Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646057
Title: Assessing the influence of three therapy modalities on client change : using single case methods and abductive reasoning
Author: Craig, Megan
Awarding Body: University of Wales
Current Institution: Regent's University London
Date of Award: 2010
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Abstract:
Objectives: This study assesses the putative mediators and underlying causal mechanisms influencing client change in therapy. Three modalities are investigated, namely Personal Construct Psychotherapy, Existential-Phenomenological Therapy, and Cognitive Behavioural Therapy. Design: The Hermeneutic Single Case Efficacy Design is employed to gather quantitative and qualitative data that provides a rich case record of the therapeutic process and its associated outcomes. Inferences to the best explanations for client change processes are formulated through abductive reasoning methods. Method: A single participant from each modality is invited to complete questionnaires at baseline, at each therapy session, and after therapy is completed. Two interviews are conducted with each participant at the mid-point and end of therapy. Associated therapists provide weekly evaluation on sessions that are cross-referenced with client measures for analysis purposes. The quantitative data is analysed by scoring the outcome data, mapping process to outcome, and investigating connections between in-therapy events and outcome shifts. The Change Interviews are transcribed and analysed using a hermeneutic phenomenological style. Results: Exploratory data analysis is conducted to detect change phenomena and putative mediators in the data. Abductive reasoning strategies generate and develop competing theories to explain observed changes. Broadly, each case presented a theory of learning as an explanation for therapeutic change, as well as an alternative theory of change which 14 included either client, or relational factors, Theories were appraised using specific criteria to draw inferences to the best explanation. Conclusions: Theories were not found to be mutually exclusive. Client factors and relational factors inform theories of learning to produce an explanation for how clients changed in the course of therapy. The dichotomy between specific effects and common factors is dismantled, as different therapeutic modalities are found to execute common factors in a specific, and unique, manner.
Supervisor: Rayner, Mark Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.646057  DOI: Not available
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