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ERIC Number: ED534406
Record Type: Non-Journal
Publication Date: 2011
Pages: 76
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2670-0720-9
A Comparison of Low and High Structure Practice for Learning Interactional Analysis Skills
Davis, Matthew James
ProQuest LLC, Ph.D. Dissertation, The University of Utah
Innovative training approaches in work domains such as professional athletics, aviation, and the military have shown that specific types of practice can reliably lead to higher levels of performance for the average professional. This study describes the development of an initial effort toward creating a similar practice method for psychotherapy training. An Internet based training for learning a psychotherapy skill called interactional analysis taken from Interpersonal Reconstructive Therapy was developed. Two versions of the training, high and low structure practice, were compared in a pilot study. Thirty-nine undergraduate and graduate participants were randomized to learn the skill using either the high or low structure practice. The primary learning outcome was accuracy in identifying interactional components on a posttest of learning. Results show participants receiving the high structure practice identified significantly more interactional components than participants receiving the low structure practice. These results suggest that high structure practice may be a helpful tool for training psychotherapists to recognize interactional components in client narratives. Limitations of the findings, clinical implications, and future research directions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A