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Title: Therapist Effects and Spiritually Oriented Psychotherapy.
Creator: Sperry, Len
Abstract/Description: Research on therapist effectiveness (i.e., therapist effects) is important for spiritually oriented psychotherapy to mature and flourish as a specialty. Therapist effects are described and compared to treatment effects, and then a research-based profile of the effective therapist is sketched. This characterization is similar in both spiritually-oriented psychotherapy and secular psychotherapy, which has no spiritual orientation. The challenge for this specialty is for research to integrate...
Show moreResearch on therapist effectiveness (i.e., therapist effects) is important for spiritually oriented psychotherapy to mature and flourish as a specialty. Therapist effects are described and compared to treatment effects, and then a research-based profile of the effective therapist is sketched. This characterization is similar in both spiritually-oriented psychotherapy and secular psychotherapy, which has no spiritual orientation. The challenge for this specialty is for research to integrate both therapist effects and treatment effects to inform psychotherapy training. This discussion is framed within Alan Bergin's (1980) "hope" that the psychotherapy profession would become more comprehensive and more effective.
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Date Issued: 2016-01-25
PURL: http://purl.flvc.org/fau/fd/FAUIR000050
Format: Citation

Title: Are Attachment Strategy and the Quality of infant care Moderated by Cortisol? A study on the attachment strategies from the Dynamic Maturation Model to attachment development.
Creator: Boklaga, Susan, Frain, Michael, Sperry, Len, Graduate College, Jones, Nancy Aaron
Abstract/Description: 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...
Show moreAttachment 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.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00005870
Format: Document (PDF)

Title: Effects of the relationship enhancement® program on social skills, empathy and social support for adults with autism spectrum disorders.
Creator: Cunningham, Alexandra, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: 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...
Show moreAn 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.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004096
Subject Headings: Asperger's syndrome -- Patients -- Conduct of life, Asperger's syndrome -- Social aspects, Autism spectrum disorders, Interpersonal relations, Mindfulness based cognitive therapy, Psychology, Pathological
Format: Document (PDF)

Title: The relationship of perceived stress, religious coping styles, and mental health symptoms in university students.
Creator: Chien, Jenny, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: 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....
Show moreThis 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.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004356, http://purl.flvc.org/fau/fd/FA00004356
Subject Headings: Adaptation (Psychology), Adjustment (Psychology), College students -- Mental health services, Mental health -- Religious aspects, Stress (Psychology), Stress management, Well being -- Religious aspects
Format: Document (PDF)

Title: The effect of case conceptualization training on counselor competence and the influence of self-efficacy.
Creator: Ladd, Christina, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: 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...
Show moreThis 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.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004450, http://purl.flvc.org/fau/fd/FA00004450
Subject Headings: Counseling -- Evaluation, Counseling -- Practice, Counseling Competencies Scale, Counselor education, Counselor trainees, Rating of, Counselors -- Supervision of
Format: Document (PDF)

Title: The Influence of Reflective Practice on the Case Conceptualization Competence of Counselor Trainees.
Creator: Binensztok, Vassilia, Sperry, Len T., Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture on 84 participants. A third purpose was to examine the relationships between counselor trainee demographic variables, their attitudes towards...
Show moreThe purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture on 84 participants. A third purpose was to examine the relationships between counselor trainee demographic variables, their attitudes towards evidence-based practice, disposition towards reflective reasoning, and competence in writing case conceptualizations. This was the first study to contribute to the reflection in counseling literature. A convenience sample of N = 84 participants participated in two standardized case conceptualization training lectures. An intervention group (N = 35) received an additional three one-on-one reflection coaching sessions. The comparison group (N = 49) received the training lectures and no coaching. Participants from both groups attended two 3-hour training lectures, which taught the integrative case conceptualization model developed by Sperry (2010). Intervention group participants took part in three additional one-on-one reflection coaching sessions. Pre- and post-training lecture case conceptualization skills were assessed using the Case Conceptualization Evaluation Form (CCEF) 2.0. Levels of reflective thinking were measured with pre-, post-, and post-post-administrations of The Reflection in Learning Scale (Sobral, 2005). Variance in case conceptualization competence was analyzed using a MANOVA. Intervention group participants’ mean CCEF 2.0 scores were significantly higher than those of the comparison group (M = 72.64 and M = 46.81, respectively). Reflective thinking was determined not to be a mediating or moderating variable. Mean CCEF 2.0 scores from the first training lecture increased from the pre-test to the post-test (M = 11.20 and M = 24.10, respectively) for all participants. Mean case CCEF 2.0 scores also increased from the pre-test to the post-test in the second training lecture (M = 21.33 and M = 52.29, respectively) for all participants. Additionally, a paired sample t-test showed improvement on the Reflection in Learning Scale (Sobral, 2005) between the post-test and post-post test for the intervention group. Results were significant (|t| = 1.91, df 34, p < .001, one-tailed).
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013187
Subject Headings: Counselor trainees, Competence, Counselors--Training of, Reflective learning
Format: Document (PDF)

