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BMO |
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I have three
areas of research interest:
For a complete look at my current Vita.
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Assessment of Psychotherapy Outcome
Since my
graduate study under the tutelage of Michael J. Lambert at Brigham Young
University, I continue to think, study, and teach about the assessment of
psychotherapy outcome. Although I am broadly interested in psychotherapy
research, my more narrow area of expertise is focused on outcome measurement.
The publications I am most fond of include:
Hatfield, D. & Ogles, B. M. (2004). The Use of Outcome Measures by Psychologists
in Clinical Practice. Professional
Psychology: Research & Practice, 35(5),
485-491.
Ogles, B. M., Dowell, K., Hatfield, D,
Melendez, G., & Carlston, D. (2004). The Ohio Scales. In M. E. Maruish
(Ed.), The use of psychological testing for treatment planning and outcome
assessment (3rd ed., Vol. 2) (pp. 275-304). Hillsdale,
New Jersey: Lawrence Earlbaum.
Ogles, B. M., & Owens, J. S. (2004).
Developing outcome indicators for school-based mental health
programs. In K. E. Robinson (Ed.), Advances
in school-based mental health interventions: Best practices and program models
(pp. 10-1 to 10-17). Kingston, NJ:
Civic Research Institute.
Lambert, M. J., & Ogles, B. M. (2004). The efficacy and effectiveness of psychotherapy. In M. J. Lambert (Ed.), Bergin and
Garfield’s handbook of psychotherapy and behavior change (5th
ed., pp. 139-193). New York: Wiley.
Ogles, B. M., Lambert, M. J., and Fields, S. (2002). Essentials of outcome assessment. New York: John Wiley & Sons.
Ogles, B. M., Melendez, G., Davis, D. C., & Lunnen, K. M. (2001). The
Ohio Scales: Practical Outcome Assessment.
Journal of Child and Family Studies, 10, 199-212.
Ogles, B. M.,
Lunnen, K. M., & Bonesteel, K. (2001). Clinical significance: History,
application, and current practice. Clinical Psychology Review, 21,
421-446.
Ogles, B. M.,
Anderson, T., & Lunnen, K. M., (1999). The contribution of techniques to
therapeutic efficacy: Contradictions between research and training. In M.
Hubble, B. Duncan & S. Miller (Eds.) The heart and soul of change.
Washington, DC: American Psychological Association.
Lunnen, K. M. & Ogles, B. M. (1998). A multi-perspective, multi-variable evaluation of reliable change. Journal of Consulting and Clinical Psychology, 66, 400-410.
Ogles, B. M., Lambert, M. J., & Masters, K. S. (1996). Assessing outcome in clinical practice. Boston: Allyn and Bacon.
Ogles, B. M.,
Lambert, M. J., & Sawyer, J. D. (1995). The clinical significance of the
National Institute of Mental Health collaborative depression study data. Journal
of Consulting and Clinical Psychology, 63, 321-326.
Ogles, B. M.,
Lambert, M. J., Weight, D. G., & Payne, I. R. (1990). Agoraphobia outcome
measurement in the 1980's: A review and meta-analysis. Psychological
Assessment, 2, 317-325.
Other
representative outcome assessment publications:
Lunnen, K. M.
& Ogles, B. M. (1997). Satisfaction ratings: Meaningful or meaningless? Behavioral
Healthcare Tomorrow, 6(4), 49-51.
Ogles, B. M. &
Lunnen, K. M. (1996). Outcome measurement: Tools for clinical practice. The
Ohio Psychologist, 42(6), 21-26.
Ogles, B. M.,
& Lunnen, K. M. (1996). Assessing outcome in practice. Journal of Mental
Health, 5, 35-46.
Lambert, M. J.,
Ogles, B. M., & Masters, K. S. (1992). Choosing outcome assessment devices:
An organizational and conceptual scheme. Journal of Counseling and
Development, 70, 527-532.
Ogles, B. M. &
Lambert, M. J. (1989). A meta-analytic comparison of twelve agoraphobia outcome
measures. Phobia Practice and Research Journal, 2, 115-125.
Other
Psychotherapy publications:
Lambert, M. J.
& Ogles, B. M. (1997). The effectiveness of psychotherapy supervision. In
C. E. Watkins (Ed.), Handbook of Psychotherapy Supervision (pp.
421-446). New York: Wiley.
