Change Processes in Clients' Self-Perceptions in Experiental Psychotherapy / Veränderungsprozesse in der Selbstwahrnehmung bei Klienten in der Experienziellen Psychotherapie / Procesos de cambio en la percepción que tiene el cliente de su self en psicoterapia experiencial / Les processus de changement dans les perceptions de soi chez les clients dans la psychothérapie expérientielle / Processos de mudança na auto-percepção do cliente em terapia experiencial /
Bibliographic record
Abstract
Abstract This study examined the processes underlying change in self-perceptions and their relation to treatment outcome in short-term perception-focused experiential therapy. Clients (n = 20) receiving this method of therapy showed significantly greater improvement on measures of depression, self-concept, and perceptual congruence than those in a stress-management treatment control group (n = 20). Self-relevant segments, drawn from an early and later therapy session of the treatment group, were rated on the EXP-Scale and on a measure of levels of perceptual processing (LCPP-R). The analyses revealed significant early- to late-therapy improvement in depth of experiencing and ability to engage in complex, internally focused differentiating, reevaluating, and integrating kinds of mental operations. A significant relationship was also found between attained complexity in manner of processing and post-treatment reduction in depression. The implications of these findings for experiential theory and practice are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.003 | 0.004 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.003 | 0.000 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".