The so-called nonspecific factors involved in therapy have received little attention up to the present - namely, that of role induction (preparing the clients for treatment by informing them about the rationale of treatment, the treatment process, and their part in therapy). For this reason, we constructed an induction text for systematic desensitization according to the principles of instructional psychology (Ausubel), and proceeded to test it for understandability and therapeutic effectiveness. With control group design which assured the realization of the independent variable of role induction, the effective results of desensitization with role induction were compared both with those of simple desensitization and those of a waiting control group. The resultant differences in the group with role induction indicate the additional advantages of this technique for therapy. Essentially, role induction seems to manifest itself in terms of a contribution to more active, independent role formation on the part of the client.

Psychological tests are bound with specific goals. Four goal aspects are differentiated: status vs. processdiagnostics, normoriented vs. criterionoriented diagnostic, testing vs. inventarization, measurement of true scores vs. decision oriented diagnostic. Every diagnostic procedure is characterized by a specific personality theory and theory of measurement (classical vs. probabilistic test model). The diagnostic procedures traditionally used for evaluating drugs prefer status diagnostic, normoriented diagnostic, testing and measurement of true scores. Similar one-sidedness in personality theory and theory of measurement restrict validity and usefulness of psychological tests. In clinical practice we find a theoretically and empirically unjustified restriction in the selection of measurement devices on ratings and questionnaires. If we suppose multidimensionality of drug induced changes, we must apply a multimethod approach in outcome studies and use beside ratings and questionnaires behavior observations, objective tests, psychophysiological and neurophysiological measures. We propose a descriptive taxonomy of methods for planning multimethod outcome and process studies. From this taxonomy the methods of measurement for effects and side effects of drugs may be derived. The necessity of the multimethod approach is confirmed by empirical research. With this concept, the following neglected research questions become more obvious: concordance and discordance, synchrony and desynchrony of methods of measurement. We conclude with recommendations for clinical practice and research of outcome and process effects in drug therapy.