https://doi.org/10.4081/ripppo.2022.595

Facilitative interpersonal skills are relevant in child therapy too, so why don’t we measure them?

Vol. 25 No. 1 (2022)
Submitted: October 21, 2021
Accepted: May 5, 2022
Published: May 9, 2022
Facilitative interpersonal skills, child psychotherapy, therapist effects.
Abstract Views: 1248
PDF: 707
HTML: 28
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Authors

Jordan Bate
jordan.bate@yu.edu
Ferkauf Graduate School of Psychology, Yeshiva University, Bronx, NY, United States.
Angelica Tsakas
Ferkauf Graduate School of Psychology, Yeshiva University, Bronx, NY, United States.

One of the consistent findings from psychotherapy process research has been the impact of therapist effects on patient change and the therapeutic alliance. The Facilitative Interpersonal Skills (FIS) paradigm is a task in which participants respond to standardized videos of actors playing patients in interpersonally challenging moments as if they were the therapist, which was designed to assess therapist effects. Participants’ video recorded responses are coded for eight skills: verbal fluency, emotional expressiveness, warmth/acceptance/ understanding, empathy, persuasiveness, hope/positive expectations, alliance-bond capacity, and rupture-repair responsiveness. Performance-based procedures like the FIS minimize self-report bias and systematically control for client-related variability while maintaining strong clinical relevance. Research has shown that therapist FIS predicts the quality of the therapeutic alliance and outcome in adult psychotherapy. This paper describes the development and first adaptation of the FIS task using child and adolescent patients as the stimuli, and reports findings from a pilot study testing the reliability. The FIS-Child (FIS-C) task was administered to 10 therapists with a range of clinical backgrounds. Participants also completed the original FIS task and self-report measures of their empathy, social skills, and playfulness. Adequate interrater reliability was achieved on the FIS-C. There were no significant differences between participants’ ratings on the FIS-C compared to the original FIS, although there were minor differences in the correlations between the FISC and self-report measures compared to the original FIS. Findings support moving forward with utilizing the FIS-C to empirically study therapist effects that may be common factors across treatment models.

Dimensions

Altmetric

PlumX Metrics

Downloads

Download data is not yet available.

