Afterthoughts on counselor theoretical orientation: Reply to Arnkoff (1995) and Gelso (1995).

C. J. Gelso's (see record 1996-07032-001) and D. B. Arnkoff's (see record 1996-07029-001) responses to our review of past research into conceptualizing and measuring counselors' theoretical orientation (J. J. Poznanski & J. McLennan, see record 1996-07039-001) suggest that further conceptual analysis and empirical exploration is required. Counselor theoretical orientation should be seen as multifaceted and incorporating four elements: Theoretical School Affiliation, Espoused Theory, Inferred Theory in Action, and the superordinate component Personal Therapeutic Belief System. Implications for measuring theoretical orientation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Theoretical orientation and psychotherapy integration: Comment on Poznanski and McLennan (1995).

J. J. Poznanski and J. McLennan (see record 1996-07039-001) have made a strong contribution to our understanding of theoretical orientation. This comment considers their discussion and proposals for measurement of theoretical orientation in light of recent interest in psychotherapy integration. Suggestions are made to allow better assessment of the orientation of counselors who espouse integrative theories or technical eclecticism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trainee theoretical orientation: Profiles and potential predictors.

The goal of this study was to provide data on the theoretical orientations of a sample of therapists in-training, as well as to investigate constructs that may help to predict identification with a particular theoretical orientation(s). Data on therapist theoretical orientation and personality were gathered from 46 graduate student therapists in 4 APA accredited clinical and counseling psychology programs. Although psychodynamic therapy was the most strongly endorsed single theoretical framework across the sample, the orientation with the highest mean rating was an eclectic/integrative approach. A 2-step cluster analysis was used to create orientation profiles to further explore psychotherapy integration, which produced a 3-cluster solution: (a) humanistic/systems/psychodynamic, (b) psychodynamic, and (c) cognitive–behavioral. A significant main effect for cluster membership and personality factors was found, and a chi-square analysis indicated differential representation across the three “integration clusters” as a function of training program. Implications for psychotherapy integration and training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinicians' theoretical orientations: Selection, utilization, and efficacy.

479 clinical psychologists were surveyed regarding their use of and satisfaction with their theoretical orientations, reasons for the selection of their orientations, and the relative influence of their chosen orientations on psychotherapy practice. Contrary to suggestions that clinicians select an orientation largely on inexplicable or accidental grounds, adoption of an orientation was attributed to personal, deliberate choices primarily predicated on clinical experience, personal values, and graduate training. Of 18 possible influences on therapeutic practice, theoretical orientation was rated the most influential and theory of pathology/personality the 2nd most influential, which suggests that clinical psychologists perceive their orientations as pervasive and efficacious therapeutic variables. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Decision making and psychotherapy integration: Theoretical considerations, preliminary data, and implications for future research.

In recent years, a number of publications have called for investigation of how psychotherapists make treatment decisions in clinical practice. This recommendation is particularly salient for psychotherapy integration, as studies have consistently shown that a plurality of American clinicians consider themselves to be either "eclectic" or "integrative" in theoretical orientation. Yet, the research on clinician decision making in psychotherapy is in its infancy. This article examines the need for decision-making research in psychotherapy integration, as well as aspects of psychotherapy integration that are targets for research and possible theoretical frameworks for understanding decision-making processes of integrative psychotherapists. A preliminary study provides data from practicing psychotherapists to illustrate these points. Finally, implications and directions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Methods of theoretical psychology.

Reviews the book, Methods of theoretical psychology by André Kukla (see record 2001-18914-000). This comprehensive survey of the tools of theoretical psychology is the culmination of the author's previous writings (e.g., Kukla 1989, 1995) wherein he tried to "convince psychologists that our discipline had suffered from a gross and systematic underestimation of the scope, variety, and import of theoretical work" and "persuade my colleagues that there are many important theoretical issues the resolution of which does not call for empirical research" (p. xi). This is not a book in theoretical psychology (the author cites as examples the volumes by Marx and Hillix, and Wolman), but a book about theoretical psychology, the "types of theoretical activities" that "require nothing but thinking" (p. xi). Notable is the book's epigraph, a quotation from Jerry Fodor claiming that the distinction between psychological and philosophical theorizing is merely heuristic, and issuing the moral challenge for a plurality of argument styles that transcends disciplines. For Kukla has written a book about the logic of science, or what was traditionally referred to as the philosophy of science, and, as might be expected, examples are strewn throughout from the natural sciences as well as some classic theoretical problems in psychology, most notably, cognitive science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of overlapping and nonoverlapping items on the theoretical interrelationships of MMPI scales.

