Biomedical subjects

M R Uhlemann

Publications and source records attributed to M R Uhlemann.

5 recordsLinked to original sources

PubMed1994

Development of an instrument to assess clinicians' recognition memory using a videotaped stimulus interview.

This study represents the development of an instrument to assess clinicians' memory using a videotaped counseling interview. The instrument, called the Recognition Checklist (RC), consists of 60 items of information based on the content presented by the client on the stimulus tape. Initial findings indicated that this instrument has promising reliability and validity and warrants further development and application to the study of clinicians' memory of the interview process and interviewing skill training.

Adult↗

PubMed1990

Client cognitive responses to counselor paradoxical and nonparadoxical directives.

Client cognitive responses to counselor paradoxical and nonparadoxical directives were examined. It was predicted (a) that clients who received paradoxical symptom prescriptions would display a greater negativity toward the counselor and counseling than those who received nonparadoxical directives; and (b) that clients who received no rationale for the paradoxical directives would display a greater negativity than those who received a rationale. Thirty clients who had reported performance anxiety received one 45-minute counseling interview. Ten clients received paradoxical directives with a rationale, 10 received paradoxical directives with no rationale, and 10 received nonparadoxical directives. Results showed no significant differences in either client in-session negativity or out-of-session implementation of directives between the paradoxical and nonparadoxical conditions and between the rationale and no rationale paradoxical conditions. Possible implications of the findings are discussed.

Adaptation, Psychological↗

PubMed1989

The effects of cognitive complexity and arousal on client perception of counselor nonverbal behavior.

This analogue study examined the interaction between cognitive complexity and arousal in client discrimination of counselor positive and negative nonverbal behavior. Thirty university students, divided into low, medium, and high arousal conditions, viewed a videotaped counseling interview in which the counselor nonverbal behaviors were varied systematically and then rated counselor perceived expertness. The results showed that subjects discriminated counselor positive and negative nonverbal behaviors in the early portion of a 30-minute interview, but this tendency deteriorated quickly as the interview progressed. Also, there was a significant interaction between subject cognitive complexity and arousal level. Implications of the findings are discussed.

Adult↗

PubMed1984

Perception of theoretically derived counseling approaches as a function of preference for counseling orientation.

Examined the relationship between preference for major counseling orientations and perception of counselor behavior in theoretically derived counseling interviews. Seventy-seven undergraduate students viewed demonstration interviews by Rogers and Lazarus, rated the counselor behavior on the Counselor Rating Form, and were assessed in their endorsement of seven major counseling orientations. A regression analysis performed on the preference scores for seven counseling orientations (predictors) in response to the counselor perception scores on the Counselor Rating Form showed a significant relationship only between the client-centered orientation and Rogers. Lazarus was not predicted from any of the seven orientations. Additional analysis of the Counselor Rating Form data revealed that Lazarus was perceived as more expert, attractive, and trustworthy than Rogers. The results are discussed in relation to previous studies.

Adult↗

PubMed1980

Programmed learning in the microtraining paradigm with hotline workers.

Twenty-five hotline workers were randomly assigned to three skill-training conditions. Nine microtraining subjects were trained in the use of attending behavior, open inquiry, and reflection of feeling and content using the standard microtraining paradigm. Seven programmed-learning subjects were trained in the same skills using programmed manuals and role-play interviews with feedback. The remaining nine subjects acted as a no-training control group. Pretraining and post-training interviews and telephone calls with pseudoclients were audiotaped for each subject. Subjects were assessed on empathy, the Therapist Error Checklist, attending behavior, and three modes of skill interaction. For interviews the main effect of training on each measure was significant. Both microtraining and programmed learning resulted in superior interview performance over no-training, and differed little from each other. For telephone calls microtraining resulted in higher empathy ratings than progammed learning or no-training.

Adult↗