Ogles, B. M.,
Lambert, M. J., & Craig, D. E. (1991). A comparison of self-help books for
coping with loss: Expectations and attributions. Journal of Counseling
Psychology, 38, 387-393.
Lambert, M. J.,
Masters, K. S. & Ogles, B. M. (1991). Outcome research in counseling. In C.
E. Watkins & L. J. Schneider (Eds.), Research in Counseling (pp. 51
- 83). Hillsdale, NJ: Lawrence Erlbaum.
Burlingame, G. M.,
Fuhriman, A. J., Paul, S., & Ogles, B. M. (1989). Implementing a
time-limited training program: The effects of experience and training. Psychotherapy,
26, 303-313.
Lambert, M. J.
& Ogles, B. M. (1988). Treatment manuals: Problems or promise. Journal
of Integrative and Eclectic Psychotherapy, 7, 187-204.
Children's Mental Health Services
I started my
clinical career working as an aid and later the group home parent for a group
home in Provo, Utah. Since then, much of my clinical work involves assessing
and treating children and adolescents. More recently, I am consulting with a
local public mental health administrative agency, The Southern Consortium for
Children. This has resulted in a couple of publications and several
presentations. I hope to continue this work and expand on this beginning.
Ogles, B.
M., Carlston, D. L., Hatfield, D., Melendez, G., Dowell, K., and Fields, S. A.
(in press). The role of fidelity and
feedback in the wraparound approach. Journal
of Child and Family Studies.
Fields, S.,
& Ogles, B. M. (2002). An empirical
typology of children with severe emotional disturbance. American Journal of Orthopsychiatry, 72,
250-261.
Fields, S.
A., & Ogles, B. M. (2002). The
system of care for children and the least restrictive alternative: Legal
origins and current concerns. Children’s
Services: Social Policy, Research, and Practice, 5, 75-93.
Ogles, B. M., Melendez, G., Davis, D. C., & Lunnen, K. M. (2001). The
Ohio Scales: Practical Outcome Assessment.
Journal of Child and Family Studies, 10, 199-212.
Melendez, G.,
& Ogles, B. M. (2000). Improving the Ohio Scales: Development of a short
form. In Roth, D. (Ed.). New Research in Mental Health: 1998-1998 Biennium,
14, 283-289.
Ogles, B. M.,
Fields, S. A., & Melendez, G. (2000). The role of treatment fidelity and
adherence in the wraparound approach. In Roth, D. (Ed.). New Research in
Mental Health: 1998-1999 Biennium, 14, 290-294.
Ogles, B. M.,
Davis, D. C., & Lunnen, K. M. (1999). Inter-rater reliability of four
measures of youth functioning. In C. Liberton, K. Kutash, & R. Friedman
(Eds.), The 11th Annual Research Conference Proceedings, A System of Care
for Children's Mental Health: Expanding the Research Base (pp. 321-326). Tampa,
FL: University of South Florida, Florida Mental Health Institute, Research and
Training Center for Children's Mental Health.
Ogles, B. M.,
Davis, D. C., & Lunnen, K. M. (1998). The continuing development of the
Ohio Scales. In Roth, D. (Ed.). New Research in Mental Health: 1996-1997
Biennium, 13, 186-195.
Ogles, B. M.,
Trout, S. C., Gillespie, D. K., & Penkert, K. (1998). Managed care as a
platform for cross system integration. Journal of Behavioral Health Services
and Research, 25, 253-269.
Ogles, B. M.,
Lunnen, K. M., Gillespie, D. K., & Trout, S. C. (1996). Conceptualization
and initial development of the Ohio Scales. In C. Liberton, K. Kutash, & R.
Friedman (Eds.), The 8th Annual Research Conference Proceedings, A System of
Care for Children's Mental Health: Expanding the Research Base (pp. 33-37).
Tampa, FL: University of South Florida, Florida Mental Health Institute,
Research and Training Center for Children's Mental Health.
The Psychology of Long Distance Running
In large part
because of my friendship with Kevin Masters, Ph.D., Associate Professor of
Psychology at Utah State University, I am also involved in a line of research
regarding psychological factors influencing long distance runners. We are
particularly interested in motives for marathon running, but have published
other sport and exercise related articles.
Ogles, B. M., & Masters, K. S. (2003). A typology of marathon runners based on cluster analysis of motivations. Journal of Sport Behavior, 26(1), 69-85.
Ogles,
B. M., & Masters, K. S. (2000). Older versus younger adult male marathon
runners: Participative motives and training habits. Journal of Sport
Behavior, 23(3), 1-14.