Scored 100 adults' MMPI protocols for (a) items appearing only on 1 scale (nonoverlapping) and (b) items appearing on more than 1 scale (overlapping). The correspondence of these 2 sets of scales to a theoretical structure composed of neuroticism, psychoticism, and extraversion dimensions was considered using a method presented by J. A. Wakefield and E. B. Doughtie (see record 1974-08049-001). The correspondence of the scales composed of nonoverlapping items with the theoretical structure was insignificant. The correspondence of the scales composed of overlapping items conformed extremely closely to the theoretical structure. Results indicate that neuroticism, psychoticism, and extraversion factors found in the MMPI are due to items that appear on more than 1 scale. It is argued that the factors attributable to the overlapping items validly represent the similarity of the criteria against which the scales were validated. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonspecific factors and theoretical choice.

Discusses the importance of nonspecific factors as major forces in therapeutic outcome. Their relation to the adoption of a theoretical framework for psychotherapy is examined. The position is taken that a theoretical choice must be made to bring some nonspecific factors into play and to most responsibly remain aware of the value biases and messages inherent in one's therapeutic techniques. Suggestions are made about the teaching of psychological theory, and possibilities for research on values and theory in psychotherapy are proposed. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counselor orientation and theoretical attitudes toward counseling: Historical perspective and new data.

Based on the the continued citation of F. E. Fiedler's (see record 1952-00943-001) conclusions about counselor's attitudes being a function of theoretical orientation and experience, 54 counselors from behaviorist, Gestalt, and rational-emotive orientations were compared on 4 subscales of an orientation questionnaire. Results show a significant relationship between counselor orientation and theoretical tenets; level of experience did not contribute significantly to within-groups variance. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Theory, explanation, and a third generation of theoretical development in social gerontology

Efforts at cumulative knowledge building in social gerontology have been lax, judging from research articles published in journals between 1990 and 1994. Too little attention has been paid to the cumulative development of theory; readers are left with many empirical generalizations but underdeveloped explanations by which to interpret findings and build upon them in subsequent research. To assist future theory development in social gerontology, we review seven theoretical perspectives referenced most frequently in recent journals: (1) social constructionist, (2) social exchange, (3) life course, (4) feminist, (5) age stratification (age and society), (6) political economy of aging, and (7) critical theory. We suggest that, taken together, these represent a "third generation" of explanation in social gerontology, noting their debt to older and more established traditions in social science theory. We argue that authors and journal reviewers should place more emphasis on theory development - which means, most simply, the construction of explicit explanations in accounting for empirical findings - if knowledge development about social aspects of aging is to be cumulative, systematic, and incremental.     

The relationship between theoretical orientation and therapists' empathy, warmth, and genuineness.

An ongoing debate between groups with different psychotherapeutic theoretical orientations has centered on which school of therapy makes most effective use of the therapeutic relationship. This study divided 27 clinical practitioners into 3 major theoretical orientations-psychodynamic, behavioristic, and humanistic-based on their own stated preferences. Each practitioner conducted an actual interview with a pseudoclient, which was tape recorded and rated with regard to the clinician's level of empathy, warmth, and genuineness, using the Truax-Carkhuff scales. Results show no significant differences between therapists of any of the 3 theoretical orientations. These findings suggest that criticisms that adherents of one theoretical orientation such as the behaviorists possess inadequate relationship skills may be unfounded. Findings further suggest that claims by adherents of one or another theoretical orientation of their greater effectiveness due to superior relationship abilities may also be baseless. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Descriptive, theoretical, and behavioral characteristics of subdoctoral school psychologists.

Reports an analysis of theoretical and behavioral characteristics of a group of applicants and enrollees to an advanced National Defense Education Act Institute held for school psychologists in 1967. Data collected are discussed in relationship to the training, background, theoretical orientation preferences, work load and time allocation to alternate school psychology activities, and behavioral characteristics of applicants and enrollees. Findings suggest that theoretical orientation does appear to effect dimensions of school psychology practice. Factor analyses and step-wise regressions were completed on both paper-pencil measures and observational data obtained from video tape analysis. Results suggest that school psychologists have been recruited for the most part from the ranks of teachers and counselors within the public school setting. Traditional and novel predictors and multiple criteria are discussed in relationship to the emergence of a task-oriented social-learning model for school psychology training and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological androgyny: Theories, methods, and conclusions.

Methodological and conceptual problems in existing psychological androgyny research are illuminated by application of the 2-way ANOVA model, which views masculinity and femininity as a pair of crossed independent variables, with androgynous, male-typed, female-typed, and undifferentiated sex-role categories represented in the cells of the resultant 2-by-2 table. Foremost among previously overlooked theoretical points is that the J. T. Spence et al (see record 1975-27536-001) "high/high" and the S. L. Bem (see record 1974-27631-001) "balance" androgyny formulations represent 2 independent hypotheses, a main effects hypothesis and an interaction hypothesis. Androgyny research findings are summarized in terms of the effects and interaction predicted by these theories. There is no evidence of consistent interaction effects favoring the balanced over the sex typed. Furthermore, the consistency and strength of the masculinity effect relative to the femininity effect suggest that masculinity rather than main effects androgyny predicts psychological well-being. The data provide no support for the traditional model that masculinity is best for men and femininity best for women. (107 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Components of the psychotherapy relationship: Their interaction and unfolding during treatment.

