Iournal of Couseling PsVchologgVol. 12, No. 8, 1965

Receptive Communication in Psychiamic

Nurse Supervisiont,2

Peter E. Nathan

]anice Marland atd Eapaill Meilical sclnol" Boston cits Eowitot

ogden R. LindsreyMassachusetts Mental Heallh Center Harcard, Med.ical School

Methods for studying interpersonal relationships have focused largely onverbal contenl The technique utilized in this research, conjugately pro-grammed closed-circuit television, records both verbal coltent and operantlooking, listening and talking responses by members of dyadic t"1t6oa5hips.The technique svaminsd pattems of operant iaterpersonal gernmunisstisn-looking, lj5lsning and talking behavior-generated by tlree student nursesand ttreir supervisor. Results indicated that changes in the shrdents'lookingald listening rates over 10 weeks were positively related to the supervisot'sevaluation of her relationships witl therq that the supervisor's menstrualc1'cle altered her communication with the students, and that significantverbal cootent often temporarily decreased looking and hstening behavior.Implicatiols for research in consulting and psychotherapy are discussed.

Durirg the past 25 years there havebeen numerous applications of free-operantnahods to the behavior of small animals(Skinner, 1938, 1959). These me&ods,which emphasize eni'ironmental controland d:rect measurement of behavior, havebeen progressively refined for applicationto normal and pathological, individual andsocial human behavior (".g., Lindsley,1956; Aarin" 1958; Long, 1959; Orlando &Bijou, 1960; Ferster, 1961; Cohen, 1962;Ellis, 1962; 'Weiner, 1964).

The development of coniugate rei.nforce-ment has allowed examination of morecomplex and more socially and clinicallyrelevant behavior than was possible withepisodic reinforcement ( T.inflslsy, 1957,1961). In conjugate programming of re-inforcemen! the subjectt rate of respond-

tP.*."t"d in part at Eastern Psychological As-sociation, Philadeiphia, April, 1964.

2Research was conducted at the MassaehusettsMental Healtb Center, Boston, and was supportedby Researcb Training Grant- 2I{-7084 air-d Re-search Grant I,lH-05054 from ttre NaUonal Insti-tute of Mental Health, U.S. Public Health Service.The authors would like to acknowledge the sig-nific"nj aid of Ju&th L. Rosenberg in tFe prepar--tion of this research for publication.

ing directiy and immediately controls theintensity of a continuously available stimu-ius. This technique is highly sensitive tomoment-to-moment flucfuations in the rein-forcement value of a wide variety of stimuli(Lindsley, I962a,1963). It is particularlyuseful with narrative stimuli which cannotbe broken into segments for episodic pre-sentaUon without a significant loss of re-inforcement value.

Conjugately programmed closed-eircuitteleoision has especially facilitated analysisof interpersonal communication ( Lindsley,1962b; Nathan, Schneller, & Lindsley,1964). Social interactions can be pro-grammed as continuously available directfunctions of operant responding. Thistechnique is called Televised ReciproealAnalysis of Coniugate Communication(TRACCoM).

Both receptioe and transmissi.oe com-municatinn can be measured using TRAC-COM. In receptive communication, eachsubject responds in order to '"bring in" orreceive his partner's voice and picfure. Intransmissive communication, a subject re-

259

250 Peter E. Nathan, Iani.ce Maila.nd, anil Ogden R, Lin&W

sponds to 'send out" or transmit his voiceand picture to his partner.

This paper describes the application ofccnjugately programmed closed-circuittelevision to the analysis of receplive com-munication between a psyehiatric nulsingsupervisor and three students during thestudents' psychiatrie nursing training peri-od. Patterns of communication during thesupervisory sessions are compared to thoseduring interaction between the thu'ee stu-dents and three of their classmates.

il{ethodSubiects

The psychiatric supewisor was a gradu-ate nurse who had been an instructor ofnursing education and a supen'isor of sfu-dent nurses for several years' She eom-

I

municated ou", ThACCOM wi& each ofthree student nurses once a rn'eek for L0weelcs. The students were third-year class-mates at the Franklin County Public Hos-pital in Greenfield, Massachusetts, andwere affiliated at Massaehusetts MentalFlealth Center for a three-mon& trainingperiod in psychiatric nursing.

