Academic literature on the topic 'Therapist client feedback'
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Journal articles on the topic "Therapist client feedback"
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Winkeljohn Black, Stephanie, and Amanda P. Gold. "Trainees’ Cultural Humility and Implicit Associations about Clients and Religious, Areligious, and Spiritual Identities: A Mixed-Method Investigation." Journal of Psychology and Theology 47, no. 3 (April 14, 2019): 202–16. http://dx.doi.org/10.1177/0091647119837019.
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Therapists’ cultural humility is associated with stronger client–therapist working relationships, though therapist trainees’ cultural humility toward clients of diverse religious, areligious, or spiritual (RAS) backgrounds is unknown. This is compounded by a lack of systemic training in RAS diversity within clinical and counseling psychology programs. The current, mixed-method pilot study ( N = 10) explored psychotherapy trainees’ self-reported and implicit attitudes (via Implicit Association Tasks) toward RAS diversity in clients, and then used a focus group to explore whether trainee responses to feedback about their implicit attitudes imbued themes of cultural humility that supervisors and educators could use as discussion points to heighten cultural humility and responsiveness in trainees. There was no association between trainees’ self-reported and implicit RAS attitudes; participant responses revealed cultural humility themes, including receptivity and openness to feedback (i.e., their levels of implicit attitudes toward RAS groups).
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Hill, Clara E., Mary Ann Hoffman, Dennis M. Kivlighan, Sharon B. Spiegel, and Charles J. Gelso. "Therapist Expertise." Counseling Psychologist 45, no. 1 (January 2017): 99–112. http://dx.doi.org/10.1177/0011000016671006.
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In this rejoinder, we respond to comments raised by Goodyear, Wampold, Tracey, and Lichtenberg; Norcross and Karpiak; Reese; and O’Shaughnessy, Du, and Davis about the definition of expertise and methods for increasing expertise. The most consensus among these authors was found for client outcomes as a criterion of expertise and practice as a mechanism for increasing expertise. Until we have better empirical evidence, however, we suggest keeping the eight criteria that we originally proposed to measure expertise (performance, cognitive processing, client outcomes, experience, personal qualities, self-assessment, reputation, credentials), as well as the four mechanisms for increasing expertise (training, practice, feedback, and personal therapy). We challenge future researchers to hone the list and determine how to weight the various criteria and mechanisms based on empirical evidence.
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Carrier, Annie, Mélanie Levasseur, Denis Bédard, and Johanne Desrosiers. "Teaching Transfer Skills to Older Adults: Identification of Strategies Used by Occupational Therapists." British Journal of Occupational Therapy 74, no. 11 (November 2011): 500–508. http://dx.doi.org/10.4276/030802211x13204135680785.
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Introduction: Community occupational therapists frequently teach transfer skills to older adults. The teaching strategies used should be documented because they can affect the outcomes of interventions. Objective: The objective of the study was to identify the strategies used by community occupational therapists when teaching transfer skills to older adults. Method: Eleven community occupational therapists were recruited from six health and social services centres in Québec, Canada. Data were collected through observations of transfer interventions (n = 31), followed by in-depth interviews (n = 12). Data were analysed using descriptive statistics and grounded theory methods. Findings: Strategies consisted of nine methods, eight tools and nine intensity adjustments. The methods were explaining, demonstrating, having the client try, giving feedback on performance, involving the client, seeking and obtaining client's feedback, questioning, and involving a teaching assistant. Tools varied according to the teaching method. These tools were gestures, equipment, visual aids, written, verbal and somatosensory instructions, assistant as client and occupational therapist as client. Finally, intensity adjustments were related to the scope, directedness, duration, frequency and pace of teaching. Conclusion: A range of teaching strategies used by community occupational therapists were identified. Three methods, five tools and nine intensity adjustments were identified for the first time.
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Hadziahmetovic, Nina, Sabina Alispahic, Djenita Tuce, and Enedina Hasanbegovic-Anic. "Therapist’s interpersonal style and therapy benefit as the determinants of personality self-reports in clients." Vojnosanitetski pregled 73, no. 2 (2016): 135–45. http://dx.doi.org/10.2298/vsp140911141h.
