Evaluating Case Formulation Decision-Making and Therapist Responsiveness: A Perspective from the Area of Behavioral Assessment and Case Formulation

Authors

  • William H. O'Brien Department of Psychology, Bowling Green State University

DOI:

https://doi.org/10.14713/pcsp.v6i4.1051

Keywords:

case formulation, therapist responsiveness, behavioral assessment, functional analysis, quantitative analysis, case studies

Abstract

In this paper two research studies by Eells (2010) and Edwards (2010) evaluating case formulation and therapist responsiveness are summarized and critically evaluated.  The central themes abstracted from these studies are subsequently articulated and integrated with existing research on the philosophical and theoretical competencies, clinical competencies, and quantitative competencies needed for effective case formulation. More specifically, I introduce  and evaluate the work of Edwards and Eells in terms of a behavioral model of case formulation that is based on four general principles: functionalism; empiricism, cognitive-behavioral learning theory; and a multivariate perspective that stresses the importance of collecting multimodal and multimethod assessment data as the basis of a case formulation.

Author Biography

William H. O'Brien, Department of Psychology, Bowling Green State University

Wan Fishman, Ph.D. Editor-in-Chief, Pragmatic Case Studies in Psychotherapy Professor of Clinical and Organizational Psychology Graduate School of Applied and Professional Psychology Rutgers University Mailing address: 57 Jaffray Court Irvington, NY 10533 914-693-8549 fax: 603-917-2567 email: dfish96198@aol.com

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Published

2010-12-22

Issue

Section

Commentaries on Original Articles