Each of the students was also pairedwith one of three other classmates to com-municate over TRACCOM once a weekfor 10 weeks.

E xp eriment aI P r o c edur eEach subject sat in a separate, sound-

attenuated room. Outputs of a microphoneand a television camera in each roomwere fed through separate conjugate pro-grammers to a loudspeaker and a televisionreeeiver in the other room (Fig. 1).

SUPERVISOR;

STUDENT

IIIII.tIi ! I l------:-*' r----'! sruDEilTii t lffija,H_jro*"*r r I r--*--]'1?,1P1*1i

ii I 'm. -:jiFig. l- Apparafus schema for direct measure-

ment of receptive corrmunication responses be-tween supervisor and sfudent ssi.g closed-circuittelevision. The lookiag, listening and talking of

bot}l supervisor and student are recorded on sixseparate eumulative response recorders' ATR fo-dicates a two-channel audio tape recorder forrecording interview content.

Each subject had two footswitches(operanda) which she operated to see andhear her partner. By a single press of oaeof &e switches, a subject briefly iliumi-nated the television screen in front of berand saw her partner momentarily. Pless-ing at intermediate rates produced faintimages on the screen. By pressing at a highrate (over 120 responses per minute), thesubject maintained her partner's image onthe screen at maximum brightness. If asubject failed to respond for about twoseconds, her partner's image faded fromthe screen. By pressing the other foot-switch, a subject conbolled in the sameway the intensity of sound coming over aloudspeaker. Thus, by pressing at a highrate, a subject heard her partnert talkingat maximum intensity.

These tooking and listening responses ofeach subject rvere automatically and con-tinuously recorded on separate countersand cumulative response records. Becausetire brighuess of tle image on each tele-visiou screen and the sound intensity com-ing from each loudspeaker were directfunctions of t\e rates of responding, eachsingle cumulative record indicated bothrate of responding and stimulus intensityat any given moment.

Each subject's vocal responses were fil-tered ihrough a voice-operated relay anddigitally recorded on additional countersand cumulative recorders. Each subjectttalkrng was also recorded on one channelof a trvo-chanael audio tape recorder forlater content analysis.

Results and Discussion

During supervisory TRACCOM sessions,both student and supewisor evaluated thestudent's professional work on the hospitallr'ards. Sessions betrn'een sfudent andfriend consisted primarily of discussions ofextra-hospital topics-boys and dating.

Inter session Su.p eroisory and.C onx e r s at i o nal C o mmuni cs.t ion

Nthough the three supervisory relation-ships shared common pu4)ose and physicalsurroundings, records of the operant com-

Receptioe Conwmmi'cation in Psychiatric Nurse Supercisinn 26r

munication behavior of the three dyads dif-fer markedly. Figurds 2 through 7 shorv

Jhe rates of looking, listening and talking,session-by-session, for each dyad. Week-to-week changes in communication be-tween the supervisor and each of the tlueestudents can be compared with communi-cation during the same weeks betweeneach student and her friend. To facilitateinter-dyad and intra-dyad comparisons,each graph is plotted to the same scaleand contains a reference line at 5,000responses per hour.

Figure 2 summarizes communication be-tween student NF 55 and the supervisor.The student's looking and listening ratesincreased markedly, especially over &efirst tluee sessions. The greatest changerecorded lvas tllis studentt increase from4,250 listening responses per hour in thefirst supewisory session to L4,75A responsesper hour in the last. Both subjects main-tained a moderate and fairly consistentrate of talking over the 10 sessions.