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Background/Aim. In (counter)transference relationship therapist?s interpersonal style, implying the perceived relation of therapist to a client (patient) in terms of control, autonomy, care and positive feedback, has been shown to be important. The aim of our study was to assess the relationship between therapist?s interpersonal style and clients? personality self-reports. Within therapist?s interpersonal style, preliminary validation of the Therapist?s Interpersonal Style Scale has been conducted, which included double translation method, exploratory factor analysis, confirmatory factor analysis, as well as the reliability tests of the derived components. Methods. This research was conducted on a group of 206 clients, attending one of the four psychotherapy modalities: psychoanalysis, gestalt therapy, cognitive-behavioral and systemic family therapy. Beside Therapist?s Interpersonal Style Scale, Big Five Questionnaire and Therapy Benefit Scale were administered, showing good internal consistency. Results. Principal component analysis of therapist?s interpersonal style singled out two components Supportive Autonomy and Ignoring Control, explaining 42% of variance. Two-factor model of the therapist?s styles was better fitted in confirmatory factor analysis than the original 4-factor model. Structural model showing indirect and direct effects of therapist?s interpersonal styles on selfreports in clients indicates good fitness (?2(12) = 8.932, p = 0.709; goodness-of-fit index = 0.989), with Ignoring Control having direct effect on Stability, Supportive Autonomy on Therapy Benefit, and Therapy Benefit on Plasticity. Conclusion. The results of this study indicate the importance of further research on therapist?s interpersonal style, as well as further validation of the instrument that measures this construct. Besides, a client?s perception that the therapy is being helpful could instigate more explorative and approach-oriented behavior, what indirectly might contribute to a client?s stability.
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Hill, Clara E., Sharon B. Spiegel, Mary Ann Hoffman, Dennis M. Kivlighan, and Charles J. Gelso. "Therapist Expertise in Psychotherapy Revisited." Counseling Psychologist 45, no. 1 (January 2017): 7–53. http://dx.doi.org/10.1177/0011000016641192.
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The thesis of this article is that the lack of evidence related to the identification and development of therapist expertise is due to the inadequate definition and operationalization of the concept. We propose a definition of expertise that is restricted to performance in the conduct of psychotherapy: the manifestation of the highest levels of ability, skill, professional competence, and effectiveness. In addition, we offer several criteria that may be used to assess expertise: performance (including relational and technical expertise), cognitive processing, client outcomes, experience, personal and relational qualities, credentials, reputation, and self-assessment. We then review research related to the development of expertise, highlighting the role of experience with clients, personal therapy, supervision, deliberate practice, and feedback. Finally, we conclude with recommendations for conducting research on therapist expertise.
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Spiro, Neta, and Tommi Himberg. "Analysing change in music therapy interactions of children with communication difficulties." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1693 (May 5, 2016): 20150374. http://dx.doi.org/10.1098/rstb.2015.0374.
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Music therapy has been found to improve communicative behaviours and joint attention in children with autism, but it is unclear what in the music therapy sessions drives those changes. We developed an annotation protocol and tools to accumulate large datasets of music therapy, for analysis of interaction dynamics. Analysis of video recordings of improvisational music therapy sessions focused on simple, unambiguous individual and shared behaviours: movement and facing behaviours, rhythmic activity and musical structures and the relationships between them. To test the feasibility of the protocol, early and late sessions of five client–therapist pairs were annotated and analysed to track changes in behaviours. To assess the reliability and validity of the protocol, inter-rater reliability of the annotation tiers was calculated, and the therapists provided feedback about the relevance of the analyses and results. This small-scale study suggests that there are both similarities and differences in the profiles of client–therapist sessions. For example, all therapists faced the clients most of the time, while the clients did not face back so often. Conversely, only two pairs had an increase in regular pulse from early to late sessions. More broadly, similarity across pairs at a general level is complemented by variation in the details. This perhaps goes some way to reconciling client- and context-specificity on one hand and generalizability on the other. Behavioural characteristics seem to influence each other. For instance, shared rhythmic pulse alternated with mutual facing and the occurrence of shared pulse was found to relate to the musical structure. These observations point towards a framework for looking at change in music therapy that focuses on networks of variables or broader categories. The results suggest that even when starting with simple behaviours, we can trace aspects of interaction and change in music therapy, which are seen as relevant by therapists.
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Berant, Ety, and Shraga Zim. "Between Two Worlds." Rorschachiana 29, no. 2 (July 2008): 201–32. http://dx.doi.org/10.1027/1192-5604.29.2.201.
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The present article describes the process of integration of psychological tests in personality assessment. This process is presented by means of a case study. The article underscores the importance of integrating all sources of information about the client. It also emphasizes the benefits of the feedback meeting for the client as well as for the therapist.
