Combining Guided Dialog With Cognitive Therapy for Depressed Women: Six Single-Case Studies

1998 ◽  
Vol 12 (4) ◽  
pp. 331-342 ◽  
Author(s):  
Elizabeth J. Randall ◽  
Bruce A. Thyer
Keyword(s):  
Randomized Trial ◽  
Cognitive Therapy ◽  
Beck Depression Inventory ◽  
Communication Skills ◽  
Single Case ◽  
Single Subject ◽  
Single Subject Research ◽  
Outcomes Measures ◽  
Research Designs ◽  
Over Time

Cognitive therapy (CT) alone was compared to CT, plus a communication skills and relationship repair intervention called Guided Dialog (GD), in the treatment of six depressed women. Outcomes measures were the Beck Depression Inventory and the Miller Social Intimacy Scale, repeatedly administered over time in the context of single-subject research designs. Three women received CT alone, and three received CT followed by CT plus GD. Results indicated that all patients recovered from depression; however, patients who received the combined form of treatment registered greater improvements in intimacy than did clients who received cognitive therapy alone. While tentative, these results suggest that the combination of a relationally based form of treatment such as Guided Dialog, together with cognitive therapy, may warrant a more formal randomized trial.

Perspectives on Pitfalls and Hassles in Single-Subject Research

1988 ◽  
Vol 13 (3) ◽  
pp. 147-154 ◽  
Author(s):  
Thomas R. Kratochwill ◽  
Bonnie L. Williams
Keyword(s):  
Single Case ◽  
Social Science Research ◽  
Science Research ◽  
Single Subject ◽  
Single Case Design ◽  
Single Subject Research ◽  
Case Research ◽  
Research Designs ◽  
Single Case Research ◽  
Single Case Designs

Single-case research designs have emerged as a major methodological strategy in some areas of social science research. Yet, single-subject research is plagued by a number of methodological, conceptual, and philosophical problems that have a bearing on the efficacy of these strategies in applied settings. In this article we review briefly some methodological issues in single-case design, including factors such as baseline trends, variability in the data, and duration of phases. In addition, conceptual issues include the range of outcome questions that single-case designs are designed to address as well as establishing the generalizability of findings. Beyond these issues, a number of pitfalls and hassles are likely to emerge, including philosophical objections to single-case research design, replication problems, measurement paradigms that seem incompatible with design assumptions, and the integration of single-case designs into practice.

Single-Subject Research Designs for Optometry

1985 ◽  
Vol 62 (8) ◽  
pp. 516-522 ◽  
Author(s):  
FRANK L. COLLINS ◽  
RUTH A. BAER ◽  
RONALD L. BLOUNT
Keyword(s):  
Single Subject ◽  
Single Subject Research ◽  
Research Designs

N = 1 Research Methodology in Counselling: Focusing upon the Individual Client

2003 ◽  
Vol 13 (2) ◽  
pp. 133-144 ◽  
Author(s):  
Christopher F. Sharpley
Keyword(s):  
Data Analysis ◽  
Large Scale ◽  
Single Subject ◽  
Health Practitioner ◽  
Design Data ◽  
Single Subject Research ◽  
Research Designs ◽  
Research Findings ◽  
Individual Client ◽  
The Individual

Although the last 20years have seen a focus upon evidence-based therapies, there are arguments that much of the so-called “evidence” produced is, in fact, irrelevant to the mental health practitioner in the field, principally because of the use of large-scale group designs in clinical controlled studies of the effectiveness of one therapy over another. By contrast, and with particular relevance to the practitioner who is both scientist and therapist, single subject research designs and methodologies for data analysis can be applied in ways that allow for generalisation to everyday practice. To inform the readership, the rationale underlying n = 1 studies is described, with some explanation of the major designs and their application to typical cases in guidance and counselling. Issues of inferential deductions from data, variations of design, data analysis via visual and statistical procedures, and replication are discussed. Finally, a case is argued for the introduction of n = 1 reports within the Australian Journal of Guidance and Counselling to better inform the readership about clinical research findings relevant to their practices.

Single-subject research designs for group counselors studying their own groups

1989 ◽  
Vol 14 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Floyd F. Robison ◽  
D. Keith Morran ◽  
Diana Hulse-killacky
Keyword(s):  
Single Subject ◽  
Single Subject Research ◽  
Research Designs ◽  
Group Counselors

Educational Validity Revisited

1987 ◽  
Vol 12 (2) ◽  
pp. 96-102 ◽  
Author(s):  
David W. Test ◽  
Fred Spooner ◽  
Nancy L. Cooke
Keyword(s):  
Research Methodology ◽  
Severe Disabilities ◽  
Educational Programs ◽  
Single Subject ◽  
Single Subject Research ◽  
Research Designs

In 1983, Voeltz and Evans introduced a set of criteria for establishing educational validity. Their intent was to improve the documentation of quality educational programs for learners with severe disabilities. Although the concept of educational validity is sound, we feel that Voeltz and Evans were not justified in rejecting single-subject research methodology as a vehicle for assessing educational validity. The present paper (a) provides a summary of the arguments of Voeltz and Evans against the use of single-subject research designs in establishing educational validity, (b) addresses each of the major concerns of Voeltz and Evans with single-subject research methodology, and (c) demonstrates how single-subject research methodology can be used to demonstrate educational validity.

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