Patricia T Spangler

Biographic Data

ID4879540
NAMEPatricia T Spangler
GIVEN NAMESPatricia T
FAMILY NAMESpangler
SIGNATURESPANGLER P T
AFFILIATIONSUniversity of Maryland, College Park, MD, USA
ORCID0000-0002-8154-8195
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS30
AUTHOR COUNT8
EDITOR COUNT0
FIRST PUBLICATION YEAR2007
LATEST PUBLICATION YEAR2026
H-INDEX4

  • Methodologic feasibility of comprehensive biomarker collection in a pilot trial of a novel psychotherapy for trauma-related nightmares

    Open AccessPatricia T Spangler, James C West et al.ARTICLEActa Psychologica2026

    This study examined the methodologic feasibility of integrating collection of multiple types of biomarkers into a pilot trial of Nightmare Deconstruction and Reprocessing (NDR), a novel treatment for trauma-related nightmares (TRNs). Biomarkers included cardiovascular activity, electrodermal activity, and actigraphic data collected via the Empatica E4 wristband, and peripheral blood samples collected between 0900 and 1200 at three study visits. A…

  • Training Undergraduate Students to Use Interpretation

    Open AccessJ L Jackson, Clara E Hill et al.ARTICLEThe Counseling Psychologist2014Cited by: 4References: 13

    After they had learned exploration skills, 128 undergraduate helping skills students were taught to use the insight skill of interpretation. After training, students had higher self-efficacy for using interpretation and were rated by both themselves and volunteer clients as using interpretation more often. Students in a delay condition did not change over a comparable period of time in which they received no training in interpretation. Self-effic…

  • Training Undergraduate Students to Use Immediacy

    Open AccessPatricia T Spangler, Clara E Hill et al.ARTICLEThe Counseling Psychologist2014Cited by: 6References: 22

    After they had learned exploration skills, 132 undergraduate helping skills students were taught to use the insight skill of immediacy. After training, students increased in self-efficacy for using immediacy, and catharsis and cohesion increased among lab group members. Students who completed training first (nondelay) had higher self-efficacy post-training than those in a delay condition before they had training. Self-efficacy for immediacy incre…

  • Training Undergraduate Students to Use Challenges

    Open AccessHarold Chui, Clara E Hill et al.ARTICLEThe Counseling Psychologist2014Cited by: 7References: 6

    After they learned exploration skills, 103 undergraduate helping skills students were taught to use challenges. Prior to training, students’ self-efficacy for using challenges did not change, although the quality of written challenges and reflections of feelings did. After training, students rated themselves as having more self-efficacy for using challenges and were judged as providing better written challenges, although there were no further cha…

  • Training Undergraduate Students to Use Insight Skills: Integrating the Results of Three Studies

    Open AccessClara E Hill, Patricia T Spangler et al.ARTICLEThe Counseling Psychologist2014Cited by: 7References: 13

    We compare the results of a series of studies (Chui et al., Jackson et al., and Spangler et al.) investigating the effects of training undergraduate students in helping skills courses to use insight skills (immediacy, challenges, interpretation) after they had learned exploration skills. A comparison of students and instructors indicated similarity across the samples. Increases in self-efficacy for the target skill were found across all studies. …

  • Training Undergraduate Students to Use Insight Skills: Overview of the Rationale, Methods, and Analyses for Three Studies

    Open AccessClara E Hill, Patricia T Spangler et al.ARTICLEThe Counseling Psychologist2014Cited by: 5References: 29

    We briefly review the literature on helping skills training. We then provide a rationale for the current series of studies, given methodological problems and a lack of focus on teaching insight skills in the previous literature. Next, we provide an overview of the rationale, methods, and analyses used in common across three studies conducted to teach insight skills (immediacy, challenges, and interpretation, respectively) to undergraduate student…

  • Working with dreams in psychotherapy: What do psychoanalytic therapists report that they do

    Clara E Hill, Jingqing Liu et al.ARTICLEPsychoanalytic Psychology2008

    Catholic University of AmericaForty-seven psychoanalytic therapists completed a questionnaire about dreamwork. Overall, results indicated that therapists had very positive attitudes towarddreams, worked with their own dreams, sought out dream training, and feltcompetent working with dreams. Therapists estimated that they worked withdreams with about half of their clients about half of the time in psychotherapy.They were most willing to work with …

  • Interpersonal content of dreams in relation to the process and outcome of single sessions using the Hill Dream Model

    Clara E Hill, Patricia Spangler et al.ARTICLEDreaming2007Cited by: 1References: 7

    The authors coded 67 dreams into 5 categories for interpersonal content (7 positive, 20 negative, 9 agency, 16 nightmares, and 15 noninterpersonal); an additional 90 dreams were excluded because they had multiple or ambiguous interpersonal themes. The authors then compared the process (client involvement and therapist competence) and outcome (insight gains, action gains, session evaluation, and change in target problems) of dream sessions in whic…