Correlations of male college students' verbal response mode use in psychotherapy with measures of psychological disturbance and psychotherapy outcome.

McDaniel, Susan H.; Stiles, William B.; McGaughey, Karen

doi:10.1037/0022-006x.49.4.571

Cited by 46 publications

(54 citation statements)

References 30 publications

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“…Numerous studies have found level of disclosure to be correlated with distress level in clinical and healthy samples (Jacobson & Anderson, 1982;McDaniel, Stiles, & McGaughey, 1981;Stiles, Shuster, & Harrigan, 1992;Rippere, 1977). For instance, Stiles et al (1992) found that anxious college students were more disclosing when they spoke about their anxiety than when they spoke about a happy subject, indicating a need to talk about their distress.…”

Section: Fever Model Of Disclosurementioning

confidence: 99%

Client concealment and disclosure of secrets in outpatient psychotherapy

Baumann

Hill

2015

Counselling Psychology Quarterly

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This study investigated client motivations for concealing versus disclosing secrets in therapy as well as how this negotiation process relates to therapeutic process and outcome. About half of the participants had both revealed a secret and were concealing a secret in therapy. Disclosed secrets were most likely to be related to relationships and were disclosed because the clients felt they could trust their therapists and because they thought they could benefit from sharing the secret. Concealed secrets were most likely to be sexual in nature and to be concealed due to shame or embarrassment. Clients initially experienced comparable levels of negative and positive emotions when they first disclosed their secret. However, over time, their feelings about the disclosure became more positive and less negative. Concealment was negatively related to the real relationship.

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Section: Fever Model Of Disclosurementioning

confidence: 99%

Client concealment and disclosure of secrets in outpatient psychotherapy

Baumann

Hill

2015

Counselling Psychology Quarterly

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“…However, a first test of this hypothesis failed to show this effect (McDaniel, 1980;McDaniel, Stiles, & McGaughey, 1981). Three sessions each from the brief (average, 17 sessions) psychotherapy of 31 clients-anxious, depressed, introverted male college students-were coded using the VRM system, and the resulting VRM profiles (percentage of utterances in each mode) were compared with measures of psychopathology and psychological distress taken at intake, at termination, and at follow-up, and with ratings of change in therapy.…”

Section: Vrm Research Findings Vrm Research On Psychotherapeutic Processmentioning

confidence: 89%

“…The results of coding these excerpts illustrate some of the findings of previous VRM studies of psychotherapy (McDaniel, 19BO;McDaniel, Stiles, & McGaughey, 1981;Stiles, 1979;Stiles, McDaniel, & McGaughey, 1979;Stiles & Sultan, 1979).…”

Section: Analysis Of Psychotherapeutic Interactionmentioning

confidence: 93%

“…However, direct audiotape coding may be adequately reliable, at least when attention is focused on a restricted number of codes. McDaniel (1980;McDaniel, Stiles, & McGaughey, 1981) focused on six categories of client VRM used in psychotherapy, D(D), E(D), D(E), E(E), K-defined as any utterance with Acknowledgment form or intent-, and Other. Coders working directly from a1J.diotapes tallied these six categories for each 5-min segment, identified by tones placed on the tape.…”

Section: Reliability Of Vrm Codingmentioning

confidence: 99%

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Verbal Response Modes as Intersubjective Categories

Stiles

1987

Language in Psychotherapy

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INTRODUCTIONThe three-channel hypothesis (Russell & Stiles, 1979) distinguishes three classes of verbal process-coding categories and proposes that each class taps a different channel of interpersonal communication in psychotherapy. Content categories, such as body parts or separation anxiety, concern denotative or connotative meaning of discourse units. The content channel carries information about the speaker's current concerns, attitudes, and personality dynamics. Extralinguistic categories, such as laughter or hesitation, concern speaking behaviors that accompany or modify language, but are themselves neither semantic nor syntactic. The extralinguistic channel carries information about the speaker's current (and usually transitory) emotional state-a momentary state of anger, for example, in contrast to an enduring attitude of hostility toward someone. Intersubjective categories, such as question or blame, concern brief relationships of the speaker to the intended recipient; that is, unlike content or extralinguistic categories, intersubjective categories imply the existence of another person (e.g., one questions another person; one blames another person). The intersubjective channel carries information about interpersonal relationships and social roles, and, in psychotherapeutic communication, about the therapist's technique.The three-channel hypothesis does not require that any type of information be carried exclusively in one channel (nor are these three an exhaustive listing of possible channels). For example, information about

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“…Originally, like many other researchers, my collaborators and I had reasoned more or less as follows: If an interview process component, such as physicians' question-asking or information-giving, is important, then patients who received more of that component should tend to have better outcomes than those who received less, so process and outcome should be positively correlated across patients (McDaniel et al, 1981;Stiles et al, 1979). Although some interesting patterns emerged, they were weaker and less consistent than we expected (e.g., Putnam et al, 1985;Stiles & Shapiro, 1994).…”

Section: Why Is Responsiveness a Problem?mentioning

confidence: 99%