Stoll,O., Wuerth, S., & Ogles, B. (2000). Zur Teilnahmemotivation von
Marathon- und Ultramarathonlufern. [Participation motives of marathon- and
ultra-marathon runners] Sportwissenschaft, 30(1), 54-67.
Masters, K. S. & Ogles, B. M. (1998). Associative and dissociative
cognitive strategies in exercise and running: Twenty years later what do we
know? The Sport Psychologist, 12, 253-270.
Masters, K. S.
& Ogles, B. M. (1998). Cognitive strategies relate to injury, motivation,
and performance among marathon runners: Results from two studies. Journal of
Applied Sport Psychology, 10, 281-296.
Ogles, B. M., Masters,
K. S. & Richardson, S. A. (1995). Obligatory running and gender: An
analysis of participative motives and training habits. International Journal
of Sport Psychology, 26, 233-248.
Masters, K. S.
& Ogles, B. M. (1995). An investigation of the different motivations of
marathon runners with varying degrees of experience. Journal of Sport
Behavior, 18, 69-79.
Leddy, M. H.,
Lambert, M. J., & Ogles, B. M. (1994). Psychological consequences of
athletic injury among high level competitors. Research Quarterly for
Exercise and Sport, 65, 347-354.
Ogles, B. M.,
Lynn, S. J., Masters, K. S., Hoefel, T., & Marsden, K. (1993-94). Runners'
cognitive strategies and motivations: Absorption, fantasy style, and
dissociative experiences. Imagination, Cognition, and Personality, 13,
163-174.
Coen, S. P. &
Ogles, B. M. (1993). Psychological characteristics of the obligatory runner: A
critical examination of the anorexia analogue hypothesis. Journal of Sport
and Exercise Psychology, 15, 338-354.
Masters, K. S.,
Ogles, B. M., & Jolton, J. A. (1993). The development of an instrument to
measure motivation for marathon running: The motivations of marathoners scales
(MOMS). Research Quarterly in Exercise and Sport, 64, 134-143.
Ogles, B. M. &
Masters, K. S. (1992). Why marathoners run. Ohio Runner, 13(11),
5-7, 20.
Motivations of Marathoners Scales
(MOMS)
Kevin Masters
and I have published a number of studies concerning the motives of
marathoners. We developed the
Motivations of Marathoners Scales (MOMS).
Many of the studies are listed in the section above concerning long
distance running. The item and scales
are included here along with the scoring procedures. You are welcome to use the scales for research on runners and
others as you see fit.
The scale, a description, and the scoring are all listed below. The citation is:
Masters, K. S., Ogles, B. M., & Jolton, J. A. (1993). The development of an instrument to measure motivation for marathon running: The motivations of marathoners scales (MOMS). Research Quarterly in Exercise and Sport, 64, 134-143.
Psychometric data is available in the above article. Other evidence for validity can be found in the following articles:
Ogles, B. M., & Masters, K. S. (2003). A typology of marathon runners based on cluster analysis of motivations. Journal of Sport Behavior, 26(1), 69-85.
Ogles, B. M., & Masters, K. S. (2000). Older versus younger adult male marathon runners: Participative motives and training habits. Journal of Sport Behavior, 23(3), 1-14.
Stoll, O., Wuerth, S., & Ogles, B. (2000). Zur Teilnahmemotivation
von Marathon- und Ultramarathonlufern. [Participation motives of marathon- and
ultra-marathon runners] Sportwissenschaft, 30(1), 54-67.
Masters, K. S. & Ogles, B. M. (1998). Cognitive strategies relate to injury, motivation, and performance among marathon runners: Results from two studies. Journal of Applied Sport Psychology, 10, 281-296.
Ogles, B. M., Masters, K. S. & Richardson, S. A. (1995). Obligatory running and gender: An analysis of participative motives and training habits. International Journal of Sport Psychology, 26, 233-248.
Masters, K. S. & Ogles, B. M. (1995). An investigation of the different motivations of marathon runners with varying degrees of experience. Journal of Sport Behavior, 18, 69-79.
Ogles, B. M., Lynn, S. J., Masters, K. S., Hoefel, T., & Marsden, K. (1993-94). Runners' cognitive strategies and motivations: Absorption, fantasy style, and dissociative experiences. Imagination, Cognition, and Personality, 13, 163-174.
