Content analysis using FORTRAN: Applied to interviews conducted by C. Rogers, F. Perls, and A. Ellis.

Zimmer, Jules M.; Cowles, Kathleen H.

doi:10.1037/h0032429

Cited by 42 publications

(37 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Certainly, the patient cannot say that Dr. Ellis just sits back and says very little. Although there is only very modest research data available in the area of comparative therapist verbalization, what does exist would indicate that Ellis's verbal output in a therapy session is among the highest (Zimmer & Cowles, 1972). I come back to this point later.…”

Section: The Relationship In Retmentioning

confidence: 91%

“…However, I first refer to two earlier published studies. In the~e two studies the interviews of Carl Rogers, Fritz Perls, and Albert Ellis with the same client were evaluated and compared (Zimmer & Cowles, 1972;Zimmer & Pepyne, 1971). Let us examine the Zimmer and Cowles study first.…”

Section: A Comparison Of Relationshipsmentioning

confidence: 99%

“…available to me of actual therapy cases seen by Ellis, and a small number of published analyses of Ellis's interactions with patients (Becker & Rosenfield, 1976;Zimmer & Cowles, 1972;Zimmer & Pepyne, 1971).…”

mentioning

confidence: 98%

See 2 more Smart Citations

The client-therapist relationship in rational-emotive therapy

Garfield

1995

J Rational-Emot Cognitive-Behav Ther

View full text Add to dashboard Cite

ABSTRACT. In this article, an analysis of rational-emotive therapy (RET) is made with particular attention to the client-therapist relationship as well as to the personal therapeutic style and influence of its founder, Albert Ellis, on patients in therapy. Features of RET and its practice by Albert Ellis which appear to foster the therapist-client relationship include: 1. varying therapy style depending on client characteristics; 2. persistently pointing out client's irrational thoughts as a way of demonstrating therapist's helping efforts; 3. successful completion by client of assigned homework; 4. therapy is focused on current, meaningful problems of client; 5. RET therapists' communication to client's of their own faith in the validity of RET therapy; 6. use by therapist of compliments about client's brightness, competence and likelihood of success in therapy. While RET may not be everybody's cup of tea (e.g., religious individuals), it does appear that the aspects noted above contribute to the fostering of a positive relationship in therapy and can be influential in producing positive outcomes in therapy.At the outset I should make it clear that if the title of this article were to accurately describe what is to follow, it would have added to it, "as practiced by Albert Ellis." Ellis is the founder and clearly the outstanding figure in RET, and it is not possible for me to speculate on how closely other RET therapists resemble Ellis. Most of what I have to say is based on the writings of Ellis, on a number of tapes madeThe present article is a condensed and updated version of a previously published chapter: Garfield, S.L., The client-therapist relationship in rational-emotive therapy. In M.E. Bernard & R. DiGiuseppe (Eds.), Inside rational-emotive therapy (pp. 113-134). San Francisco, CA: Academic Press.

show abstract

Section: The Relationship In Retmentioning

confidence: 91%

Section: A Comparison Of Relationshipsmentioning

confidence: 99%

See 1 more Smart Citation

The client-therapist relationship in rational-emotive therapy

Garfield

1995

J Rational-Emot Cognitive-Behav Ther

View full text Add to dashboard Cite

show abstract

“…Wickman and Campbell (2003) summarize intensive use of the TAP in the researches: Obviously most written about in the history of counseling and continues to be used as an instructional model for the helping professions (Glauser & Bozarth, 2001). TAP is seen as the starting point for the many researches (Bohart, 1991;Dolliver et al, 1980;Ellis, 1986;Essig & Russell, 1990;Hill, Thames, & Rardin, 1979;Kiesler & Goldston, 1988;Meara, Shannon, & Pepinsky, 1979;Mercier & Johnson, 1984;Rogers & Wood, 1974;Rosenzweig, 1996;Shostrom & Riley, 1968;Stoten & Goos, 1974;Weinrach, 1986Weinrach, , 1990Weinrach, , 1991Zimmer & Cowles, 1972) examining one or more of the counseling sessions or compering two or three of them performing in Three Approaches to Psychotherapy (Shostrom, 1965a, b, c). Recend years' studies are (Bageant 2011;Brice, A.…”

mentioning

confidence: 97%

Turkish University Students’ Preference from Rogers, Perls, Ellis and Their Therapeutic Styles

Uşaklı

2012

Procedia - Social and Behavioral Sciences

View full text Add to dashboard Cite

Shostrom (1965a, b, c)' profound studies "Three Approaches to Psychotherapy" (TAP) scrutinized by 410 Turkish university students. Three deferent programs from one department of fourth grade students evaluated their preference in 29 items Counseling Preference Inventory. There are significant deference between three programs of students in their counseling theories and theorist's preference in terms of gender, program, GPA, SES and worldview. Both genders preferred Ellis but male preference respectively more than female. Although preschool teacher students preferred Person Centered Therapy and Carl Rogers but primary school education students preferred Rational Behavioral Emotive Therapy and Albert Ellis. Preference of science educations teacher students is also towards to Rational Behavioral Emotive Therapy and Albert Ellis. Although low achievers preferred Rogers, middle and higher achievers preferred Ellis. The same sudation which held in GPA also seen in the socioeconomic status. Conservative and democratic students preferred Ellis, tendency of liberal students toward Rogers. This study seems to be very interesting in terms of it is first meet of Turkish university students with Rogers, Perls and Ellis.

show abstract

“…TAP is seen as the starting point for the many researches (Bohart, 1991;Dolliver et al, 1980;Ellis, 1986;Essig & Russell, 1990;Hill, Thames, & Rardin, 1979;Kiesler & Goldston, 1988;Meara, Shannon, & Pepinsky, 1979;Mercier & Johnson, 1984;Rogers & Wood, 1974;Rosenzweig, 1996;Shostrom & Riley, 1968;Stoten & Goos, 1974;Weinrach, 1986Weinrach, , 1990Weinrach, , 1991Zimmer & Cowles, 1972) examining one or more of the counseling sessions or compering two or three of them performing in Three Approaches to Psychotherapy (Shostrom, 1965a, b, c). Recend years' studies are (Bageant 2011;Brice, A.…”

mentioning

confidence: 99%

Reasons of Turkish University Students Preference from Three Different Therapeutic Styles

Usakli¹

2012

EJSBS

View full text Add to dashboard Cite

Three Approaches to Psychotherapy (TAP) Shostrom (1965a, b, c) after watched by 100 Turkish university students evaluated. From one department three deferent programs preschool, elementary and science programs of university students expressed their ideas about Rogers, Perls and Ellis via written statements. 45 % university students preferred Ellis and his therapeutic style. 35 % of students preferred Rogers and his therapeutic style and 20 % university students preferred Perls and his therapeutic style. 85 % university students found Ellis' therapeutic style as realistic. % 78 university students found Ellis profound and % 76 of university students found Ellis' thematic style as effective. This study is useful for professionals how they develop themselves. Letter studies

show abstract

Content analysis using FORTRAN: Applied to interviews conducted by C. Rogers, F. Perls, and A. Ellis.

Cited by 42 publications

References 1 publication

The client-therapist relationship in rational-emotive therapy

The client-therapist relationship in rational-emotive therapy

Turkish University Students’ Preference from Rogers, Perls, Ellis and Their Therapeutic Styles

Reasons of Turkish University Students Preference from Three Different Therapeutic Styles

Contact Info

Product

Resources

About