Essential processes in emotion-focused therapy.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Emotion-focused therapy is an evidence-based approach grounded in current experiential therapy theory and research which, in turn, draws on emotion theory and research. Fundamental assumptions are that (1) emotions are associated with a multimodal network of information, (2) accessing emotion in therapy accesses this information, and (3) attention to, and exploration of, subjective internal experience (feelings and meanings) is the primary source of new information used in construction of new meaning. The two primary mechanisms of change are thought to be the therapeutic relationship and emotional processing of problematic material. Emotional change processes include awareness, regulation, reflection, and transformation of emotion. Four intervention principles that are essential to every session are as follows: (1) collaborating on a focus for the session, (2) empathically responding to client struggles and pain, (3) responding to the emergence of adaptive emotion and associated healthy resources, and (4) promoting client experiencing (i.e., attention to, and exploration of, feelings and meanings). These in-session intervention principles are consistent with posited change process.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.022 | 0.001 |
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 it