RESPONSES BETWEEN tI*UluTt AND SUPfRVISOR

rcoKlNe

Fig. 2. A mutually growing superv-isory rela-tionship wi& more interest shown by student'

Figure 3 summarizes conversational ses-

sions between the same student (NF'' 55iand her friend. In this relationship also.

the student incrgased her rates of lookingand listening over the 10 weekly sessionsand especially increased her listening rate

qoz4

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3

=u&tt

zoaU

c! --r23456749

WEEKLY SUPERVISORY SESSIONS

262 Peter E. Nathan,lanice Marland and Ogden R. Li'ndsleg

oo

@foIFztfo-uLqUo2oAqUg

RESPONSES BETWEEN STUDENT AND FRIEND{NF55) {NF56)

usr€NtvG

.2---.-----.!---'1.--/----"

Fig. 3. A mufually grorving conversational re-lationship showing balanced interest as botb girlsincreased their looking and listening rates.

in &e last two sessions. Except for theeighth session, in which little talking oc-cured, talking remained at a moderatelevel from session to session. The sfudent'slistening rate also dropped in the eighthsession, indicating a lack of interest in theconversation rather than an interesting butslow conversation.

Looking and listening rates of the super-visor (Fig. 2) and NF 55's friend (Fig. 3)also increased over the 10 weeks. The in-creases in the supervisor's looking andlistening rates were particularly rnarked.Talking rates by supervisor and friend re-mained at moderate levels except in theeighth session between student and friend(Fig. 3), where little talking occurred.

Figures 4 and 5 differ markedly fromFigs. 2 and 3. Student NF 57's responserates to look at and listen to &e super-visor did not increase over the 10 weeklysessions, and her looking rate even showeda slight decrease during the period (Fig.4). However, the supervisor's looking andlistening rates did increase during the 10weeks. In NF 57's relationship with herfriend, neither subject significantly in-creased her looking or listening ratethrough the 10 sessions (Fig. 5). Talking

behavior in both rglationships changed lit-tle (until &e tentt'session in Fig. 5).

RESPONSES BETWEEN STUDENT AND SUPERVISOF(ilF5?l tNF 541

3ro

o_lcoFo

=t5E3.^olu

EU5Lo|ioz\oou5

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STUDENT TO SUPERVISOR

-_- SUPERVISOR TO STUDENT

LOOKINC

usT€N/N6

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| 2' 3 4 5 6 7 A 9 loWEEKLY SUPERVISORY SESSIONS

Fig. 4. A supervisory relationship showinggrow'.h and high int€rest in supervisor's behaviorbut cone in studeirls behavicr.

RESPONSES BETWEEN STUDENT AND FRIEND(NF57l (NF58)

-

STUDENT TO fRtEND

--_ FRIEND TO STUDENT

tooKtN0

TI3|EHIN6

456749cor{vERsATl0NAL SESSIONS

Fig. 5. A stable conversational relatiouhipshowing no growth and low interest over I0weeks.

Figures 6 and 7 show that student NF59 increased her rates of responding tolook at and listen to her friend more thanshe did to communicate wi& her super-visor. However, both supervisor and friend

3ro

6_-ioFo3rs

o

6toF

=G-oGuo.at,Uozo.LouG

123'wEE|(IJ

545678WEEKTY CONVERSATIONAL SESSIONS

Recepti,oe Communication in Psgchiatric Nurse Superoision 263

RESrONSES BETWEEN STUDENT AND SUPERVISOR Following are excefrts from the suBer-

oa='ooF

=E=oEtrla.v,uoorot!E

tooKlllG

usTE lllvo

(NF59) (NFs4)

WEEKLY SUPERVISORY SESSIONS

(NF59) (NF60l

visor's final evaluations of the three super-visory relationships. Her evaluations in-cluded both an estimation of technicaiprogress made by &e students in dealingwith psychiatric nursing problems and anevaluation of the intensity and significanceof eaeh supervisory relationship ts bothits members. At no time prior to makingthese evaluatio::s had the supervisor seen

or been informed of the looking and listen-ing records

Superoision of NF 55 (See Fig. 2); "I hadmuch stronger aod warmer feelings towardher than toward the other students' Tlilscan be explained partly by my response toher obviously strong dependen'cy needs. '-..I arranged for her to see a psychiakist dirr-ing her fifth week. [Note drop in studentislistening rate in this fifth session.] The ses-

sions to this time were on a very personallevel and the iatensity of our relationshiphad increased rapidly. The sessions afterthis time continuEd with greatly increasedrapport but centered more around patientissues,"

Superoision of NF 57 (See Fig. 4): "This re-lationship developed very slorvly and wittrIitde change. . , . My o'ivn reactions in therelationship were often of boredom. Thisbeco*e stronger as I realized more andmore that there was little ehange takingplace in our relationship, The boredomperhaps was a reaction to tlle lack of suc-cess I was having in the relationship' I dothink that the experience had some i:npacton her and that minimal growth occurred."

