Elsevier

Behavior Therapy

Volume 44, Issue 4, December 2013, Pages 625-638
Behavior Therapy

Descriptive Study of the Socratic Method: Evidence for Verbal Shaping

https://doi.org/10.1016/j.beth.2013.08.001Get rights and content

Highlights

  • We examine mechanisms that explain changes in patients during the Socratic method.

  • We analyzed therapist-patient interaction in 65 fragments of clinical sessions.

  • Sequential analysis was used to study behavioral sequences.

  • Results suggest that the application of this component may involve verbal shaping.

Abstract

In this study we analyzed 65 fragments of session recordings in which a cognitive behavioral therapist employed the Socratic method with her patients. Specialized coding instruments were used to categorize the verbal behavior of the psychologist and the patients. First the fragments were classified as more or less successful depending on the overall degree of concordance between the patient’s verbal behavior and the therapeutic objectives. Then the fragments were submitted to sequential analysis so as to discover regularities linking the patient’s verbal behavior and the therapist’s responses to it. Important differences between the more and the less successful fragments involved the therapist's approval or disapproval of verbalizations that approximated therapeutic goals. These approvals and disapprovals were associated with increases and decreases, respectively, in the patient’s behavior. These results are consistent with the existence, in this particular case, of a process of shaping through which the therapist modifies the patient’s verbal behavior in the overall direction of his or her chosen therapeutic objectives.

Section snippets

Sample

The sessions we analyzed came from a data base of video recordings that involved a single cognitive-behavioral therapist with 16 years of professional experience at the Instituto Terapéutico de Madrid (ITEMA, Spain). Clinical sessions were included in the data base conditionally on each patient’s informed consent and not on the basis of the type of clinical technique and/or therapeutic success. In all cases different intervention techniques were applied according to the individualized functional

Behavioral Sequence Analysis

In terms of verbal effectiveness, 39 Socratic fragments were classified as total success, 21 as partial success, and 5 as failures. Within each category of verbal effectiveness, global tests of association revealed significant lag-1 relations between the therapist’s and patient’s behavior (chi-square values ranging from 70.28 to 1379.61, degrees of freedom ranging from 24 to 28, all p-values < .01). Thus, it seems that the patient’s behavior affected the therapist’s behavior immediately afterward.

Discussion

The present study has a number of limitations that should be discussed before examining the implications of our results for theories of clinical change. Some of these limitations arise from the restricted nature of the data base at our disposal. The Socratic fragments we analyzed involved only one therapist and seven clinical cases. Furthermore, even though this therapist was highly experienced in cognitive-behavior therapy, she did not implement a manualized form of the Socratic method.

Conclusions

Although restricted by the nature of our data base, our results are consistent with a process of verbal shaping that underlies the Socratic method. In addition, the measures of inter-observer agreement in our study were over established minimum levels in most cases. The psychological meaning of the conclusions derived from these analyses lends further support to the measurement instruments we employed and confirms the usefulness of this methodology for analyzing the mechanisms of change that

Conflict of Interest Statement

The authors declare that there are no conflicts of interest.

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    This research was funded by the Spanish Government (Ministerio de Ciencia e Innovación, I + D + I Research Grants SEJ2007-66537-PSIC, PSI2010-15908). Ana Calero-Elvira was also supported by a FPI research fellowship (Consejería de Educación, Comunidad de Madrid and European Social Fund) to conduct this research as part of her doctoral thesis. The funding sources had no involvement in design, collection, analysis and interpretation of data, writing of the paper, or in the decision to submit the article for publication. We would like to thank François Tonneau, Juan Botella, Manuel Suero and Ricardo Pascual Verdú for their advice on the manuscript.

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