Robb O. Stanley

Lectures and skills workshops as teaching formats in a history-taking skills course for medical students

Summary. The consulting skills acquired by medical students during their training are an important determinant of their ability to conduct adequate and efficient clinical interviews. These skills comprise: the acquisition of medical knowledge and the ability to apply this; and communication skills required to obtain full, accurate clinical histories from patients and to be able to give to patients the information they need to comply with prescribed regimens.

Treatment effectiveness of hypnosis and behaviour therapy in smoking cessation: a methodological refinement

Studies in smoking cessation have generally failed to adequately control for active treatment effects and have assumed that measures of smoking behaviour (i.e., estimated smoking rate, self-monitoring and chemical analysis) are equally reliable measures. Sixty smokers were randomly assigned to one of four different smoking cessation treatment groups: hypnosis, focussed smoking, attention placebo and a waiting list control. Subjects were asked to estimate and monitor their own smoking behaviour. Blood samples were also taken for thiocyanate analysis before treatment. Smoking rates were similarly measured directly, at 3 months and 6 months after treatment. The results indicate that the three measures of smoking behaviour were all highly correlated. No significant differences were found between treatments, directly after treatment or at the 3- and 6-month follow-ups. These results suggest that active treatment effects may not be responsible for behavioural change in a smoking cessation program. The implications of these findings are discussed.

Psychological tests to measure the effects of medical education on students’ interpersonal skills

Summary. The consulting skills required of medical students and practitioners have been categorized into a number of specific skills, two of which are: students’ ability to empathize with the patient; and ability to decode non‐verbal cues given by the patient in the interview.

International Handbook of Clinical Hypnosis

List of Contributors.Preface. PART I: THE NATURE OF HYPNOSIS. Introduction to Clinical Hypnosis and the Hypnotic Phenomena (Graham D. Burrows & Robb O. Stanley). Training in Hypnosis (Peter B. Bloom). PART II: GENERAL CLINICAL CONSIDERATIONS. Patient Selection: Assessment and Preparation, Indications and Contraindications (Julie H. Linden). Memory and Hypnosis --General Considerations (Peter W. Sheehan). Neuropsychophysiology of Hypnosis: Towards an Understanding of How Hypnotic Interventions Work (Helen J. Crawford). PART III: THE PSYCHOTHERAPIES Injunctive Communication and Relational Dynamics: An Interactional Perspective (Jeffrey K. Zeig). PART IV: SPECIFIC DISORDERS AND APPLICATIONS Hypnosis and Recovered Memory: Evidence--Based Practice (Kevin M. McConkey). Hypnosis in the Management of Stress and Anxiety Disorders (Robb O. Stanley, et al.). Hypnosis and Depression (Graham D. Burrows & Sandra G. Broughton). Hypnosis, Dissaciation and Trauma (David Spiegel). Conversion Disorders. (C. Hoogduin & Karin Roelofs). Personality and Psychotic Disorders (Joan Murray--Jobsis). Dissociative Disorders (Richard P. Kluft). Eating Disorders--Anorexia and Bulimia (Moshe S. Torem). Hypnotherapy in Obesity (Johan Vanderlinden). Hypnotic Interventions in the Treatment of Sexual Dysfunctions (Robb O. Stanley & Graham D. Burrows). Hypnosis in Chronic Pain Management (Frederick J. Evans). Hypnosis and Pain (Leonard Rose). The Use of Hypnosis in the Treatment of Burn Patients (Dabney M. Ewin). Hypnosis in Dentistry (Dov Glazer). Dental Anxiety Disorders, Phobias and Hypnotizability (Jack A. Gerschman). Applications of Clinical Hypnosis with Children (Daniel P. Kohen). The Negative Consequences of Hypnosis Inappropriately or Ineptly Applied (Robb O. Stanley & Graham D. Burrows). Index.

The Relationship between Three Multidimensional Locus of Control Scales

A number of different multi-dimensional scales have been developed to measure the locus of control construct. This study examined three of these scales, Levensons Locus of Control Scale (LOC), based on Social Learning theory, the Trent Attributional Profile (TAP) and Multidimensional-Multiattributional Causality Scales (MMCS) both based on the attributional perspective. A total of 161 undergraduate students with a mean age of 23.1 (SD = 8.19) provided responses to each of the three scales. Results revealed a number of psychometric problems with both the TAP and MMCS, along with small but statistically significant correlations between the equivalent subscales on both inventories. Overall, the LOC achieved statistically significant correlations with both the TAP and MMCS suggesting that although the scales were developed from different theoretical perspectives, they appear to measure similar constructs.

Profile of Mood States: Australian Normative Data

The Profile of Mood States was administered to 90 Australian women, 30 depressed, 30 anxious, and 30 nonpsychiatric controls. Both clinical groups scored higher than the McNair, Lorr, and Droppleman (1971) normative samples on the negative mood states and scored lower on Vigor. The means for these groups are presented and compared with the 1971 normative data of McNair, Lorr, and Droppleman.

Levenson's Locus of Control Scale: An Alternative Scaling Format

A comparison of forced-choice response format with the usual Likert-type scale for the 1974 Levenson Locus of Control Scale indicates the alternative Yes/No format is sufficiently similar to be considered. This alternative is significantly correlated (r = .55 to .77) with the original, for all subscales (ns = 117 men, 66 women, 17 to 21 yr. old).