3. Superoision of NF 59 (See Fig. 6): "Super-vision with this student was an enjoyable,interesting and relatively easy experience.. . I felt that our relationship did notreally have any climax but merely stabili"edgradually and remained stead,rr tlroughout.. Her response to me reinlorced anawareness of mine when she commented onthe fact that she felt supported by me as

contrasted to ottrer situaUons she had beenin at other times."

Before this sfudy began, each studslt-superyisor dyad was a potentially dyr:arn{crelationship in which the "reinforcementvalue"s of one subject to the other had notreached its lirnit. Since the student-zuper-

sThe best measure of the value of an event toan individual is the rate at which he r*'ill performa task to aequire it.

-

sTUDE$r TO SUPERVISOR

ry'lr,/#6 /

;:--- st'PERvlsoR T0 sruDENT

><,rrllll'

2s456789

Fig. 6. A supervisory relationship with -moreglowth in supervisor's behavior +}'an in student's,which was dominant and higb tl,roughout.

RESPONSES BETWEEN STUDENT AND FRIEND.

oo6

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oo.oL.tE

olo

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: il,,ElElr'Josl'i€EHTAKTftG

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WEEKTY @NVERSATIONAT SESSIONS

Fig. 7. A mutually growing conversaHoaal re-lationship with higher initial interest by one girlbut high, balanced interest at end of 10 weela.

increased their communication responsesmore dudng the 10 weeks than &d stu-dent NF 59 in either reiationship. Graphsof talking in Figs. 6 and 7 show that NF59 talked at consistently higher rates to thesupervisor than to her friend-and that she

talked more to her partners than they didto her. In other words, she dominated theconversation.

or?,tLUA Peter E. Na'tlzan, lanice Mailand and Ogden R. Lindsl"eV

visor relationships were new, the reinforc-ing value of the partnert visage and voiceshould have increased as the relationshipdeveloped. Therefore, the looking and lis-tening rates of shrdent and supervisorshould have increased more markediy dur-ing the ten-week st-udy than those of stu-dent and friend. These latter conversa-tional relationships, because they existedwell before the study, were thought to bestable and hence unlikely to developfurther.

These predicti6ns were not borne out inthe resuiis. Y/e had predicted that theoperant records of the three supewisoryrelationships would be more similar toeach other than to the operant records oftheir counterparts (in this case, the con-versational relationships ). The resultsshorv, instead, that each student's super-visov and conversational relationshipswere more like each other than they werelike any of the other relationships. Ap-parently, both supervisory and conversa-tional relationships had equal pctentialfor change.

Suyteroisofs OperantC ommanication B ehar: ior

Figure B compares the supewisort ratesof looking, listening and taiking with herthree supen'isees. It indicates that the su-pervi.sor's looking and listening rates in-creased during all three relationships andthat these rates were highest with NF 55more often than they rvere with either ofthe other two students. In addition, thegraphs reflect marked decreases in thesupervisor's looking and listening rates dur-ing the fifth and ninth sessions with allthree students. Her talking behavior witbthe students rvas similar except in the fifthsession, when a wide disparity among thethree is apparent.

The supervisort recorded operant be-havior with the three students (Fig. 8)brings out several important points. Thefirst is that her subjective evaluation of thethree relationships parallels her operant be-havior in them. Her overall response ratesto look and listen to NF 55 were higher

t ' *.t*..r lrrrlu,rol, .Jr'oi, e ro

Fig. 8. Marked decreases in supervisor's look-ing at and listening to all three students in thefirst, fifth and ninth weeks-correlated with hermenstruation (marked by small arrows). Thesupervisor's talking behavior became disparate inthe fifth week (large operr arrow).

than with tl:e otler two students. Thisfinding serves to validate TRACCOM in-dices of relationship intensity. It alsodemonstrates objectively that a supervi-sor's presumably equivalent relationshipsvrith her students can often be subjec-tively skewed.