Title: The Effects of Case Conceptualization Training Over Time and Its Relationship to Practitioner Attitudes Towards Evidence-Based Practice.
Creator: Stoupas, George, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: 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)....
Show moreThe 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.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004746, http://purl.flvc.org/fau/fd/FA00004746
Subject Headings: Clinical psychology--Methodology., Client-centered psychotherapy., Psychiatry--Case formulation., Evidence-based medicine., Cognitive therapy., Behavioral assessment., Counseling--Evaluation., Social sciences--Methodology.
Format: Document (PDF)

Title: The Effects of Case Conceptualization Training and Deliberate Practice Coaching on Counselor Competence.
Creator: Lipp, Scott L., Sperry, Len T., Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The primary purpose of this longitudinal, quasi-experimental study was to investigate the effects of a bipartite, standardized case conceptualization training among participants in comparison to those who were exposed to both the training and deliberate practice coaching. The secondary purpose of this study was to examine the relationship of the training and aspects of deliberate practice, along with participants’ attitudes toward evidence-based practice (EBP). A total of 84 counselor...
Show moreThe primary purpose of this longitudinal, quasi-experimental study was to investigate the effects of a bipartite, standardized case conceptualization training among participants in comparison to those who were exposed to both the training and deliberate practice coaching. The secondary purpose of this study was to examine the relationship of the training and aspects of deliberate practice, along with participants’ attitudes toward evidence-based practice (EBP). A total of 84 counselor trainees were recruited from two South Florida universities. Participants in both the experimental group (n = 35) and comparison group (n = 49) received two, three-hour training lectures, which explained the integrative case conceptualization model developed by Dr. Len Sperry in 1989. Over a period of eight weeks, the lectures were separated by approximately four weeks in order to assess whether the training effects persist over time. As measured by the Views About Case Conceptualization (VACC) instrument, the first training lecture effectively reduced case conceptualization myths for both groups by approximately 4 points (out of 25), t (83) = -8.53, p < .001. Repeated measures MANOVA showed that the training had a significant impact on the entire sample. As measured by the Case Conceptualization Evaluation Form (CCEF) 2.0, the comparison group’s overall mean score improvement was approximately 40 points (out of 100) and the experimental group’s overall mean score improvement was approximately 63 points (out of 100), F (4.256, 348.974) = 32.102, p < .001. The results reveal that the training and coaching had a significant effect on counselor trainees’ ability to write effective case conceptualizations with a partial eta-squared effect size of .281. Using both the Evidence-Based Practice Attitude Scale (EBPAS) and Moulaert Questionnaire, this study also examined the influence of attitudes toward EBP and aspects of deliberate practice on trainees' case conceptualization competence. Paired samples t-tests and correlation analysis revealed that participants became more “open” to EBP, t (83) = -5.280, p < .001. However, it was determined that coaching did not act as a mediating or moderating variable. Overall, the findings support that case conceptualization training and deliberate practice coaching increase counselor competence, and that the effects persist over time.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013231
Subject Headings: Counselors--Training of, Evidence-Based Practice, Counselor trainees, Competence
Format: Document (PDF)

Title: The effect of case conceptualization training on competence and its relationship to cognitive complexity.
Creator: Kelsey, Elizabeth Smith, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: 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...
Show moreIn 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.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004205, http://purl.flvc.org/fau/fd/FA00004205
Subject Headings: Clinical competence, Psychiatry -- Differential therapeutics, Psychotherapists -- Training of, Psychotherapy -- Methodology, Psychotherapy -- Practice
Format: Document (PDF)

Title: The Effects of Mindfulness Training on Student Counselors’ Case Conceptualization.
Creator: Casteleiro, Gerardo A., Sperry, Len, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: 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...
Show moreThe 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.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013673
Subject Headings: Counselor trainees, Mindfulness (Psychology)
Format: Document (PDF)

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