Ogles, B. M. & Masters, K. S. (1992). Why marathoners run. Ohio Runner, 13(11), 5-7, 20.
MOMS:
Please rate each of the following items according to the scale below in terms
of how important it is as a reason for why you run. A score of 1 would indicate that the item is "not a
reason" for running; a score of 7 indicates that the item is a "very
important reason" for running; and scores in-between represent relative
degrees of each reason.
A Most
Not a Important
Reason Reason
1 2 3 4 5 6 7
1. _____ To help control my weight
2. _____ To compete with others
3. _____ To earn respect of peers
4. _____ To reduce my weight.
5. _____ To improve my running speed.
6. _____ To earn the respect of people in general.
7. _____ To socialize with other runners.
8. _____ To improve my health.
9. _____ To compete with myself.
10. _____ To become less anxious.
11. _____ To improve my self-esteem.
12. _____ To have something in common with other people.
13. _____ To add a sense of meaning to life.
14. _____ To prolong my life.
15. _____ To become less depressed.
16. _____ To meet people.
17. _____ To become more physically fit.
18. _____ To distract myself from daily worries.
19. _____ To make my family or friends proud of me.
20. _____ To make my life more purposeful.
21. _____ To look leaner.
22. _____ To try to run faster.
23. _____ To feel more confident about myself.
24. _____ To participate with my family or friends.
25. _____ To make myself feel whole.
26. _____ To reduce my chance of having a heart attack.
27. _____ To make my life more complete
28. _____ To improve my mood.
29. _____ To improve my sense of self-worth.
A Most
Not a Important
Reason Reason
1 2 3 4 5 6 7
30. _____ To share a group identity with other runners.
31. _____ It is a positive emotional experience.
32. _____ To feel proud of myself.
33. _____ To visit with friends.
34. _____ To feel a sense of achievement.
35. _____ To push myself beyond my current limits.
36. _____ To have time alone to sort things out.
37. _____ To stay in physical condition.
38. _____ To concentrate on my thoughts.
39. _____ To solve problems.
40. _____ To see how high I can place in races.
41. _____ To feel a sense of belonging in nature.
42. _____ To stay physically attractive.
43. _____ To get a faster time than my friends.
44. _____ To prevent illness.
45. _____ People look up to me.
46. _____ To see if I can beat a certain time.
47. _____ To blow off steam.
48. _____ Brings me recognition.
49. _____ To have time alone with the world.
50. _____ To get away from it all.
51. _____ To make my body perform better than before.
52. _____ To beat someone I've never beaten before.
53. _____ To feel mentally in control of my body.
54. _____ To get compliments from others.
55. _____ To feel at peace with the world.
56. _____ To feel like a winner.
Table 1. General categories, Scales and Sample Items for the Motivations of Marathoners Scales.
General Category
Scale - Sample Items
__________________________________________________________________
I. Physical Health Motives
General Health Orientation - to improve my health, to prolong my life, to become more physically fit
Weight Concern - to look leaner, to help control my weight, to reduce my weight
II. Social Motives
Affiliation - to socialize with other runners, to meet people, to visit with friends, to share a group identity with runners
Recognition - to earn respect of peers, people look up to me, brings me recognition, to make my family or friends proud of me
III. Achievement Motives
Competition - to compete with others, to see how high I can place, to get a faster time than my friends
Personal Goal Achievement - to improve my running speed, to compete with myself, to push myself, to beat a certain time, to try to run faster
IV. Psychological Motives
Psychological Coping - to become less anxious, to distract myself from daily worries, to improve my mood, to concentrate on my thoughts,
Self-Esteem - to improve my self-esteem, to feel proud of myself, to feel a sense of achievement, to feel mentally in control of my body
Life Meaning - to make my life more purposeful, to make myself feel whole, to feel a sense of belonging with nature
MOMS Scoring Instructions.
Average the items for each of the following nine scales. We use averages since each of the scales have a different number of items. No items are reverse scored.
health orientation - 8, 14, 17, 26, 37, 44
weight concern - 1, 4, 21, 42
personal goal achievement - 5, 9, 22, 35, 46, 51
competition - 2, 40, 43, 52
recognition - 3, 6, 19, 45, 48, 54
affiliation - 7, 12, 16, 24, 30, 33
psychological coping - 10, 15, 18, 28, 36, 38, 39,
47, 50
life Meaning - 13, 20, 25, 27, 41, 49, 55
self- esteem - 11, 23, 29, 31, 32, 34, 53, 56