wording）： “If I have any concerns or dissatisfaction with any aspect of this program at any time； I may
report grievances–anonymously； if desired–to the Human Subjects Coordinator； Sponsored Projects Office；
Stanford； CA 94305。” A copy of the consent form should be given to the subject。
Projects involving children often require a consent form for the child （especially those from upper
elementary and high school levels） as well as the parent。
Include copies of consent form（s）。
To request review of your protocol； please send eight copies of this application and all attachments to：
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RESEARCH PROPOSAL FORMAT
All proposals must follow the following outlined format。
Please answer the questions； identifying each by number。 Please type all responses。
1。 Describe the purpose of your study and the procedures that human subjects will undergo in your
research design。 What are the risks and possible consequences of these procedures？
2。 Please write； using nonprofessional terms； a description of what is disclosed to a subject
concerning the purpose of the research and its possible risks。
3。 Describe your subject population and your method for obtaining the subjects’ informed consent。
Please attach a sample of a written consent。 Also indicate briefly where and how these consent
forms will be filed。 University policy dictates that they be retained for a period of three years after
the conclusion of the project。
4。 If personality tests； questionnaires； or inventories are to be administered； describe the reason for
their use； the manner in which they will be given； and the information to be given to the subjects
about obtained scores。 How will you ensure confidentiality of the findings from this research？
5。 If your response to any of the following is affirmative； please explain。
。 Will deception be used in any aspect of the subject’s relation to the research？ YES___
NO___
。 Will any stimulus or other conditions be imposed on subjects； or any response be required
of them； that could possibly pose a physical risk？ YES___ NO___
。 Will any personality tests； questionnaires； or inventories be administered？ YES___ NO___
Note： The proposals already submitted for student reviewers to evaluate are not in that format but will be
accepted for review here because they were prepared prior to this memo。
GUIDE TO REVIEW…EVALUATION ANALYSIS
1。 For each proposal； decide whether it should be：
。 Approved as is
。 Approved with minor changes （noted）
。 Denied approval until major changes are made in the design and procedure
。 Denied approval pending pilot study evaluation on following questionable issues
。 Rejected in principle
2。 Detail specific benefits/risks； gains/losses if each study is conducted or refused permission。
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CLINICAL INTERVENTIONS
OBJECTIVES
1。 To illustrate some of the differences and similarities between alternative approaches to
psychotherapy。
2。 To encourage thinking about the forms of therapy that are most appropriate for different types of
mental disorders。
3。 To demonstrate the kind of information…gathering process that is involved in a clinical interview of
a prospective client by a therapist。
OVERVIEW
Individuals who seek help for the problems caused by their mental disorders or behavioral malfunctioning
may be treated differently depending on the type of therapeutic approach practiced by their therapist。 The
same therapist may proceed differently depending on the presenting symptoms or behavioral problems of
the client/patient。 How different are the approaches of therapists who have different psychological
orientations？ How are therapeutic strategies varied according to the nature of the problem to be treated or
modified？ In this section we will：
1。 Begin by discussing the goals of psychotherapy in general and some of the specific objectives of the
major psychological approaches to therapy。
2。 Discuss the goals that a person with psychological problems might have in seeking therapy； ask
students what they would expect from therapy。
3。 Mention issues of the high cost of therapy； the time required； problems of therapist—client “fit；”
definitions of the client’s “problem；” and determination of when therapy has succeeded or failed。
4。 Review basic aspects of therapy based on behavioristic； psychodynamic； and humanistic
principles。
5。 Conduct the demonstration on role…playing a clinical interaction。
GENERAL INTRODUCTION
The decision a clinical psychologist or psychiatrist must make in prescribing the kind of therapy a patient
should receive； or even whether he or she should be given any at all； is a plex one。 We tend to think of it
as following in a rather straightforward way from analysis of the “facts”； or the patient’s problems。 This is
rarely； if ever； true。
The decision regarding the tactics of therapeutic intervention depends on：
1。 The therapist’s interpretation of the facts。
2。 The therapist’s type of training and orientation。 This； in turn； influences his or her definition of
what constitutes behavior pathology and also determines what behavior and casual relations he or
she will focus on （or even notice）。 Moreover； the therapist is usually trained to administer only a
limited brand of therapy。 The therapist’s values about who should be helped （the young or the old；
men or women； influential people or ordinary ones； those with mild problems or those with severe
ones； rich people or poor ones； attractive people or unattractive ones； interesting people or
uninteresting ones； etc。）。
3。 The therapist’s attitudes about what behavior is desirable。 Should homosexuals be turned into
heterosexuals？ Should pacifists be made more aggressive so people won’t “step on them”？ Should
patients be calm and manageable or allowed to be active and self…directing？ These questions
involve judgments that are not scientific。
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4。 The available resources and the petition for them。 For example； with a large patient population
and a small staff； intensive psychoanalysis may not be possible。
5。 The patient’s apparent level of motivation； past history or therapy； and other attributes。 In addition；
the environment in which the patient lives or to which he or she will return may also play a role in
the type of treatment instituted。
6。 Whether the therapy takes place on an “outpatient” basis； an “inpatient’ basis； within a clinical or
mental hospital institution； or a “halfway…patient” basis in a halfway house setting。
PROCEDURE
Materials
Therapeutic Intervention Coding Form
Students selected to act as therapists read the chapter of Psychology and Life relevant to their “specialty。”
Subjects
10—20 students are ideal； 1 or 2 students to enact each of the two or three different therapist roles； 2
students to enact the client roles； and the rest of the class to act as observers and recorders of the interaction。
Time Required for Research
At least 45 minutes （5 minutes for each of six interviews and 10 minutes for summarizing data analysis）。
Time Required for Discussion
10—30 minutes。
Method
1。 Select three students a week in advance of the class meeting and assign the following therapist
roles： behavioral； psychoanalytic； and humanist。 （You may assign more than one student to each
approach if you would like them to work in teams。） Have them study the relevant material in the
text and give them some supplementary material on the three types of therapy。 Have them prepare
their strategy for interviewing the “clients” they will see in class meetings。
2。 To facilitate the interviews； you may wish to have the therapists prepare questions they will ask
their clients。
3。 Select two or more students prior to the beginning of the class meeting and ask them to play the role
of client。 We suggest that you use DSM…IV case summaries； but other descriptions of patients could
also be used。 Have these students study their case histories and prepare themselves to play the role
of a client who is seeking professional help。 Obviously； they may be asked for information that is
not actually given in the summary。 Explain to the students that they should feel free to fabricate
details that are consistent with the role they will be playing。 Alternatively； you may play the client
role。
4。 Each therapist or therapist team may interview one or both clients。
5。 Clients are instructed to role…play being phobic or depressed。
6。 To ensure that the therapists will be maximally different in style and content； it is helpful to ask
them to wait outside of the classroom until they have conducted an interview。 After conducting an
interview； the therapist could then remain in the class and observe his or her colleagues。
7。 Each therapist should also prepare a brief assessment of the patient and remendations for
treatment。 These could be read to the class after everyone has been interviewed。
8。 Be sure all parties are aware of the time constraints of this brief “initial” interview。
9。 Have the other class members actively participate as observers by coding the therapist’s questio