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At least 289 records · Page 16Linked to original sources
PubMed1977

Role-played and hypnotically induced simulation of psychopathology on the MMPI.

The differential effects of role-played vs. hypnotically induced simulation of a paranoid syndrome on diagnostic and validity scales of the MMPI were tested with 30 female undergraduate Ss. Hypnotized Ss given the paranoid syndrome suggestion simulated the MMPI more accurately than did role-playing Ss. The F scale and Gough F-K index of dissimulation identified the role-playing group, but not the hypnosis with simulation suggestion group. It was concluded that further refinement of the validity scales of the MMPI is needed to improve their effectiveness in detecting deception on this test.

Adolescent↗
PubMed1978

A test of Sarbin's self-role congruency theory within a role-playing therapy analogue situation.

Explored the application of role playing, as a research technique, in a test of Sarbin's self-role congruency theory. Forty male Ss volunteered to play either the role of a therapist or client in a simulation of psychotherapy. The CPI dominance scale was used to select high dominant Ss to play the role of therapists. Half of these high dominant Ss were instructed in directive therapy (creating a self-role congruent condition with high dominance and directiveness being congruent) and half were instructed in non-directive therapy (creating a self-role incongruent condition). Judges' ratings were used to compare Ss' role playing ability and visible comfort between the self-role congruent and self-role incongruent conditions. The results supported Sarbin's theory of self-role congruence. These findings suggest methodological improvements in psychotherapy research via the use of role playing and have practical implications for the practice of psychotherapy.

Dominance-Subordination↗
PubMed1978

The effects of videotape feedback on self-concept, role-playing ability, and growth in a leaderless therapy group.

Thirty-two male and female college students participated in six 90-minute leaderless encounter groups in which they received videotape feedback, leader-facilitated videotape feedback, or verbal feedback. Statistical analysis indicated that feedback through a visual medium had no effect on self-concept, role-playing ability, or group coherence. Groups within the experimental conditions were initially different in their ratings on the dependent measures. These differences were maintained throughout the experiment.

Feedback↗
PubMed1979

The effectiveness of the psychodramatic double method, the reflection method, and lecturing in the training of empathy.

Studied the effectiveness of the psychodramatic Double method, the Reflection method, and the Lecture method in improving empathic ability. Sixty-four high school sophomores were assigned randomly to four groups of 16 Ss, 8 males and 8 females, each. Three groups received one of the three training methods and the fourth served as no-training control. The Ss' level of empathy, before and after the training, was measured by a modified version of the Accurate Empathic Scale. The results showed that all three training methods produced significant improvements compared with the control group. The effect of the Double method was significantly greater than that of the other two methods. The Reflection method ranked second, yet was not significantly better than the Lecture method. Females scored higher than males both before and after the training, but there was no significant sex and training method interaction effect.

Adolescent↗
PubMed1979

Measurement of assertive behavior: construct and predictive validity of self-report, role-playing, and in-vivo measures.

Examined the predictive validity and construct equivalence of the three major procedures used to measure assertive behavior: Self-report, behavioral role-playing, and in-vivo assessment. Seventy-five Ss, who spanned the range of assertiveness, completed two self-report measures of assertiveness, the Rathus Assertiveness Scale (RAS) and the College Self-Expression Scale (CSES); two scales from the Endler S-R Inventory of General Trait Anxiousness, the interpersonal and general anxiety scales; eight role-playing situations that involved the expression of positive and negative assertiveness; and a telephone in-vivo task. In general, the study revealed the following: (1) assertiveness measures are task-dependent in that there was more overlap within task than between tasks; (2) there is a moderate degree of correspondence between self-report and role-playing measures, although this was true only for negative assertion; (3) positive and negative assertion do not appear to have the same topography of responding; and (4) there appears to be no consistent relationship between the in-vivo measure and any other type of assertiveness measure.

Anxiety↗
PubMed1981

Relationship between contrived in vivo and role-play assertive behavior.

Used a 2 (High or Low Assertive) x 2 (Role-Play or Contrived In Vivo) design to investigate the external validity of role-play (N = 32). The Conflict Resolution Inventory was used as the selection device. Results indicated a positive relationship between self-report scores and role-play behavior. They also indicated that self-report scores were not predictive of behavior in the contrived in vivo condition; moreover, assertion was enhanced in the role-play condition, while the converse occurred in the contrived in vivo condition. The results indicate that generalizations to more naturalistic settings based upon role-play or self-report scores must be made with caution.

Affect↗