Honors Theses
Date of Award
Spring 5-8-2026
Document Type
Undergraduate Thesis
Department
Psychology
First Advisor
John Young
Second Advisor
Todd Smitterman
Third Advisor
Kate Kellum
Relational Format
Dissertation/Thesis
Abstract
This study explores ways to bridge the research-practice gap in psychology by examining how role-play, structured self-reflections, and AI-generated feedback support the development of Unified Protocol (UP) clinical skills. Using a single-subject design, the researcher simulated therapy sessions with a volunteer acting as the patient, implementing UP modules in sequence, while collecting both quantitative and qualitative data. Each session included preparation using the UP, role-play, and pre- and post-session reflection. Performance was evaluated using Lyssn, an AI-based platform that generated Cognitive Therapy Rating Scale (CTRS; Young & Beck, 1980) scores and detailed feedback on CBT techniques. This was interpreted and applied by the therapist to improve facilitation of subsequent sessions. Results showed consistently high therapist competence across sessions, with improvements in agenda adherence, pacing, and structured application of UP modules over time. Challenges emerged in balancing therapist talk-time, facilitating guided discovery, and clearly communicating. These findings suggest that combining AI feedback and structured self-reflections may be useful to enhance evidence-based psychological treatments by increasing fidelity and supporting the development of practical clinical skills in a way that translates to real-world therapeutic practice.
Recommended Citation
Pauly, Farryn A., "Mending the Research-Practice Gap in Psychology: Using Role-Play, Self-Reflection, and AI Feedback to Enhance Unified Protocol Skill Development" (2026). Honors Theses. 3422.
https://egrove.olemiss.edu/hon_thesis/3422