Sperry, Len

The purpose of this longitudinal, quantitative, quasi-experimental study was to explore the effects of a standardized bipartite workshop on counselor trainees’ case conceptualization competency. A secondary purpose was to examine the relationship andeffects of mindfulness, anxiety, personality, and the benefits of the training. Master’s level counselor trainees (N = 121) participated in a two-part workshop (3 hours in length per workshop) designed to teach the integrative case conceptualization model (Sperry, 1989). For each workshop, pre- and post-intervention case conceptualizations were rated by at least two independent raters using the Case Conceptualization Evaluation Form 2.0 (CCEF 2.0). Mindfulness was measured by the Five Facet Mindfulness Questionnaire - Short Form (FFMQ-SF), whereas the State Trait Anxiety Inventory (STAI) and Big Five Inventory (BFI) were utilized to measure anxiety and personality, respectively.
The differences between the experimental and comparison group’s case conceptualization scores were tested using Welch’s Two Sample t-tests. A significant difference was found between the first workshop’s gain scores of the experimental group (M = 28.32, SD = 10.71) and the comparison group (M = 17.88, SD = 10.54), t(66.31) = 4.17, p < 0.001, CI.95 [5.45, 17.88]; d = 0.98. A similar result was found for the second workshop, there was a significant difference between the experimental group (M = 14.07, SD = 14.29) and the comparison group (M = 6.57, SD = 13.01), t(98.39) = 2.78, p = 0.006, CI.95 [2.15, 12.86]; d = 0.55. A combined anxiety and mindfulness multiple regression provided evidence to support substantial links between anxiety, mindfulness, and case conceptualization F(8, 88) = 8.64, p < 0.001, R2 = 0.44, CI.95[.23, .52]. This model accounted for approximately 44% of the variance of the first (pre-test) case conceptualization scores. Additionally, a moderation effect was detected for anxiety and case conceptualization. There was evidence to suggest that the extraversion personality factor moderates the effect of anxiety on case conceptualization. Post-hoc analyses conducted (cluster analysis) found two significant and unique personality clusters in the data, which were consequently confirmed by discriminant analysis, achieving 90% classification accuracy.

Attachment strategies are patterns of attachment that develop over the lifespan, and provide a
description of interpersonal behavior along with a functional system for diagnosing psychopathology.
Genetic factors, in the context of development and the environment regulate the maturation process. As
the brain matures, it synthesizes past memories with present experiences in order to judge the behavior
of others in future relationships. This is significant because the purpose of the attachment figure is to
provide protection and aid the child in “making sense” of information made available to them. Research
in adult psychopathology continues to show a correlation between adult psychopathology, cortisol, and
disruptions in the childhood attachment system. This study will examine how the Dynamic Maturation
Model theory of attachment strategies influence care that mothers give to their infants, and if cortisol
serves as a moderator. The Adult Attachment Interview and Infant Care Index will be administered to
mother/infant dyads. Attachment strategies and quality of infant care indicated by both measurements
will be coded , correlated, and cortisol measured. If findings indicate a correlation, treatment
interventions can be designed for post- postpartum mothers to prevent long term child and adult mental
health psychopathology and associated social problems that may have their etiology in childhood.

The purpose of this quantitative, quasi-experimental study was to examine the
effects of a standardized case conceptualization training workshop on 104 psychotherapy
practitioners recruited from the community. A secondary purpose was to examine the
relationship between participants’ attitudes about evidence-based practice and the effects
of the training. Participants attended two 3-hour training workshops, which taught the
integrative case conceptualization model developed by Sperry (2010b). Pre- and postintervention
case conceptualization skills were assessed using the Case Conceptualization
Evaluation Form (CCEF) 2.0, an updated version of the instrument used in previous
studies. Additionally, participants’ views about case conceptualization were assessed
before and after training using the Views about Case Conceptualization (VACC)
instrument. Participants’ attitudes about evidence-based practice were also examined as a
possible mediating variable between training and effect. These attitudes were assessed
using the Evidence-Based Practice Attitudes Scale (EBPAS). Workshops were separated by four weeks in order to assess whether initial training effects persisted
over time.
Change in case conceptualization skill was analyzed using repeated measures
ANOVA. Participants’ mean CCEF 2.0 scores significantly increased (p < .001) from
pre-test (M = 11.9; SD = 7.74) to post-test (M = 36.7; SD = 7.80) following the first
workshop. The second workshop took place four weeks later with 74 of the original 104
participants. It built on the content of the first workshop and introduced advanced
concepts such as client culture, strengths and protective factors, and predictive ability.
Participants’ mean CCEF 2.0 scores also significantly increased (p < .001) from pre-test
(M = 35.1; SD = 8.11) to post-test (M = 66.3; SD = 10.95) following the second
workshop. There was a small but statistically significant (p < .005) decrease of 1.5 points
in mean scores from the end of Workshop I to Workshop II, indicating that the effects of
the training deteriorate slowly over time. Participants’ attitudes about evidence based
practice and some demographic variables were significantly related to training effects.
Stepwise hierarchical regression analysis determined that these individual variables
account for various portions of the variance in CCEF 2.0 scores. This study’s theoretical,
practice, and research implications are discussed in detail.

