The Effect of Videotape Feedback on the Self-Assessments of Psychiatric Patients

1973 ◽  
Vol 123 (573) ◽  
pp. 223-224 ◽  
Author(s):  
R. D. Griffiths ◽  
J. Hinkson
Keyword(s):  
Psychiatric Patients ◽  
Scientific Evidence ◽  
The Self ◽  
General Strategy ◽  
Therapeutic Interaction ◽  
Videotape Feedback ◽  
Self Assessments ◽  
Therapeutic Tools ◽  
Motivation For Psychotherapy ◽  
Feedback Techniques

The use of feedback techniques as therapeutic tools has increased quite considerably during the last decade (Berger, 1970). Techniques such as videotape and tape recorder playback have been used with a wide rage of patients, and to secure effects such as ‘overcoming resistance’, ‘evoking insight’, ‘increasing motivation for psychotherapy’ and ‘shocking alcoholics back to reality’. The general strategy has involved making a recording of the patient's behaviour, or a sample of therapeutic interaction; the recording is then played back to the participants and often used as a basis for discussion and further treatment. In spite of the enthusiasm about the value of these techniques, empirical and scientific evidence for their efficacy is almost entirely absent (Bailey and Sowder, 1970).

The Influence of Videotape Feedback on the Self-Assessments of Psychiatric Patients

1978 ◽  
Vol 133 (2) ◽  
pp. 156-161 ◽  
Author(s):  
R. D. P. Griffiths ◽  
P. Gillingham
Keyword(s):  
Physical Attractiveness ◽  
Psychiatric Patients ◽  
Structured Interview ◽  
The Self ◽  
Response Style ◽  
Partial Replication ◽  
Questionnaire Measure ◽  
Videotape Feedback ◽  
Self Assessments

SummaryThe effects of videotape feedback on patients' self-perception were assessed in a study which was a partial replication of an investigation reported by Griffiths and Hinkson (1973). Subjects were randomly allocated to one of three groups. After a semi-structured interview, they were either (1) shown a videotape of the interview, or (2) shown a videotape of another person being interviewed, or (3) engaged in other activities not involving videotape. Patients' self-ratings indicated that videotape feedback has immediate effects on self-assessments of social ease and physical attractiveness. Feedback produced changes in ratings of social ease, but individuals differed in the direction of the change (i.e. whether social ease was ‘better’ or ‘worse’). The direction of the change was predicted by a questionnaire measure of response style. Feedback also tended to make patients rate themselves as less attractive in the eyes of other people. All changes were, however, temporary and had disappeared at a two-week follow-up.The results are generally consistent with those reported by Griffiths and Hinkson in that they indicate temporary and specific changes in response to videotape feedback. The implications of the results are discussed.

Comparison of Self-reported to Observational Agitation Scales

2017 ◽  
Vol 41 (S1) ◽  
pp. S151-S151
Author(s):  
L. Zun ◽  
L. Downey
Keyword(s):  
Psychiatric Patients ◽  
Likert Scale ◽  
The Self ◽  
Assessment Tools ◽  
Self Assessment ◽  
Convenience Sample ◽  
Ed Visits ◽  
Competing Interest ◽  
A Prospective Study ◽  
Age Range

BackgroundIncreasingly, psychiatric patients are presenting to the emergency department (ED) with agitation. ED staff rarely, if ever, use scale to assess agitation or use any self-assessment tools to determine a patient's level of agitation.ObjectivesTo evaluate the relationship between a patient's self-reported level of agitation and other validated agitation assessment tools.MethodsThis is a prospective study using a convenience sample of patients presenting to the ED with a psychiatric complaint. This study was conducted in an urban, inner-city trauma level 1 center with 55,000 ED visits a year. After obtaining consent, a research fellow administered observational tools, PANSS-EC and ACES and BAM and Likert scale self assessment tools on arrival to the ED. SPSS version 24 was used. The study was IRB approved.ResultsA total of 139 patients were enrolled. The most common ED diagnoses were depression, schizophrenia, or bipolar. Majority of patients were African-American (59%), falling in the 25–44 year old age range (56%) 52% male. Self-reported agitation was rated as moderate to high in 72.4% of these patients on the Likert scale and 76.3% on the BAM. There was a significant correlation between the self-reported score versus the BAM (F = 11.2, P = 0.00). However, the self-reported scores were significantly different from the scores assessed by observational tools (P < 0.05).ConclusionsED providers should assess a patient's self-reported level of agitation because a patient could be feeling markedly agitated without expressing outward signs detected by observational tools.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Drug adherence, medical pluralism, and psychopharmaceutical selfhood in postreform Vietnam