Citations

Crossref
Scopus
Google Scholar
Europe PMC
Abbass, A. A., Rabung, S., Leichsenring, F., Refseth, J. S., & Midgley, N. (2013). Psychodynamic psychotherapy for children and adolescents: A meta-analysis of short-term psychodynamic models. Journal of the American Academy of Child & Adolescent Psychiatry, 52(8), 863-875. DOI: https://doi.org/10.1016/j.jaac.2013.05.014
Anderson, T., Crowley, M. E. J., Himawan, L., Holmberg, J. K., & Uhlin, B. D. (2016). Therapist facilitative interpersonal skills and training status: A randomized clinical trial on alliance and outcome. Psychotherapy Research, 26(5), 511-529. doi: http://dx.doi.org.elibrary.einstein.yu.edu/10.1080/10503307.2015.1049671. DOI: https://doi.org/10.1080/10503307.2015.1049671
Anderson, T., Finkelstein, J. D., & Horvath, S. A. (2020). The facilitative interpersonal skills method: Difficult psychotherapy moments and appropriate therapist responsiveness. Counselling and Psychotherapy Research, 20(3), 463-469. doi: 10.1002/capr.12302. DOI: https://doi.org/10.1002/capr.12302
Anderson, T., Ogles, B. M., Patterson, C. L., Lambert, M. J., & Vermeersch, D. A. (2009). Therapist effects: Facilitative interpersonal skills as a predictor of therapist success. Journal of Clinical Psychology, 65(7), 755-768. doi: http://dx.doi.org.elibrary.einstein.yu.edu/10.1002/jclp.20583. DOI: https://doi.org/10.1002/jclp.20583
Anderson, T., Ogles, B. M., & Weis, A. (1999). Creative use of interpersonal skills in building a therapeutic alliance. Journal of Constructivist Psychology, 12(4), 313-330. doi: http://dx.doi.org.elibrary.einstein.yu.edu/10.1080/107205399266037. DOI: https://doi.org/10.1080/107205399266037
Anderson, T., Patterson, C.,McClintock, A. S., McCarrick, S. M., Song, X., & The Psychotherapy and Interpersonal Lab Team (2018). Facilitative Interpersonal Skills Task and Rating Manual. Unpublished Rating Manual: Ohio University, Athens, Ohio.
Anderson, T., Perlman, M. R., McCarrick, S. M., & McClintock, A. S. (2020). Modeling therapist responses with structured practice enhances facilitative interpersonal skills. Journal of Clinical Psychology, 76(4), 659-675. doi: 10.1002/jclp.22911. DOI: https://doi.org/10.1002/jclp.22911
Campbell, A. F., & Simmonds, J. G. (2011). Therapist perspectives on the therapeutic alliance with children and adolescents. Counselling Psychology Quarterly, 24(3), 195-209. doi: 10.1080/09515070.2011.620734. DOI: https://doi.org/10.1080/09515070.2011.620734
Capella, C., Gutiérrez, C., Rodríguez, L., & Gómez, C. (2018). Change during psychotherapy: the perspective of children and adolescents who have been sexually abused. Research in Psychotherapy: Psychopathology, Process, and Outcome, 21(1), 24-39. DOI: https://doi.org/10.4081/ripppo.2018.288
Castonguay, L. G., & Hill, C. E. (Eds.). (2017). How and why are some therapists better than others?: Understanding therapist effects (pp. xv, 356). American Psychological Association. doi: 10.1037/0000034-000. DOI: https://doi.org/10.1037/0000034-000
Cicchetti, D. V., & Sparrow, S. A. (1981). Developing criteria for establishing interrater reliability of specific items: Applications to assessment of adaptive behaviour. American Journal of Mental Deficiency, 86(2), 127-137.
Constantino, M. J., Arnkoff, D. B., Glass, C. R., Ametrano, R. M., & Smith, J. Z. (2011). Expectations. Journal of Clinical Psychology, 67(2), 184-192. doi: 10.1002/jclp.20754. DOI: https://doi.org/10.1002/jclp.20754
Crits-Christoph, P., & Mintz, J. (1991). Implications of therapist effects for the design and analysis of comparative studies of psychotherapies. Journal of Consulting and Clinical Psychology, 59, 20-26. DOI: https://doi.org/10.1037/0022-006X.59.1.20
Creed, T. A., & Kendall, P. C. (2005). Therapist Alliance-Building Behavior Within a Cognitive-Behavioral Treatment for Anxiety in Youth. Journal of Consulting and Clinical Psychology, 73(3), 498-505. doi: 10.1037/0022-006X.73.3.498. DOI: https://doi.org/10.1037/0022-006X.73.3.498
Davis, M. H. (1980). A multidimensional approach to individual differences in empathy. Catalog of Selected Documents in Psychology, 10, 85.
Diamond, G. M., Liddle, H. A., Hogue, A., & Dakof, G. A. (1999). Alliance-building interventions with adolescents in family therapy: A process study. Psychotherapy: Theory, Research, Practice, Training, 36(4), 355-368. doi: 10.1037/h0087729. DOI: https://doi.org/10.1037/h0087729
Di Blas, L., Grassi, M., Luccio, R., & Momentè, S. (2012). Assessing the interpersonal circumplex model in late childhood: The Interpersonal Behavior Questionnaire for Children. Assessment, 19(4), 421-441. DOI: https://doi.org/10.1177/1073191111401172
DiGiuseppe, R., Linscott, J., & Jilton, R. (1996). Developing the therapeutic alliance in child-adolescent psychotherapy. Applied & Preventive Psychology, 5(2), 85-100. doi: 10.1016/S0962-1849(96)80002-3. DOI: https://doi.org/10.1016/S0962-1849(96)80002-3