In addition, Fig. 8 drarvs attention tomarked decreases in the supewisor's look-ing and listening during all three super-visory sessions in the fifth and ninth weeks.Since none of the students showed markedchanges in operant behavior du-r'ing thesesessions, the supervisor's decreases werenot due to the students' behavior or togeneral environmental variables. !\&en thethe supen'isor was asked rvhen she had lastmenstruated and the length of her men-strual cycle, she reported that she hadmenstruated through the first, fifth andninth rveeks of the study. The sensitir.ityof this laboratory technique in recordingchanges in interaction between too peoplewhen one has menstruated is su4lrising.We know of no oiher method that can re-cord such subtle changes in interpersonalcomrnunication. The divergent rat€s at

;:lo0:uLot!o=oGqu

SUPETIVISOF,S FESPOI'JSESTo rHREE Srucrrul NURSES

I- LtF55NURSES { ---- r.lF 5./t- -.- NF59

rvhich the supervisor talked to the stu-dents during session 5 could also havebeen a function of menstruation. Perhapstle increase in the supervisor's rate oftaiking to NF 59 occurred as a functionof her reduced rate of talking with NF 55earlier in the week. Perhaps stress, attend-ant upon maintaining close relationshipsdr.rring menstruation, intensifies compensa-tory behavior such as this.

lnt ers ession-Intr as ession C ompar is ot'ts

Student NF 55 and. Superoisor: Extreme-ly variable patterns of infrasession respond-ing, characterized by alternating periods offast, moderate and slow rates, paralleledthe unevenness of the sfudent's interses-sion communication pattern. In addition,the supervisor judged this relationship dy-

Recoptioe C'smmunicati,on in Psgchiatric Nurse Superoision 265

namic and "meanirrgArl" and it yieldedTRACCOI\,i records which showed markedincreases in responding by both studentand supen'isor.

Siltdents tlF 57 and NF 59 and Super-orsor: Stable patterns of intrasession re-sponding by student and supervisor to lookand listen lvere paralleled by minimai in-tersession variability. In addition, bothrelationships rvere judgeci relatively stableby the supen'isor in her subjective evalua-tion of them and yielded TRACCOI'{ rec-ords rvhich shor.ved minimal overall changethrough the I0 sessions.

CorreLation tuith Verbal ContentFigure 9 shorvs the detaiied changes in

NF 55's moment-io-rnoment looking at andiistening to her supen'isor.

LISTENiNG

STUDENT'S

Fig. 9. The supervisor's patterns of communication during the fifth and eighth -sessiorrs

with N-F 55 are very similaa while tle student's communication behavior varies greatll'.

The arrolvs mark the point where the supervisor suggested that the student see a psychiatlist.

268 Peter E. Natlwn, Iani*e Marland' an'd Ogden R' Lindsleg

Session 5 rvas chosen because it repre-

sents NF 55's behavior from the thirdthrough fifth session and because it demon-

stratei &e sensitivity of TB'ACCOM to

verbal content in communication' Arrows

in Fig. 9 mark the point in session 5 that

the s-upervisor suggested to the student

&at slie see a piychiau'ist because her

emotional dif{icuities were interfering withher kaining. Immediately follorving this,

the srrperuior's rate of talking decreased

and relnoained lorv for the lest of the ses-

sion. The student's listening rate immedi-

ately decreased and became more I'ariable,rvhiie her talking rate increased markedlyand rernained ai high levels througii the

remainder of the session. Approxin'rately

five minutes later, the student virhrallystopped listening to the supervisor for six

minutes. Variable rates of listening con-

cluded the session.

Conclusions and Suggesiions forFurther Research

Both supervisor and students indicateC

thai the iequired opero,nt resporxes and'

closed-circuit teleaision did not i'nlerfere

with tlze process of superoision. The super-

visor's otservation that her relationsilipwith NF 55 was among the most signifi-cant and intense she had ever had s'itha supewisee further supports this conclu-

sion.

