Social Cueing Processes

Rosenthal, Ted L.

doi:10.1016/b978-0-12-535610-7.50009-8

Cited by 12 publications

(4 citation statements)

References 193 publications

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“…Expectations for change were significantly correlated with outcome only at mid-term for the Self-Management condition, but surprisingly, the relationship was negative. Most research demonstrates that expectancies are positively related to favorable outcomes (ct. Kazdin & Wilson, 1978;Murray & Jacobson, 1978;Rosenthal, 1980), but the present findings suggest that this relationship may be more complex than previously thought. Subjects in the Self-Management condition had significantly higher expectations than subjects in the two control conditions, yet they also evidenced a Teaching of Psychology significant reduction in pre-intervention to mid-term expectations.…”

Section: Discussioncontrasting

confidence: 51%

An Empirical Evaluation of a Behavioral Self-Management Course in a College Setting

Rakos

Grodek

1984

Teaching of Psychology

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A Pacheco and M.Wiener for their helpful comments on an early version of this paper 2. Students enter the Graduate Program only at the beginning of the Fall semester of the academic year 3. The responses, although somewhat informal, provide very useful qualitative data for a formative process evaluation. It will take a number of years to accumulate data that can be quantified. Moreover, perhaps most valuable will be information about the Seminar obtained one or more years after the students have obtained their PhDs. Such evaluations, which deal with the long-term value of a course, are perhaps of greater significance than information obtained immediately after its completion. 4. Address requests for reprints to Seymour Wapner,

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Section: Discussioncontrasting

confidence: 51%

An Empirical Evaluation of a Behavioral Self-Management Course in a College Setting

Rakos

Grodek

1984

Teaching of Psychology

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“…Despite heroic rhetoric to the contrary, the facts disclose that "nonspecific" effects, alien to most behavioristic formulations, are rampant throughout the treatment literature. Thus, in a review of over 100 (largely behavioral) therapy studies, it emerged that nonspecific variants -which the investigators expressly intended as inert, placebo control conditions -quite often yielded outcomes as good as, or trivially weaker than, the putatively "real" or "active" treatment (see Rosenthal 1980). Moreover, hypotheses drawn from "conditioning" and other behavioristic theories were repeatedly refuted.…”

Section: The Behavioral and Brain Sciences (1983)mentioning

confidence: 99%

An analysis of psychotherapy versus placebo studies

1983

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Smith, Glass, and Miller (1980) have reported a meta-analysis of over 500 studies comparing some form of psychological therapy with a control condition. They report that when averaged over all dependent measures of outcome, psychological therapy is. 85 standard deviations better than the control treatment. We examined the subset of studies included in the Smith et al. metaanalysis that contained a psychotherapy and a placebo treatment. The median of the mean effect sizes for these 32 studies was. 15. There was a nonsignificant inverse relationship between mean outcome and the following: sample size, duration of therapy, use of measures of outcome other than undisguised self-report, measurement of outcome at follow-up, and use of real patients rather than subjects solicited for the purposes of participation in a research study. A qualitative analysis of the studies in terms of the type of patient involved indicates that those using psychiatric outpatients had essentially zero effect sizes and that none using psychiatric inpaticnts provide convincing evidence for psychotherapeutic effectiveness. The onty studies clearly demonstrating significant effects of psychotherapy were the ones that did not use real patients. For the most part, these studies involved small samples of subjects and brief treatments, occasionally described in quasibeliavioristic language. It was concluded that for real patients there is no evidence that the benefits of psychotherapy are greater than those of placebo treatment.

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“…While the labels attached to the treatment programs signified their most salient components, they were far more complex and shared components of verbal persuasion, modeling instruction, performance accomplishments, group influence, and homework assignments (Rosenthal, 1980).…”

Section: Treatment Componentsmentioning

confidence: 99%

Cognitive and behavioral therapy for musical-performance anxiety.

Kendrick¹,

Craig²,

Lawson³

et al. 1982

Journal of Consulting and Clinical Psychology

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The present study compared the efficiency of cognitive-behavioral therapy, emphasizing self-instruction and attention-focusing techniques, with behavior rehearsal and with a waiting-list control in the treatment of debilitating musicalperformance anxiety. Clients were S3 pianists who experienced extreme anxiety in performing situations. Therapy sessions were conducted over a 3-week period with clients who met three times in small groups for l'/2 to 2 hours on each occasion and who also completed homework assignments. Self-report, behavioral, and physiological indexes of anxiety were collected at baseline, treatment termination, and follow-up intervals, Multivariate analyses indicated that both the cognitive-behavioral therapy and behavior-rehearsal programs were effective in reducing musical-performance anxiety in comparison to the control condition at the follow-up assessment, although there were no differences among groups at treatment termination. The cognitive therapy was more effective than the behavior-rehearsal program on several measures. Cognitive mediators of therapeutic change were examined and are discussed.

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Social Cueing Processes

Cited by 12 publications

References 193 publications

An Empirical Evaluation of a Behavioral Self-Management Course in a College Setting

An Empirical Evaluation of a Behavioral Self-Management Course in a College Setting

An analysis of psychotherapy versus placebo studies

Cognitive and behavioral therapy for musical-performance anxiety.

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