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Styles, Victoria. "Service users' acceptability of videoconferencing as a form of service delivery." Journal of Telemedicine and Telecare 14, no. 8 (December 2008): 415–20. http://dx.doi.org/10.1258/jtt.2008.071202.
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We conducted a study of videoconferencing for delivering an Augmentative and Alternative Communication (AAC) service. AAC is a clinical field that attempts to compensate for the impairment and disability of people with severe expressive communication disorders. A total of 12 participant groups trialled initial AAC assessments via videoconference at a bandwidth of 768 kbit/s. The participant groups consisted of the client, the assessing speech and language therapist, and those who accompanied them to the session (usually their local speech and language therapist and any relatives or carers). Six of these groups progressed to receive review appointments. Following each of the sessions, all of the participants completed a questionnaire. Participants indicated an 88% satisfaction with the videoconference assessment session and a 95% satisfaction with review videoconference sessions. Clients provided the most positive feedback in their questionnaires, while the speech and language therapists were the most critical of the process. The findings suggest that an AAC service can be delivered effectively by videoconference.
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Harmon, S. Cory, Michael J. Lambert, David M. Smart, Eric Hawkins, Stevan L. Nielsen, Karstin Slade, and Wolfgang Lutz. "Enhancing outcome for potential treatment failures: Therapist–client feedback and clinical support tools." Psychotherapy Research 17, no. 4 (July 2007): 379–92. http://dx.doi.org/10.1080/10503300600702331.
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Popham, Jessica, and Anne Rambo. "MRI Ideas as a Compass in the Dark: A Beginning Therapist Applies MRI Ideas to Dangerous Situations." Journal of Systemic Therapies 39, no. 2 (June 2020): 33–50. http://dx.doi.org/10.1521/jsyt.2020.39.2.33.
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The foundational ideas of the Mental Research Institute (MRI) can offer grounding to a therapist when working with dangerous or emotionally fraught situations. In this article, a beginning therapist discusses how these foundational ideas helped her overcome initial biases to work successfully with potentially dangerous court-mandated clients; helped her to handle an emotionally fraught situation in her own family; and clarified her work with a client in a potential domestic violence situation, which might have required reporting to child welfare authorities. Key MRI concepts including the theory of groups; the theory of logical types; first and second order change, cybernetics and positive and negative feedback; context-maintaining behaviors; attempted solutions which become problematic; and therapist maneuverability are discussed. Basic MRI interventions are defined and discussed, including but not limited to the go-slow directive, the dangers of improvement, making a “U-turn,” and how to worsen the problem. A case study is presented.
Dissertations / Theses on the topic "Therapist client feedback"
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Mohamed, Safia. "A comparative clinical case study of a traditional and positive psychological psychometric feedback." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25537.
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The purpose of this clinical case study was to compare clients’ and an Educational Psychologist’s experiences of a psychometric feedback from a traditional perspective with feedback from the perspective of positive psychology. The study consulted relevant literature and integrated readings to design frameworks to guide the two modes of feedback. A mixed-method research approach was applied, with a dominant focus on the qualitative aspects of this study (Qualquan), guided by an interpretivist epistemology. Four adolescent girls and an Educational Psychologist were conveniently selected to participate, with two girls participating in the pilot phase and two in the data collection phase. After the pilot the interview frameworks were adapted. Psychometric profiles were used to generate quantitative data, while audio-visual recordings of the feedback interviews, interview transcripts, field notes , the researcher’s and Educational Psychologist’s reflections, and participants’ pre- and post-feedback narratives contributed to the qualitative data for the study. Following thematic analysis it emerged that the clients’ experienced four similarities between the two modes of feedback interviews. Both feedback interviews were experienced as satisfactory and positive experiences; both modes provided self- and career knowledge to the participants; both were experienced as comprehensive feedbacks and the Educational Psychologist highlighted both strengths and weaknesses of the client in each mode. However, the participant who experienced the positive psychological feedback interview received an additional strength-building opportunity. The lack of significant differentiation between the two modes of feedback interviews may be indicative of the value of the therapeutic alliance between therapists and client. This study’s main contribution to Educational Psychology theory and practice is a framework for a positive psychological feedback interview, which may create opportunities for strength-building discussions.Dissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
unrestricted
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Harris, Mitchell Wayne. "Providing Patient Progress Information and Clinical Support Tools to Therapists: Effects on Patients at Risk for Treatment Failure." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3079.
