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This article describes four components of an approach used to teach interviewing skills to first-year graduate students. First, students are told that they should not ask or answer questions during their first two interviews. Second, students evaluate, orally and in writing, their own behavior during the interview. Third, students are provided feedback from several sources regarding their interviewing skills and interpersonal styles. Fourth, effects of the interview on the subjects, and changes in their attitudes toward psychotherapy, are evaluated because subjects are acquired from an introductory psychology research pool.

The purpose of the present study was to investigate the differential effectiveness of brief cognitive and imaginal techniques in the alleviation of experientially induced anger and sadness. Thirty-two male and female undergraduates recruited from an introductory psychology course were randomly assigned to one of two mood groups (i.e., anger or sadness) and either of two treatment orders (i.e., cognitive-imagery; imagery-cognitive). Likert-type scales were used to assess mood level at pre and posttreatments. Results indicate: self-initiated statements and self-generated images were both effective in altering unpleasant moods. Moreover, a significant order by repeated measures interaction suggests that treatment effectiveness is enhanced when personal images precede personal cognitions. Categorical analyses of imaginal and cognitive themes suggested that some classes of imaginal and cognitive themes were superior to others in reducing unpleasant affect.In psychotherapy, one common goal is to help clients change their moods (e.g., anger, depression). Cognitive therapy is based on the assumption that maladaptive cognitive schemas influence affective responses. The therapist focuses on 219