Evers, O., Schröder-Pfeifer, P., Möller, H., & Taubner, S. (2019). How do personal and professional characteristics influence the development of psychotherapists in training: Results from a longitudinal study. Research in Psychotherapy: Psychopathology, Process, and Outcome, 22(3), 389-401. DOI: https://doi.org/10.4081/ripppo.2019.424
Frank, J. D., & Frank, J. (1991). Persuasion and healing: A comparative study of psychotherapy. Baltimore: Johns Hopkins University Press.
Gennaro, A., Kleinbub, J. R., Mannarini, S., Salvatore, S., & Palmieri, A. (2019). Training in psychotherapy: a call for embodied and psychophysiological approaches. Research in Psychotherapy: Psychopathology, Process, and Outcome, 22(3), 333-343. DOI: https://doi.org/10.4081/ripppo.2019.395
Groth, T., & Hilsenroth, M. (2021). Psychotherapy techniques related to therapist alliance among adolescents with eating disorders: The utility of integration. Journal of Psychotherapy Integration, 31(1), 104. DOI: https://doi.org/10.1037/int0000190
Halfon, S., & Bulut, P. (2019). Mentalization and the growth of symbolic play and affect regulation in psychodynamic therapy for children with behavioural problems. Psychotherapy Research, 29(5), 666-678. DOI: https://doi.org/10.1080/10503307.2017.1393577
Halfon, S., Özsoy, D., & Çavdar, A. (2019). Therapeutic alliance trajectories and associations with outcome in psychodynamic child psychotherapy. Journal of Consulting and Clinical Psychology, 87(7), 603-616. doi: 10.1037/ccp0000415. DOI: https://doi.org/10.1037/ccp0000415
Hill, C. E., & Lent, R. W. (2006). A narrative and meta-analytic review of helping skills training: Time to revive a dormant area of inquiry. Psychotherapy: Theory, Research, Practice, Training, 43(2), 154. DOI: https://doi.org/10.1037/0033-3204.43.2.154
Howard, K. I., &- Orlinsky, P. E. (1986). Process and outcome. In S. C. Garfield & A. E. Bergin (Eds.), Handbook of Psychotherapy and Behavior Change (3rd Edition, pp. 311-381). New York: Wiley.
Karver, M. S., & Caporino, N. (2010). The use of empirically supported strategies for building a therapeutic relationship with an adolescent with oppositional-defiant disorder. Cognitive and Behavioral Practice, 17(2), 222-232. DOI: https://doi.org/10.1016/j.cbpra.2009.09.004
Karver, M. S., Handelsman, J. B., Fields, S., & Bickman, L. (2006). Meta-analysis of therapeutic relationship variables in youth and family therapy: The evidence for different relationship variables in the child and adolescent treatment outcome literature. Clinical Psychology Review, 26(1), 50-65. doi: http://dx.doi.org.elibrary.einstein.yu.edu/10.1016/j.cpr.2005.09.001. DOI: https://doi.org/10.1016/j.cpr.2005.09.001
Karver, M., Shirk, S., Handelsman, J. B., Fields, S., Crisp, H., Gudmundsen, G., & McMakin, D. (2008). Relationship processes in youth psychotherapy: Measuring alliance, alliance-building behaviors, and client involvement. Journal of Emotional and Behavioral Disorders, 16(1), 15-28. DOI: https://doi.org/10.1177/1063426607312536
Luborsky, L., McClellan, T., Woody, G., O’Brien, C., & Auerbach, A. (1985). Therapist success and its determinants. Archives of General Psychiatry, 42, 602-611. doi: http://dx.doi.org.elibrary.einstein.yu.edu/10.1001/archpsyc.1985.01790290084010. DOI: https://doi.org/10.1001/archpsyc.1985.01790290084010
McLeod, B. D. (2011). Relation of the alliance with outcomes in youth psychotherapy: A meta-analysis. Clinical Psychology Review, 31(4), 603-616. doi: http://dx.doi.org.elibrary.einstein.yu.edu/10.1016/j.cpr.2011.02.001. DOI: https://doi.org/10.1016/j.cpr.2011.02.001
Nof, A., Dolev, T., Leibovich, L., Harel, J., & Zilcha-Mano, S. (2019). If you believe that breaking is possible, believe also that fixing is possible: a framework for ruptures and repairs in child psychotherapy. Research in Psychotherapy: Psychopathology, Process, and Outcome, 22(1), 45-57. DOI: https://doi.org/10.4081/ripppo.2019.364
Norcross, J. C. (Ed.). (2011). Psychotherapy relationships that work: Evidence-based responsiveness, 2nd edition. Oxford: Oxford University Press. doi: 10.1093/acprof:oso/9780199737208.001.0001. DOI: https://doi.org/10.1093/acprof:oso/9780199737208.001.0001
Norcross, J. C., & Wampold, B. E. (2018). A new therapy for each patient: Evidence-based relationships and responsiveness. Journal of Clinical Psychology, 74(11), 1889-1906. doi: 10.1002/jclp.22678. DOI: https://doi.org/10.1002/jclp.22678
Okiishi, J., Lambert, M.J., Nielsen, S.L., & Ogles, B.M. (2003). Waiting for supershrink: An empirical analysis of therapist effects. Clinical Psychology & Psychotherapy, 10(6), 361-373. doi: http://dx.doi.org.elibrary.einstein.yu.edu/10.1002/cpp.383. DOI: https://doi.org/10.1002/cpp.383
Perlman, M. R., Anderson, T., Foley, V. K., Mimnaugh, S., & Safran, J. D. (2020). The impact of alliance-focused and facilitative interpersonal relationship training on therapist skills: An RCT of brief training. Psychotherapy Research, 30(7), 871-884. doi: 10.1080/10503307.2020.1722862. DOI: https://doi.org/10.1080/10503307.2020.1722862