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Patient-focused research systems have been developed to monitor and inform therapists of patients' treatment progress in psychotherapy as a method to enhance patient outcome. The current study examined the effects of providing treatment progress information and problem-solving tools to both patients and therapists during the course of psychotherapy. Three hundred seventy patients at a hospital-based outpatient psychotherapy clinic were randomly assigned to one of two treatment groups: treatment-as-usual, or an experimental condition based on the use of patient/therapist feedback and clinical decision-support tools. Patients in the feedback condition were significantly more improved at termination than the patients in the treatment as usual condition. These findings are consistent with past research on these approaches although the effect size was smaller in this study. Treatment effects were not a consequence of different amounts of psychotherapy received by experimental and control clients. Not all therapists were aided by the feedback intervention.
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O'Halloran, David Michael. "Psychotherapists' experiences of client reported feedback in therapy : how do therapists engage with feedback?" Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5248/.
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In the last 10 years there has been extensive research focused on patient reported outcome measures and feedback in Psychotherapy. Overwhelmingly, these studies have reported that using feedback is associated with increased gains in therapy. However, little is known about the processes that underlie these gains. The present study used a Grounded Theory approach to explore therapist’s reflections and experiences of using feedback in their practice. Ten psychological therapists from two psychological therapy services were interviewed; five therapists from each service. One services was an Adult Psychological Therapy Service, the other service was a Student Counselling Service. All interview transcripts were analysed using Grounded Theory techniques, and secondary analysis comparing and contrasting the two treatment services. This analysis produced a theory of therapist engagement with and disengagement from feedback. This theory provides the context and experiences under which therapists are likely to engage or disengage from feedback. Furthermore, this study found that therapists across the services responded to feedback information in four ways: (1) they shared it directly with clients, (2) reflected on information outside of the session, (3) reject the specific information, or (4) rejected the feedback system as a tool of therapy. These findings are interpreted in light of the existing literature on feedback in psychotherapy, and theoretical underpinnings such as the theory of planned behaviour, self-efficacy and cognitive dissonance. This thesis also makes suggestions for further research on therapist engagement factors, their responses to feedback and therapeutic gain.
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Valkin, Constance Beryl. "The self of the therapist as recursion : connecting the head and the heart." Thesis, 1994. http://hdl.handle.net/10500/16240.
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The theoretical and methodological assumptions of this
research imply a move away from a positivist empiricist
approach with its reliance on the real, the measurable and the
predictable towards an interactive and collaborative
methodology situated in a constructivist and social
epistemology.
This thesis comprises a recursive intervention in the
researching therapist's life. The author sets out on a voyage
of self-research to investigate her "choreography of coexistence"
(Maturana & Varela, 1987, p.248), due to curiosity about personal and professional impact. The purpose is to
create a map of relational modes that in itself creates shifts:
in the therapist.
This invention-orientated research creates the context of
the researcher and moves through processes: the writing of
autobiography, detailed contextual description, the
interpreting of feedback, and deconstruction. The contents
that pour forth are many different narratives tracking the
evolvement of the self in the original family, through further
definition in new relationships and the expansion of roles in
many professional systems both with clients and colleagues.
" Extracts from conversations provide new perspectives and
feedback about impact. Thus a continual 'provoking of voices'
becomes a thesis theme that highlights the researcher's
structure, organisation and interpersonal processes.
An emancipatory and developmental process is documented
through the researching therapist's positioning as actor,
observer and then critic in relationship to the data.
Patterns and themes emerge that facilitate both self-
differentiation and connectedness and many new head-heart
connections. This new knowledge could enable the
professional's skilful and intuitive use of self.
The self comes into being as it reflects itself, ·so a
recursive process evolves where looking at the self operates
on the products of its own operations. This is an active
process, where the researching therapist constructs an
experiential reality. Given the accountability that accrues
from constructing such a reality, a focus on pragmatic,
aesthetic and ethical criteria is incorporated.
This research, like the practice of therapy, is a
departure from attempts to demonstrate what is already known
to modes of research that are recursive and improvisational.Psychology
D. Litt. et Phil.
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Sousa, Joana Iglésias Fonseca de. "Um olhar sobre as perspectivas do cliente e do terapeuta acerca do uso dos sistemas de feedback em psicoterapia." Master's thesis, 2018. http://hdl.handle.net/10400.12/6277.