C. J. Gelso and J. A. Carter (see record 1986-09708-001) suggested that all counseling and psychotherapy relationships, regardless of theoretical orientation, consist of 3 components: a working alliance, a transference configuration (including therapist countertransference), and a real relationship. Drawing on theoretical and research literature and using clinical examples, this article offers 19 propositions about how these 3 relationship components interact with one another, how each operates across the course of psychotherapy, and how they affect the treatment in both brief and longer term therapies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of social class, moral orientation, and severity of punishment on boys' moral responses to transgression and generosity.

In 2 experiments with a total of 128 2nd- and 3rd-grade boys, the effects of social class, moral orientation, and severity of punishment on moral responses to transgression and generosity were investigated. In Exp I, a modified version of J. Aronfreed's task (see record 1964-02542-001), the response measures were the self-critical and reparative responses on the transgression trial, the self-critical responses prior to this trial, and the number of candies removed by the S during the task. In Exp II, the S was asked if he wished to donate any of his candy from Exp I to a "needy" child. Results indicate a differential effect of punishment treatment on the responses of the various moral orientation Ss. The flexible moral orientation Ss punished themselves less and donated more candy than the rigid Ss across the punishment conditions. The data suggest that the flexible moral orientation Ss may be more "mature" and "internalized" than the rigid orientation Ss. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Undergraduate students and theoretical biases.

Presents data on the theoretical biases of 114 undergraduates to examine how much of the orientation of a text the student is willing to accept. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The error of accepting the "theoretical" null hypothesis: The rise, fall, and resurrection of commonsense hypotheses in psychology.

When psychologists test a commonsense (CS) hypothesis and obtain no support, they tend to erroneously conclude that the CS belief is wrong. In many such cases it appears, after many years, that the CS hypothesis was valid after all. It is argued that this error of accepting the "theoretical" null hypothesis reflects confusion between the operationalized hypothesis and the theory or generalization that it is designed to test. That is, on the basis of reliable null data one can accept the operationalized null hypothesis (e.g., "A measure of attitude x is not correlated with a measure of behavior y"). In contrast, one cannot generalize from the findings and accept the abstract or theoretical null (e.g., "We know that attitudes do not predict behavior"). The practice of accepting the theoretical null hypothesis hampers research and reduces the trust of the public in psychological research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factors as theoretical constructs.

The essential question this paper asks is: "What is a factor?" The answer which emerges is "cast in terms of Margenau's C and P planes and Feigl's nomological net. A factor is seen as a variable, process, or determinant which accounts for covariation in a specified domain of observation. Within the standard paradigm of S-O-R, the conceptual focus of factor analysis is on O variables." Factors are seen as variables which mediate between S inputs and R outputs. "Factors, as such, do not provide the empirical and rational equations which link theoretical constructs. Factor analysis can only identify those constructs which can eventually be related by mathematical equations. All factors are operationally defined." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The Behavior of Animals: Mechanisms, Function and Evolution.

Reviews the book, The Behavior of Animals: Mechanisms, Function and Evolution by Johan J. Bolhuis and Luc-Alain Giraldeau (see record 2005-00777-000). Given the vastness of the phenomena now to be covered, a compelling theoretical framework is absolutely essential if a comprehensive understanding of animal behaviour is to emerge. Fortunately, Tinbergen himself provided just such a framework for organizing research on animal behaviour, and Bolhuis and Giraldeau wisely follow it in their organization of the material in this text. Thus, a short preface rehearsing the history of animal behaviour research by Robert Hinde (one of Tinbergen's students who himself became one of the foremost contemporary ethologists) is followed by 16 chapters by 23 authors. The chapters are organized into three major sections, two of which flow directly from Tinbergen's four "whys" of behaviour. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer reviewer evaluations and evaluations of peer reviewers: Effects of theoretical orientation.

Investigated the effects of both provider and reviewer theoretical orientation on the evaluation of treatment in the context of document-based peer review and on the consequent evaluation of the reviews themselves. 141 staff members from 35 university counseling centers were assigned to 1 of 2 treatment groups, each of which received different combinations of client problems (depression and anxiety) and provider theoretical orientation (psychodynamic and cognitive-behavioral); each S reviewed 2 sets of treatment documents composed of 2 of the 4 treatment combinations. There was no relationship between quality of review and theoretical orientation of the reviewer or treatment provider and no relationship between theoretical orientation and reimbursement recommendations. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)