Pilling, S., Fonagy, P., Allison, E., Barnett, P., Campbell, C., Constantinou, M., Gardner, T., Lorenzini, N., Matthews, H., Ryan, A., Sacchetti, S., Truscott, A., Ventura, T., Watchorn, K., Whittington, C., & Kendall, T. (2020). Long-term outcomes of psychological interventions on children and young people’s mental health: A systematic review and meta-analysis. PLoS One, 15(11), e0236525. doi: 10.1371/journal.pone.0236525. DOI: https://doi.org/10.1371/journal.pone.0236525
Rapley, H. A., & Loades, M. E. (2019). A systematic review exploring therapist competence, adherence, and therapy outcomes in individual CBT for children and young people. Psychotherapy Research, 29(8), 1010-1019. DOI: https://doi.org/10.1080/10503307.2018.1464681
Rice, L. N., & Kerr, G. P. (1986). Measures of client and therapist vocal quality. In L. S. Greenberg & W. M. Pinsof (Eds.), The Psychotherapeutic Process: A research handbook (pp. 73-105). Guilford Press.
Riggio, R. (1986). Assessment of Basic Social Skills. Journal of Personality and Social Psychology, 51, 649-660. doi: 10.1037/0022-3514.51.3.649. DOI: https://doi.org/10.1037/0022-3514.51.3.649
Riggio, R. E., & Carney, D. C. (2003). Manual for the Social Skills Inventory, 2nd ed. Mountain View, CA: Mind Garden.
Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2), 95-103. doi: 10.1037/h0045357. DOI: https://doi.org/10.1037/h0045357
Safran, J. D., & Muran, J. C. (2000). Negotiating the therapeutic alliance: A relational treatment guide. London: Guilford Press.
Salcuni, S., Capella, C., & Lis, A. (2015). Introduction to the Special issue on Qualitative and Quantitative Research in Child and Adolescent Psychotherapy. Research in Psychotherapy: Psychopathology, Process and Outcome, 18(2), VIII-XI. doi: 10.4081/ripppo.2015.211. DOI: https://doi.org/10.4081/ripppo.2015.211
Schenk, N., Zimmermann, R., Fürer, L., Krause, M., Weise, S., Kaess, M., & Schmeck, K. (2019). Trajectories of alliance ruptures in the psychotherapy of adolescents with borderline personality pathology: timing, typology and significance. Research in Psychotherapy: Psychopathology, Process, and Outcome, 22(2), 199-211. DOI: https://doi.org/10.4081/ripppo.2019.348
Schneider, C., & Jones, E. E. (2004). Child Psychotherapy Q-Set coding manual. Unpublished manuscript. Berkeley, CA: University of California.
Shen, X. S., Chick, G., & Zinn, H. (2014). Validating the Adult Playfulness Trait Scale (APTS): An examination of personality, behaviour, attitude, and perception in the nomological network of playfulness. American Journal of Play, 6(3), 345-369. DOI: https://doi.org/10.1037/t61751-000
Shen, X., Chick, G., & Zinn, H. (2014). Playfulness in adulthood as a personality trait a reconceptualization and a new measurement. Journal of Leisure Research, 46, 58-83. doi: 10.1080/00222216.2014.11950313. DOI: https://doi.org/10.1080/00222216.2014.11950313
Shirk, S. R., & Karver, M. (2003). Prediction of treatment outcome from relationship variables in child and adolescent therapy: A meta-analytic review. Journal of Consulting and Clinical Psychology, 71(3), 452-464. doi: http://dx.doi.org.elibrary.einstein.yu.edu/10.1037/0022-006X.71.3.452. DOI: https://doi.org/10.1037/0022-006X.71.3.452
Solomonov, N., McCarthy, K. S., Keefe, J. R., Gorman, B. S., Blanchard, M., & Barber, J. P. (2018). Fluctuations in alliance and use of techniques over time: A bidirectional relation between use of ‘common factors’ techniques and the development of the working alliance. Clinical Psychology & Psychotherapy, 25(1), 102-111. DOI: https://doi.org/10.1002/cpp.2143
Weisz, J. R., Kuppens, S., Ng, M. Y., Eckshtain, D., Ugueto, A. M., Vaughn-Coaxum, R., & Fordwood, S. R. (2017). What five decades of research tells us about the effects of youth psychological therapy: A multilevel meta-analysis and implications for science and practice. American Psychologist, 72(2), 79. DOI: https://doi.org/10.1037/a0040360
Weisz, J. R., Kuppens, S., Eckshtain, D., Ugueto, A. M., Hawley, K. M., & Jensen-Doss, A. (2013). Do Evidence-Based Youth Psychotherapies Outperform Usual Clinical Care? A Multilevel Meta-Analysis. JAMA Psychiatry (Chicago, Ill.), 70(7), 1176- doi: 10.1001/jamapsychiatry.2013.1176. DOI: https://doi.org/10.1001/jamapsychiatry.2013.1176

How to Cite

Bate, J., & Tsakas, A. (2022). Facilitative interpersonal skills are relevant in child therapy too, so why don’t we measure them?. Research in Psychotherapy: Psychopathology, Process and Outcome, 25(1). https://doi.org/10.4081/ripppo.2022.595
Copyright (c) 2022 the Author(s) Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

PAGEPress has chosen to apply the Creative Commons Attribution NonCommercial 4.0 International License (CC BY-NC 4.0) to all manuscripts to be published.