This study investigated the extent to which formal training in developing effective
case conceptualizations increased counselor competence among participants compared to
those who were not exposed to the training. A total of 145 counselor trainees were
recruited from three South Florida Universities. Participants in both the treatment group
and comparison group received a brief lecture on case conceptualization, while those in
the treatment group were trained to develop effective case conceptualizations using an
integrative model. The brief lecture effectively reduced myths about case
conceptualization for both the treatment and comparison group participants (p < 0.001).
Oneway ANOVA results showed the effectiveness of the specific training (p < 0.001).
The treatment group had a significantly higher mean score (M = 44.12; SD = 9.84) than
the comparison group (M = 24.23; SD = 8.29). There was no significant difference in
participants’ CCEF pre-test scores, therefore, they were treated as a non-treatment group
and compared to the CCEF post-test scores of the comparison group and treatment group.

This is the first study to investigate the relationship of perceived stress, religious coping styles, and mental health symptoms in university students within a single, faith- based institution. Students face a variety of stressors that may be directly, indirectly, or not related to the college experience. If these stressors are left unmanaged, there are multiple implications including reduced retention, declines in academic performance, physical health concerns, and mental health symptoms. University personnel are reporting increases in the number and severity of mental health symptoms presented by university students. This study investigated whether religious coping strategies provide a mediating effect on the relationship between stress and mental health symptoms. The sample was comprised of 209 undergraduate students, between the ages of 18-32, from a single faith-based university.

In order to prepare counselor-trainees to practice competently and maximize
client outcomes, counselor-trainees must develop a broader understanding and
explanation, called a case conceptualization, of their clients presenting problems,
personality, and systemic dynamics. There is a limited body of research that examines
the effects of training on the ability for counselors to develop an effective case
conceptualization. This is the first study to train counselors to develop competence in
formulating an integrative case conceptualization. This quasi-experimental study aimed
to determine whether an intervention had an effect on the 85 counselors in training that
participated in a 2-hour training. Data was analyzed using paired sample t-tests, an
independent t-test and correlation methods. Participants’ CCEF scores significantly
improved from the training (t = -25.970, df = 84, ES = 3.67, p < 0.001). Participants’
CFCCM scores significantly improved as well (t = -21.693, df = 84, ES = 2.78, p <
0.001). Participants’ scores also significantly improved with their perceptions about case conceptualization (t = -30.828, df =84, ES = 5.47 p < 0.001), for items 1-5. Item 6
resulted in values of (t = -13.295, df = 84, ES = 2.14, p < 0.001). The level of cognitive
complexity as measured by the CCQ did not have a significant effect on the quality of the counselors in training case conceptualizations. Compared to the CFCCM, the CCEF is a much shorter and easier instrument for evaluating a case conceptualization. Overall, results of this study provide support that counselors in training can improve their quality of case conceptualization skills in as little as 2 hours. This can aid in understanding and explaining their client’s situation better, which may significantly improve the treatment
process and client.

An important area of research is emerging for adults diagnosed with autism
spectrum disorders (ASD) with respect to the challenges they face in their social
relationships. Social relationships include those that are romantic in nature such as dating, cohabitation and marriage. Researchers suggest that engaging in a healthy and happy romantic relationship has many physical and mental health benefits that contribute to improved quality of life. This study used a quasi-experimental group design to explore the effects of psychoeducation for adults with ASD. Study participants were assigned to one of two group conditions. One group received the Relationship Enhancement®(RE) program and the other received RE with supplements targeting specific social skills. Social skills, empathy and social support were measured pre and post intervention for participants both within and between groups. Significant differences were found in the assessment of all participants, in both groups, as measured by t-tests and effect sizes in the variables of social skills (t(37)=- 2.28-2.72, p=.028-.029, η2=.122) and empathy (t(37)=-2.31, p=.027, η2=.123). These differences indicate that all participants, in both groups improved in social skills and empathy from pre to post treatment. No significant differences were found among all group participants for the variable of social support. There were no significant differences between groups for the three variables measured (p>0.05). Overall, these results provide support for the use of RE and the targeted supplements to increase social skills and empathy among adults with ASD who are interested in engaging in romantic relationships.