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Dissertação de Mestrado apresentada no ISPA - Instituto Universitário, na especialidade de Psicologia Clínica.Objectivo: Várias investigações científicas, incluindo meta-análises, já demonstraram os benefícios do estudo dos sistemas de feedback. Ainda assim, há uma escassez de informação no que diz respeito aos factores que possam influenciar o efeito dos sistemas de feedback. Por existirem estudos que indicam que os resultados possam também ser influenciados pelos efeitos do terapeuta, propomos investigar as perspectivas do cliente e dos terapeutas em relação ao uso dos sistemas de feedback. Método: Foram realizadas entrevistas qualitativas a dois clientes e os seus respectivos terapeutas, perfazendo um total de quatro participantes. Com o intuito de analisar em profundidade estas entrevistas, recorreu-se a uma metodologia qualitativa, mais precisamente o método fenomenológico de investigação de Giorgi (2009). Resultados: Como resultado da análise das entrevistas, fora encontradas dimensões comuns aos participantes. Apesar de existirem discrepâncias acerca da atitude perante os sistemas de feedback os clientes estão de acordo ao referirem os sistemas de feedback como sendo pouco fiáveis mas, ainda assim, servem como um guia da evolução clínica. Quanto aos terapeutas, é igualmente notória a sua diferença na atitude perante os sistemas de feedback, o que influencia também a maneira diferente como ambos o utilizavam em terapia. Conclusões: Os nossos resultados apontam para o facto da atitude dos terapeutas perante os sistemas de feedback predizerem a utilização dos mesmos em terapia. Foram ainda apontados a falta de experiência, falta de prática e incapacidade para transmitir uma cultura de feedback ao cliente, como barreiras para o sucesso na utilização dos sistemas de feedback.
ABSTRACT: Aim: Several scientific investigations, including meta-analyzes, have already demonstrated the benefits of studying feedback systems. Nevertheless, there is a lack of information regarding factors that may influence the effect of feedback systems. Given the existence of studies that indicate that the results may also be influenced by the effects of the therapist, we propose to investigate the perspectives of the client and the therapists regarding the use of the feedback systems. Method: Two clients and their respective therapists were interviewed (qualitative interviews), making a total of four participants. In order to analyze these interviews in depth, a qualitative methodology was used, more precisely the phenomenological method of investigation by Giorgi (2009). Results: As a result of the interview analysis, dimensions common to the participants were found. Although there are discrepancies about attitude towards feedback systems, clients agree that they refer to feedback systems as unreliable but nonetheless serve as a guide to clinical evolution. As for therapists, their different attitude towards feedback systems is equally striking, which also influences the different ways in which they both used the systems in therapy. Conclusions: Our results point out that the attitude of therapists towards feedback systems predicts their use in therapy. Lack of experience, lack of practice and inability to convey a feedback culture to the client were also pointed out as barriers to success in the use of feedback systems.
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Vaz, Alexandre Magalhães. "Processo de mudança em psicoterapia e o uso de sistemas de feedback: perspectiva do paciente e do terapeuta." Master's thesis, 2016. http://hdl.handle.net/10400.12/5112.
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Dissertação de Mestrado apresentada ao ISPA - Instituto UniversitárioObjectivo: O uso de sistemas de feedback em psicoterapia pode levar a melhores resultados clínicos e a um diminuir significativo do número de clientes em deterioração (Lambert & Shimokawa, 2011). No entanto, ainda pouco se sabe quanto aos factores que moderam os efeitos destes sistemas, e o que poderá ser feito para os potenciar (Wampold, 2015). A literatura disponível sugere que a atitude do terapeuta e do cliente para com os sistemas de feedback poderá influenciar significativamente os efeitos destes sistemas (Lutz et al., 2015). Assim sendo, o nosso estudo pretende investigar, de um modo mais aprofundado, a perspectiva de cliente e terapeuta sobre o acompanhamento psicológico, focando-nos nas atitudes destes participantes associadas ao uso de sistemas de feedback ao longo do acompanhamento, e o modo como estas influenciaram o processo terapêutico. Método: Foram selecionadas duas díades terapêuticas, cada uma constituída por um cliente e um psicoterapeuta, que realizaram catorze sessões de psicoterapia com periodicidade semanal. Os principais instrumentos para recolha de dados foram o protocolo da Entrevista de Mudança Psicoterapêutica do Cliente (Sales et al., 2007) e a Entrevista de Mudança Psicoterapêutica do Terapeuta. Os dados foram analisados segundo a metodologia qualitativa e fenomenológica de Giorgi (2009). Resultados: Emergiram várias dimensões únicas e comuns, entre terapeutas e clientes, sobre a experiência do uso de sistemas de feedback em psicoterapia. Todos os participantes valorizaram a monitorização de resultados terapêuticos ao longo do processo, e o modo como esta permitia a clarificação de objectivos e tarefas terapêuticas. Os sistemas ajudaram também no iniciar, explorar e aprofundar de diálogos “difíceis”, sendo assim facilitadores na comunicação que permitiram, aos terapeutas, um melhor entendimento da vivência dos seus clientes e adaptação às suas necessidades. Conclusões: Os sistemas de feedback podem servir de apoio a terapeutas e clientes, ao longo do processo terapêutico. É proposto que o conceito clínico de metacomunicação (Safran & Kraus, 2014) possa ser útil no explicar dos efeitos destes sistemas.
