure,Mentors,Grounded Theory,Foreign Nationals,Graduate Students,Semi Structured Interviews,Diversity (Faculty),Research Universities,Educational Policy,Teacher Attitudes,Cultural Differences

The purpose of this study was to explore tenure-accruing foreign national faculty (n = 6) members' perceptions of their mentoring perceptions and experiences as they transitioned into the professoriate at a research-intensive university. Using semi-structured interviews and grounded theory, the authors found that not all new faculty had the same level of mentoring support. Moreover, they observed that the university lacked a policy to guide mentoring and other support to the new assistant professors as they transitioned from being a graduate student to becoming a faculty member. The faculty members also report how the varying levels of mentoring impacted their transition. The authors suggest that providing mentors to foreign national faculty might indeed be a wise investment.
Resilience Post Tenure: The Experience of an African American Woman in a PWI
Author: Behar-Horenstein, Linda S.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Tenure,Evidence,Gender Bias,Ethnography,Counselor Training,Research Universities,Women Faculty,African Americans,Comparative Analysis,Case Studies,Minority Groups,Racial Bias,Mentors,Cultural Differences,Resilience (Psychology),Whites,Institutional Characteristics

The purpose of this study was: 1) to explore the pre-tenure experiences of an African American female faculty member in a counselor education program; and 2) to compare the themes that ascended from a precursor study to the current one. By using critical ethnography and case study format, this research gave voice to the participant by prompting responses to questions of why and how. Evidence from this study reaffirms that female faculty of color are adversely impacted by racism and sexism in the Academy. Findings from this study support the notion that mentoring and across cultural affiliation with tenure-track faculty members from diverse backgrounds contributes to their professional achievement. Moreover, this study asserts that the milieu of research-intensive universities may foster psychic numbing, which has an intergenerational effect. (Contains 1 table.)
Asian Learners' Perception of Quality in Distance Education and Gender Differences
Author: Jung, Insung
Date: 2012-04-00
Type: Journal Articles
Subjects: Learning Processes,Foreign Countries,Distance Education,Research and Development,Gender Differences,Educational Quality,Student Attitudes,Standards,Teaching Methods,Asians,Surveys,Cross Cultural Studies,College Students

There have been few efforts to investigate the concept of quality from learners' perspectives or to incorporate their needs and perceptions in quality standards in distance education. This is rather surprising, particularly in distance education contexts where the quality of the learning is not derived only from the products and services delivered to the learner but also from the knowledge, understanding, and relationships that are codeveloped by both teachers and learners during the teaching and learning processes. This study proposes and verifies a conceptual model of the 10 dimensions of quality in distance education from the learners' perspectives and investigates gender differences in the perception of quality in distance education with 1,665 distance learners from 11 Asian countries and one territory. The results show that all 10 dimensions across supportive, pedagogical, and environmental domains in the model are important in judging quality in distance education. Also, gender differences are found in the perceived importance of 10 quality dimensions, barriers to DE, important supporters, and types of support received. The implications of these findings are discussed and suggestions for further research and development are offered. (Contains 7 tables and 2 figures.)
Are Online Learners Frustrated with Collaborative Learning Experiences?
Author: Capdeferro, Neus
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Electronic Learning,Distance Education,Barriers,Cooperative Learning,Negative Attitudes,Psychological Patterns,Computer Assisted Instruction,Student Attitudes,Group Activities,Theory Practice Relationship,Computer Mediated Communication

Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and, moreover, to identify the sources to which the learners attribute their frustration. With this aim, a questionnaire was designed to obtain data from a sample of online learners participating in the Master of ICT and Education program of the Universitat Oberta de Catalunya (UOC). Results revealed that frustration is a common feeling among students involved in online collaborative learning experiences. The perception of an asymmetric collaboration among the teammates was identified by the students as the most important source of frustration. Online learners also identified difficulties related to group organization, the lack of shared goals among the team members, the imbalance in the level of commitment and quality of the individual contributions, the excess time spent on the online CSCL tasks, the imbalance between the individual and collective grades, and difficulties in communication, among other factors leading to frustration. The analysis of the students' sources of frustration in online CSCL is followed by a list of recommendations to the distance education stakeholders, aiming to reduce students' frustration and improve the quality of their experiences in online CSCL contexts such as the UOC. (Contains 1 figure.)
Examining the Reuse of Open Textbooks
Author: Hilton, John, III
Date: 2012-04-00
Type: Journal Articles
Subjects: Educational Resources,Textbooks,Open Source Technology,Textbook Content,Textbook Research,Textbook Standards,Review (Reexamination),Revision (Written Composition),Recycling,Electronic Publishing,Use Studies,Textbook Evaluation,Distance Education,Educational Practices,Delivery Systems

An important element of open educational resources (OER) is the permission to use the materials in new ways, including revising and remixing them. Prior research has shown that the revision and remix rates for OER are relatively low. In this study we examined the extent to which the openly licensed "Flat World Knowledge" textbooks were being revised and remixed. We found that the levels of revision and remix were similar to those of other OER collections. We discuss the possible significance and implication of these findings. (Contains 3 tables, 3 figures, and 1 footnote.)