2019 ◽  
Vol 57 (1) ◽  
pp. 81-93
Author(s):  
Allen L Tran ◽  
Trần Đan Tâm ◽  
Hà Thúc Dũng ◽  
Nguyễn Cúc Trâm
Keyword(s):  
Psychiatric Patients ◽  
Theoretical Models ◽  
The Self ◽  
Medical Pluralism ◽  
Outpatient Basis ◽  
Psychiatric Medication ◽  
Drug Adherence ◽  
Individual Level ◽  
Medical Traditions

This article examines drug adherence in relation to changing patterns of medical pluralism and neoliberal reforms among psychiatric patients in postreform Ho Chi Minh City, Vietnam. We conducted 39 in-depth interviews and 21 follow-up interviews with individuals prescribed psychiatric medication on an outpatient basis in 2016 to identify patterns of nonadherence, which was operationalized as taking medications according to doctors’ prescriptions at the three-month follow-up interval. Patients adapt or reject their medication prescriptions due to (1) concerns about biomedical drugs and adverse drug reactions, (2) local concepts of psychic distress and selfhood, and (3) the social context of medicine taking. The dominant theoretical models of drug adherence focus on individual-level predictors. However, situating drug adherence in its political-economic context highlights the relationship between medicine and neoliberal modernity that underlies adherence. Examining the intersection of multiple medication regimens and political regimes, we argue that nonadherence is rooted in a complex layering of medical traditions and modernist projects of the self. The reception of new biomedical drugs in Vietnam is shaped by not only folk theories of illness but also a changing cultural politics of the self.

Improving Lab Culture Through Self-Assessment: A Case Study

2021 ◽  
Author(s):  
Soleil Hernandez ◽  
Raymond Mumme ◽  
Laurence Court ◽  
Daniel El Basha ◽  
Skylar Gay ◽  
...  
Keyword(s):  
Relevant Literature ◽  
Well Being ◽  
The Self ◽  
Working Environment ◽  
Assessment Process ◽  
Self Assessment ◽  
Survey Results ◽  
Self Assessments ◽  
Team Project

Purpose: Motivated by perceived dissatisfaction within our lab’s changed working environment brought about by the COVID-19 pandemic, we performed a self-assessment of our lab culture through anonymous surveys and live sessions. Methods: In Survey 1, we asked each lab member to identify and rank up to 10 values that are important for a healthy lab environment. They were then asked to rate how well the lab embodied those values at two time points: before the COVID-19 pandemic while working onsite, and at the time of the survey while working remotely (10 months into the pandemic). In a series of live group sessions, we reviewed relevant literature and the survey results to finalize ten themes. We then reflected on each theme and proposed action items to address any deficiencies. Finally, we conducted Survey 2 after the self-assessment to judge the group's finalized themes, implemented changes, and overall satisfaction with the assessment process. Results: Themes identified were attitude, accountability, teamwork/collaboration, communication, diversity/inclusion, emotional intelligence, integrity, training, well-being, and adaptability in crisis-management. All lab members liked the self-assessment process and felt their voices were heard. On average, there was a 1 2 % increase in satisfaction across all themes from the start to end of the lab assessment. Conclusion: We successfully assessed the culture of our lab and subsequently improved lab member satisfaction. The success of this team project suggests that other scientific labs could benefit from similar interactive self-assessments.

