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Using Multivariate Statistics

to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

Given recent attention to emotion regulation as a potentially unifying function of diverse symptom presentations, there is a need for comprehensive measures that adequately assess difficulties in emotion regulation among adults. This paper (a) proposes an integrative conceptualization of emotion regulation as involving not just the modulation of emotional arousal, but also the awareness, understanding, and acceptance of emotions, and the ability to act in desired ways regardless of emotional state; and (b) begins to explore the factor structure and psychometric properties of a new measure, the Difficulties in Emotion Regulation Scale (DERS). Two samples of undergraduate students completed questionnaire packets. Preliminary findings suggest that the DERS has high internal consistency, good test–retest reliability, and adequate construct and predictive validity.

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Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Research on the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange. This reformulation proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field. The review suggests that overwhelming evidence supports the empirical relation between characteristic processing styles and children's social adjustment, with some aspects of processing (e.g., hostile attributional biases, intention cue detection accuracy, response access patterns, and evaluation of response outcomes) likely to be causal of behaviors that lead to social status and other aspects (e.g., perceived self-competence) likely to be responsive to peer status

A review and reformulation of social information-processing mechanisms in children's social adjustment.

Facilitando el cambio emocional: el proceso terapéutico punto por punto

This article considers the nature of the therapeutic alliance in marital therapy and suggests that it is not particularly useful to consider the alliance as a uniform phenomenon across forms of therapy, such as therapies that focus upon cognitive interventions as opposed to therapies that use more affectively oriented interventions. In different forms of therapy and at different times, different aspects of the alliance may be crucial in facilitating change. INTRODUCTION The alliance between client and therapist has emerged as a key component of the process of therapeutic change (Greenberg & Pinsof, 1986). It has been stressed as one of the general change factors that may account for change across different modalities and treatment approaches (Frank, 1978). One of the ingredients shared by all approaches is the collaborative nature of the therapeutic relationship. From the safety of the client-centered relationship through Beck's collaborative empiricism to Ellis' rational disputation, what stands out is that unless client and therapist are engaged in a collaborative working alliance, the therapy has very little chance of creating change. Although humanistic and psychodynamic theorists have written extensively about the role of the relationship in therapeutic change, its role in cognitive therapies has only recently begun to be addressed (Mahoney & Gabriel, 1987). In cognitive therapy in particular, the clients' compliance with the therapeutic task is an essential ingredient for engaging in the process of therapy. The establishment of a collaborative alliance is one of the best means of obtaining such compliance with therapist suggestions or directions. A collaborative alliance is achieved, according to Bordin (1979), by agreement on goals, perceived relevance of tasks, and a bond appropriate to the demands of the task. An important feature of this view is that the alliance is seen as arising from the interaction between client and therapist; rather than being a therapist or client factor, it is an interactional product. Marital and family therapy, involving as it does the provision of directions and homework tasks, shares certain features with the relationship required in other directive therapies such as cognitive therapy. Here too then, one of the best means of obtaining compliance is through the establishment of a collaborative working alliance. In the marital and family field, the alliance has been addressed on a pragmatic clinical level in terms of the necessity for the therapist to join with the client system (Minuchin, 1974) and the necessity for the therapist to be aware of how coalitions are operating in the process of therapy. However, a theoretical and research perspective on the alliance in marital and family therapy has been slow to develop. This paper will consider the therapeutic alliance in marital therapy, particularly as it is operationalized in Emotionally Focused Marital Therapy (EFT; Johnson & Greenberg, 1987). CONCEPTUALIZATION OF THE ALLIANCE The first issue to be addressed is that of conceptualization, that is, how the concept of the alliance has been operationalized. In the initial empirical work on the alliance, Alexander and Luborsky (1986) separated the alliance into perceived helpfulness of the therapist and collaboration or bonding with the therapist and found that these factors correlated with positive outcome. Bordin's theoretical conceptualization of the alliance suggested that the alliance is essentially an integration of bond, task, and goal elements (1979). In this latter view, relationship context and technical skill are intertwined. A positive alliance is then one in which the client sees the therapist as appropriately warm and supportive, views the tasks presented as relevant (which implies that the therapist is seen as competent and able to help the client), and shares the same therapeutic goals as the therapist. In spite of different conceptualizations there seems to be a general consensus that the primary effect of a positive alliance is to facilitate client involvement, collaboration, and participation in the therapy process (Suh, Strupp, & Samples O'Malley, 1986), and therefore to enhance the possibility of positive outcomes. …

The Therapeutic Alliance in Marital Therapy

The objective in this paper is to present a case drawn from a series of randomized clinical trials (RCT) comparing brief (16-20 sessions), emotion-focused therapy (EFT) the process experiential approach with client-centered therapy and cognitive-behavioral therapy in the treatment of depression. A case comparison method that triangulates data from clients’ histories, in-session process, post-session questionnaires, and post-therapy outcome measures was used to increase understanding of those factors that contribute to successful and unsuccessful outcomes. The case comparison method examines the role of the working alliance, clients’ emotional processing, clients’ and therapists’ interpersonal processes, and clients’ cognitive processing, as well as the specific changes that clients report immediately following their sessions that have been found to be related to therapeutic outcomes. The method is illustrated with two examples one a poor outcome case and the other a good outcome case The poor outcome case of "Tom" is presented in this article, and the good outcome case of "Eloise" is presented in the next article by Goldman, Watson, and Greenberg (2011). These two cases extend and build on the cases presented by the authors in their book Case Studies in Emotion-Focused Treatment of Depression: A Comparison of Good and Poor Outcome (Watson, Goldman, & Greenberg, 2007), in which six clients, three good outcome and three poor outcome, were compared and contrasted using the case-comparison method.

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Leslie S. Greenberg

Papers

Facilitando el cambio emocional: el proceso terapéutico punto por punto

The Therapeutic Alliance in Marital Therapy

Contrasting Two Clients in Emotion-Focused Therapy for Depression 1: The Case of "Tom," "Trapped in the Tunnel"

Corrective experience from a humanistic–experiential perspective.

Process–experiential psychotherapy.