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Biomedical subjects

B D Slife

Publications and source records attributed to B D Slife.

7 recordsLinked to original sources
PubMed1999

Methodological pluralism: a framework for psychotherapy research.

A new level of sophistication is advocated for psychotherapy research--methodological pluralism. This pluralism recognizes the number of unexamined and untested assumptions that are embedded within any method, including traditional scientific methods. These assumptions restrict the questions that can be asked and the variables that can be tested before any investigation of psychotherapy has occurred. Such premature closure is ultimately unscientific and hinders truly creative investigations of psychotherapy. Consequently, a framework is described that allows multiple methods--with multiple underlying philosophies--to complement one another in psychotherapy research. Five essential benefits of this pluralistic framework are shown: advancement of science, increased objectivity, a level playing field, greater scientific freedom, and an end to the burgeoning "method wars" of psychotherapy research.

Cultural Diversity↗
PubMed1991

Accounting for the power of the here-and-now: a theoretical revolution.

Psychotherapists have long recognized the therapeutic power of the here-and-now, but few have attempted to account for this power or provide a rationale for its efficacy. This leaves one of the most central concepts of group therapy without an adequate theoretical base. A major reason for this is the insufficiency of our Western assumptions of time and causality. These ascribe all human behaviors and cognitions to prior influences of one sort or another, making a true focus upon the present almost impossible. Even those who value the here-and-now are inevitably drawn into the past, because the Western philosophy underlying mainstream psychology makes this seem only logical. A theoretical revolution is therefore proposed that draws upon the lessons of history, the insights of other cultures, and developments in physics. This approach is then applied to group therapy, and specific advantages over conventional theorizing are noted.

Causality↗
PubMed1989

Effect of depression on processing interactions in group psychotherapy.

Two studies were conducted to investigate the possibility of individual differences in the ability of inpatients to process interactions in group psychotherapy. The first was a pilot study conducted on groups of major depressive patients and matched normal subjects. Subjects were asked to give process comments after viewing simulations of typical group therapy interactions. These comments were later rated on the extent to which they reflected process qualities and accuracy. These data led to a more rigorous and extensive study that included more appropriate control groups as well as measures of potential confounding factors, such as simulation realism, verbal ability, and interaction comprehension. Results indicated that major depressives suffer from deficits in the ability to process group interactions, relative to three types of control groups, including normals. These differences in processing were not significantly positively correlated with any of the potential confounding factors. The implications for understanding interactional processing and group psychotherapy are discussed.

Adult↗
PubMed1982

Role of affective assessment in modeling aggressive behavior.

This study examines the role of affective assessment, a self-generated influence in learning acquisition, in Bandura's original modeling-of-aggression procedure. Thirty-two first- and second-grade children (both sexes) rated toys and televised acts of aggression against an inflated doll according to their personal affective preference. A matched control group of 32 children was yoked to the affective preferences of the experimental subjects. Control subjects were not shown the televised aggression. All children were then introduced to a free-play situation in which toys and an inflated doll were present. In line with Bandura's findings, we predicted that observational learning would be demonstrated across experimental and control conditions. However, in line with the tenets and previous research findings in support of logical learning theory, we predicted that children would model affectively preferred aggressive acts and toys more readily than affectively dispreferred acts and toys. The experimental predictions were supported in the data collection. Boys and girls differed significantly only in their imitation of positively rated aggressive actions and not in their imitation of negatively rated aggressive actions. The broader theoretical implications of these results, as well as the ramifications of these findings for the televised violence and aggression issue, are discussed.

Affect↗