Marianne Welmers

A Systemic Perspective on Alliances and their Relation to Outcome 117 CHAPTER 5 each dimension on a 7 point Likert scale ranging from -3 ( extremely problematic ) to +3 ( extremely strong ). For the purpose of this study, the SOFTA-o was translated from English to Dutch, following guidelines as prescribed by Van Widenfelt, et al. (2005). For coding the videotaped IPT-sessions with the SOFTA-o, we used the training manual by Friedlander et al. (2005) as a guideline. The first author received training from prof. dr. Escudero, one of the developers of the instrument. After training and translation of the manual, first author coded 12 videotapes with at least two family members in the session to use as a golden standard. Coding dilemmas were discussed with prof. dr. Escudero. Next, 3master students in Educational Sciences were trained, receiving 15 hours of coder training over five weeks. They were introduced to the theoretical framework of the SOFTA, coding guidelines, practice material from the developers and Dutch practice material taken from the Dutch dramaseries In Therapie ( In Therapy) . Trained coders independently coded at least 10 videotapes to increase their reliability as coders compared to the golden standard codings by first author and received feedback on each coding. As advised by Friedlander et al. (2005), training continued until coders differed no more than one point in their scale scores in 90% of the cases. After their training, each coder rated a random selection of the videotapes. Coding dilemmas were discussed and difficult parts were consensus coded duringmeetings with the coding team every two weeks. In total, 90 sessions were independently coded after training. Of these sessions, 15 random selected sessions (16,7%) were double coded by the first author, coders were blind to these double coded sessions. To assess interrater reliability, we calculated intra-class coefficients for the 15 double coded sessions using the singlemeasures of a two-way mixed effect model based on absolute agreement (Koo & Li, 2016). ICC for the combined Engagement and Emotional Connection scale was .44, ICC for the Shared Sense of Purpose scale was .59. According to Cicchetti (1994), ICC’s are fair when >.4, good > .6 and excellent >.8. CBCL The Child Behavior Checklist (CBCL; Achenbach, & Rescorla, 2000; 2001; Van der Hulst, & Van der Ende, 2013) is a parent questionnaire for assessing problems in 1,5 to 18-year-old children and adolescents. The CBCL version contains 120 items (100 items in the version for 1,5 – 5-year-olds) on behavioral or emotional problems during the past 6 months, scored on 0-2 point Likert scale (‘ not true ’, ‘ somewhat true ’ or ‘ very or often true ’). For the purpose of this study we used the internalizing, externalizing and total problems scale. Internalizing problems refer to problems that are present inside the child, such as feeling anxious or depressed. Externalizing problems refer to problems that become manifest in conflict with others and with expectations that others have of the child. The total problem scale includes both the internalizing and externalizing