Teaching for Epistemological Change

2017 ◽  
pp. 207-225 ◽  
Author(s):  
Gloria Nogueiras ◽  
David Herrero ◽  
Alejandro Iborra
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Thematic Analysis ◽  
The Self ◽  
Levels Of Analysis ◽  
Epistemological Development ◽  
Self Assessment ◽  
Self Assessments

As higher education teachers, the authors are committed to supporting students in their epistemological development, specifically in their transition towards self-direction. In this chapter, they share their experience of using self-assessment in a Teacher Training Degree course as a way to both enhance self-direction and assess its development. A thematic analysis of the self-assessments of a sample of 30 students is carried out, and four themes are identified: 1) the degree of authorship, 2) the degree of elaboration, 3) “taking notice of” subtle levels of analysis, and 4) the identification of temporal milestones throughout the course. These themes enable a different pattern of mental complexity to be identified, a complexity which is understood as evidence of students' different degrees of self-direction. The findings are discussed in the light of developmental constructivist theories. In addition, some implications for education regarding the current debates on self-assessment literature are presented.

MMPI profile types and the self-report of psychiatric patients.

1972 ◽  
Vol 79 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Frank D. Payne ◽  
Jerry S. Wiggins
Keyword(s):  
Psychiatric Patients ◽  
The Self ◽  
Self Report ◽  
Mmpi Profile

Student self-assessment of oral explanations: Use of language learning progressions

2019 ◽  
Vol 36 (3) ◽  
pp. 391-417 ◽  
Author(s):  
Despina P. Goral ◽  
Alison L. Bailey
Keyword(s):  
Language Learning ◽  
Elementary Students ◽  
Learning Experience ◽  
The Self ◽  
Learning Progressions ◽  
Self Assessment ◽  
Assessment Protocol ◽  
Assessment Activity ◽  
Self Assessments ◽  
And Gender

Students’ self-assessment of language features in their oral explanations of a mathematics task was supported by language learning progressions. Learning progressions map a continuum of knowledge or skills development as they increase in sophistication over time. Learning progressions can be a framework to support formative assessment by both teachers and students. Fifty-eight predominantly English-speaking US elementary students used language learning progressions to complete their self-assessment of either discourse stamina or vocabulary usage in the elicited oral explanations. Students were guided through a four-step, highly scaffolded self-assessment protocol that was analyzed for (1) concordance with researcher placements of their explanations on the progressions, and (2) student commentary on their own placements. Overall, 50% of the students self-assessed in accordance with researchers’ independent placement of their explanations on the progressions. However, significant grade-level and gender differences in concordance were found. Results were consistent with prior research findings that upper-elementary students’ self-assessments are more aligned with external measures than are younger students’ self-assessments (e.g., Butler & Lee, 2006). However, even the youngest students in the current study were able to complete the self-assessment activity, if not always with the same degree of concordance. Successful participation may be attributable to the format, scaffolding, and contextualization of the self-assessment activity with its use of language learning progressions. Also consistent with prior research, girls were more likely to agree with researchers’ placements than boys. Student self-assessment differed by the two language features. Most students found the self-assessment activity to be a useful learning experience. Implications for research and practice are discussed.

scholarly journals Factors that discourage medical students from pursuing a career in psychiatry

2011 ◽  
Vol 35 (11) ◽  
pp. 425-429 ◽  
Author(s):  
Marie T. Curtis-Barton ◽  
John M. Eagles
Keyword(s):  
Medical Students ◽  
Questionnaire Survey ◽  
Psychiatric Patients ◽  
Scientific Evidence ◽  
Evidence Base ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Career Option ◽  
Negative Perceptions

Aims and methodThis cross-sectional study investigated the evolution of intentions among medical students to pursue a career in psychiatry and the factors that might discourage them from becoming a psychiatrist. A questionnaire survey was sent to medical students in years 1–5 at Aberdeen University.ResultsFrom 918 students, 467 (51%) returned useable responses. Proportions of students across the 5-year groups who definitely or probably intended to become psychiatrists remained fairly stable at 4–7%. In their final year, psychiatry remained a possible career option for a further 17% of students. The most potent discouraging factor was the perception of poor prognoses among psychiatric patients. Perceptions of a lack of scientific/evidence base reduced enthusiasm for becoming a psychiatrist. Issues relating to the prestige of the specialty were also important.ImplicationsIf recruitment to the specialty is to improve, these negative perceptions among students should be addressed by their teachers and more widely within psychiatry.

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