Sub3'ects' operant responses to look and

Iisten clzangad' in tlrne independentlg of

cacl'r. other,?emonstrating &at looking and

listening are independent communicationmodalities. Investigatjon of &e relation-ship between these modalities and the

"ori.r", progress, intensity and cont-ent

-of;nterperinil communication should be

undertaken.Changes in talking rate are in'Coependent

of char"rges in looking and listening..,or

"i."r,g", in intensity of a relationship' This

findiig conflicts *ith a clinical notion that

irequency of talking by a pati-ent in.psy-

"hoth"tupy and the intensity of the thera-

peutic r-eiationship are positively corre-

iated. The fact that looking and listeningrates correlated with tle supervisort evalu-

ation of relationshiXi intensity and that t-alk-

ing rate did not, emphasizes the need to

co-nsider more than verbal content and lre-ouencv of speech in fuIly evaluating inter-

fersottul r"Ltio*ltips and communication'

TRACCOM can charactertze importantdi[{ erences in communication relationships

bv' recording subiects' differential patterns

oi ,"rpot ditig to iook at and listen to theirparto"t. Fur"tlter parametric research with

ihis method might identify characteristicoatterns of conimunication by w-hich a

irariety of normal and psychopath^ological

t""*t'could be identified' The differential

effects on communication relationships of

;t;;;t in verbal content, activitY -andla"nt?ty of partner, goal and length of re-

lationship, and composition- oi communr-

cation teams can be siudied'

Since TRACCOM can sensitively record

changing patterns of communication in de-

veiofrnf interpersonal relationships, itmigfrt Jor," *t i soutce of ext-ernal criieri-on"uclidirg for changes in relatlonship in-

tetxitg. Such a measure might pcrmit the

therapist or supewisor garly in prospee-

tive ielationships to evaluate their poten-

tial for significant change and-thereby,in-crease his-selection efficiency' In addition,

ir.ACcol,a night also evaluate or predict

Dlosress in conlinuing psychotherapy and

irrpirvirion' To illustrate: Marked increas-

Lr'ir, *o*rtunicaticn continued through

uU fO *,eeks of NF 55's supervisory rela-

tionship. The operant communication meas-

"t"t ttto*' cleirly that t}e entire growth

potential of this relationship had not been

ichieved at its conclusion' For this rela-

tionship to have provided each of its par-

ticioanis a maximal growth experience'

o.r"' o, *or" of the following changes

should have been made: (1) Lengthening

the duration of each supervisory session'

(2) Scheduling more than 10 supervisory

J"t"lo"t durinf the 10 week course of su-

ol*itiott. (3i Extending the course of

iupervision'beYond I0 rveeks'

The method's sernitioitg to significant

oerbal content in comnwnication cotlJd' aid'

ioA tft" researcher and clinician (see also;

Receptioe Cornmanicdi,on in ?sgchiatric Nrnse Supen>ision 267

Lindsley, 1962b; Nathan, Schneller, &Lindsley, 1964) both by providing feed-back to the cliuician on a patientt prob-lem areas and by offering the researchera new criterion measure against whichto judge content categories. In such ways,with such me&ods, researcher and clinicianalike will benefit from the laboratory.

Receioed. April 78, 1964.

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Cohen, D. J. Justin and his peers: an experimentalanalysis of a childs socid world. Child De-oelpm., 1962, 33, 897-7L7.

Ellis, N. R. A,mount of rervard and operant be-havior in mental defectives. Amer. l. ment.Defic., 1962, 54 595-599.

Ferster, C. B. Positive reinforcement and be-havior deficits of autistic children. Child. De-aelpm., 1961, 32, 437456.

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Operant behavior during sleep: ameasure of depth of sleep. Science, L957,126,12SC-1291.

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Orlando, R., & Bijou, S. W. Single and multipleschedules of reinforcement in developmentallyretarded children. J. ery. Anat. Behao., 1960,3, 339-348.

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Weiner, H. Laboratory studies of non-adjustivehuman operant behavior, Technical Report No.15, Behavioral Studies Branch, St. Elizabeth'sHospital, lVashington" D, C., December, 1964.