ABSTRACT: Aim: Routine outcome monitoring, or feedback systems, may lead to improved therapy outcomes (Lambert & Shimokawa, 2011). Nevertheless, little is known about the variables that mediate these feedback effects (Wampold, 2015). Previous research shows that therapist’s and client’s attitudes towards feedback systems may influence significantly their effects (Lutz et al., 2015). Therefore, our study aims at investigating more deeply the therapist’s and client’s perspective on their psychotherapy process and, specifically, their use of feedback systems in it, and how this influenced the therapy. Method: Two therapeutic dyads were selected, each constituted by a client and a therapist, having concluded a fourteen session psychotherapy process. Data was collected using the portuguese version of the Client Change Interview protocol (Sales et al., 2007) and the Therapist Change Interview, and analyzed with the qualitative and phenomenological method of Giorgi (2009). Results: Several main dimension emerged as common and unique, amongst therapists and clients, on their experience of the use of feedback systems in psychotherapy. All the participants valued the routine outcome measuring process, and the ways in which it allowed a clarifying of therapy tasks and objectives. The feedback systems also helped start, explore and deepen difficult therapy dialogues. This allowed therapists to get a better understanding of their clients lived experience, and thus better adapting to their particular needs. Conclusions: Feedback systems may be of help to both therapists and clients, during the psychotherapy process. Metacomunication (Safran & Kraus, 2014) is proposed to be a useful clinical concept for the understanding of feedback effects.
Books on the topic "Therapist client feedback"
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On Becoming a Better Therapist: Evidence-Based Practice One Client at a Time. American Psychological Association, 2014.
Find full textBook chapters on the topic "Therapist client feedback"
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Sundet, Rolf. "Feedback as Means to Enhance Client–Therapist Interaction in Therapy." In Routine Outcome Monitoring in Couple and Family Therapy, 121–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50675-3_7.
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Hope, Debra A., Richard G. Heimberg, and Cynthia L. Turk. "Additional Tools for Challenging Automatic Thoughts." In Managing Social Anxiety, Therapist Guide, 111–20. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190247591.003.0009.
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Additional techniques to challenge automatic thoughts are presented in this chapter. These techniques include the “pie chart technique,” in which a pie chart can help clients examine catastrophic fears. The “continuum technique” can be used to help clients put possible negative outcomes in the proper perspective. The “me–not me” technique is intended to help therapists and clients maintain an awareness that anxiety in certain social situations is expected and even appropriate. The technique of “intentional physiological arousal induction” involves having the client engage in an activity like jogging in place or walking quickly up and down flights of stairs prior to engaging in an exposure. “Video feedback” is another potentially powerful intervention.
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Hope, Debra A., Richard G. Heimberg, and Cynthia L. Turk. "Additional Tools for Challenging Your Automatic Thoughts." In Managing Social Anxiety, Workbook, 173–90. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190247638.003.0009.
Full textAbstract:
Additional techniques to challenge automatic thoughts are presented in this chapter. These techniques include the pie chart technique, in which a pie chart can help clients examine catastrophic fears. The continuum technique can be used to help clients put possible negative outcomes in the proper perspective. The me–not me technique is intended to help therapists and clients maintain an awareness that anxiety in certain social situations is expected and even appropriate. The technique of intentional physiological arousal induction involves having the client engage in an activity like jogging in place or walking quickly up and down flights of stairs prior to engaging in an exposure. Video feedback is another potentially powerful intervention.