Moderating Effects of Alexithymia on Associations between the Therapeutic Alliance and the Outcome of Brief Psychodynamic-Interpersonal Psychotherapy for Multisomatoform Disorder

Frontiers in Psychiatry ◽

10.3389/fpsyt.2017.00261 ◽

2017 ◽

Vol 8 ◽

Cited By ~ 6

Author(s):

Thomas Probst ◽

Heribert Sattel ◽

Harald Gündel ◽

Peter Henningsen ◽

Johannes Kruse ◽

...

Keyword(s):

Therapeutic Alliance ◽

Interpersonal Psychotherapy ◽

Moderating Effects

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Therapeutic alliance, subsequent change, and moderators of the alliance–outcome association in interpersonal psychotherapy for depression.

Psychotherapy ◽

10.1037/pst0000101 ◽

2017 ◽

Vol 54 (2) ◽

pp. 125-135 ◽

Cited By ~ 4

Author(s):

Michael J. Constantino ◽

Alice E. Coyne ◽

Emily K. Luukko ◽

Katie Newkirk ◽

Samantha L. Bernecker ◽

...

Keyword(s):

Therapeutic Alliance ◽

Interpersonal Psychotherapy ◽

Subsequent Change

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Supplemental Material for Therapeutic Alliance, Subsequent Change, and Moderators of the Alliance–Outcome Association in Interpersonal Psychotherapy for Depression

Psychotherapy ◽

10.1037/pst0000101.supp ◽

2017 ◽

Keyword(s):

Therapeutic Alliance ◽

Interpersonal Psychotherapy ◽

Subsequent Change

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Stress, depression, and the therapeutic alliance as mediators on the outcome of brief psychodynamic-interpersonal psychotherapy for multisomatoform disorder

Psychotherapy Research ◽

10.1080/10503307.2021.1882711 ◽

2021 ◽

pp. 1-10

Author(s):

Elke Humer ◽

Heribert Sattel ◽

Harald Gündel ◽

Peter Henningsen ◽

Johannes Kruse ◽

...

Keyword(s):

Therapeutic Alliance ◽

Interpersonal Psychotherapy

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The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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