Moral Development and Empathy in Counseling

Of interest to counselor educators are variables associated with helper empathy. The authors investigated the relationship between empathy and moral development. Students enrolled in a facilitative skills development course completed a measure of moral development before making their first counseling audiotape. After approximately 12 weeks of skills training, they were subsequently rated for their demonstration of empathic understanding to client statements on an analog videotape and on a counseling audiotape made for their course evaluation. Empathy ratings of their responses to the analog videotape correlated .61 (p < .001) with moral development scores and .35 (p < .05) with supervisory empathy ratings of their final audiotape and moral development scores. Implications for counselor education are discussed.     

Counselor Anxiety During a Counseling Interview

Physiological and subjective measures of counselor anxiety were compared to determine if counselors experienced greater anxiety during a counseling interview than during a conversation, Twenty experienced rehabilitation counselors in a graduate-level practicum course volunteered to participate in a 10-minute conversation and counseling session. Anxiety was assessed by self-report skin conductance and heart-rate measures. Results indicated that there were no significant treatment, period, or interaction effects for heart-rate data; however, there was a significant period effect for conductance data. There were no significant differences for participants' self-report evaluations of the two situations. Baseline autonomic data were highly related to autonomic data during the anticipation and stimulus periods, and preexperimental self-report data were moderately related to postexperimental self-report data. Conclusions were that counselors experience comparable anxiety during counseling and conversing, that expectation accounts for most of the counselors' anxiety, and that baseline physiological and self-report data may prove useful in identifying counselors who would experience anxiety during an interview.     

Cognitive and Affective Empathy in Aggressive Boys: Implications for Counseling

The purpose of the study was to explorecognitive and affective empathy in aggressiveboys. A difference between aggressive boys andtheir non-aggressive peers was anticipated,particularly in affective empathy. Fifty-twoboys (25 aggressive and 27 non-aggressive) werecompared for levels of aggression and forcognitive and affective empathy as expressedduring a group interview involvingbibliotherapy. Results confirmed the mainhypothesis; that is, aggressive boys showed alower level of affective empathy, although thegroups did not differ in cognitive empathy. Theproportion of affective empathy amongnon-aggressive boys was double that amongaggressive children. Affective empathy seems toincrease with age, although this result wasinconsistent. The aggressive boys also showed ahigher level of endorsing aggression. Thediscussion focuses on implications forcounseling aggressive boys.     

Digression: Guidance and Counseling in the School

The guidance and counseling of pupils in their choice of an educational and vocational career was one of the problem areas receiving major attention in the reform of vocational education (and general education as well, especially in the first level of secondary school).     

Relativistic Thought: A Cognitive Basis for Empathy in Counseling

Relativistic epistemological thought was positively related to aspects of counselor empathy, both in role-played counseling sessions by student counselors and in a written empathy measure.     

Familial Ordinal Position in Relation to Guidance and Counseling

Abstract

The study investigated the effects of a 2-phase, spring and summer graduate training program on fifty-three novice teachers preparing to teach disadvantaged youth.

During the first phase of the program students were exposed to several process and didactic experiences intended to shape attitudes as well as to promote formal learning. The summer phase of the program saw teachers engage in paid internships in three elementary schools serving migrant children. Several measures of attitudes and personal values were taken with semantic differentials and the Personal Orientation Inventory. A number of significant changes were noted on most measures. Teachers showed a tendency to evaluate disadvantaged children more favorably and tended to become more like self-actualized adults in personal orientations.     

Career Guidance and Counseling for University Students in China

In recent years, various forms of career guidance and career counseling have become more prominent and better serviced in most universities throughout the world. Such services are obviously to the benefit of the students themselves and for society. After an initially slow start, researchers and practitioners in China have now begun to focus on the localization of guidance and counselling theory and strategies in order to match more exactly actual employment situations in different regions of the country. This should result in a service that meets students' needs more effectively. Using mainly core literature examining the context of career guidance and counseling in China from 2001 to the present, this paper elaborates on the current situation and summarizes the progress that has been made. The authors detail the content, implementation, problems that exist, and ways of improving projects of this kind in Chinese universities. Conclusions and suggestions for further research on career guidance and counseling are provided.     

The Influence of Empathy and Negative Consequences on Ethical Decisions in Counseling Situations

Empathy was shown to be related positively to higher levels of ethical orientation in a study examining the effects of empathy and negative consequences on ethical judgments.     

Effects of Empathy,Warmth, and Genuineness in the Initial Counseling Interview

The purpose of this investigation was to determine if levels of accurate empathy, nonpossessive warmth, and genuineness provided by counselors in the initial counseling interview had continuing or terminating effects for normal persons, compared to the effects found with severe chronic schizophrenics. The results indicated that empathy ratings for continuing clients was significantly higher than for those who left.     

Renewal in Career Guidance and Counseling: Rationale and Programs

This article provides a strong rationale for renewal programs in career guidance and counseling. The rationale is based on the expressed needs of counselors, counselor educators, and supervisors, and the needs of clients, as well as on major position papers of APGA, ACES, and NVGA. The APGA Counselor Renewal and Development Professional Preparation and Standards Committee has clearly stated that counselor renewal is a professional imperative for those who seek to remain effective helpers. The ACES position paper, “Counselor Preparation for Career Development/Career Education”, also clearly points out the need for renewal in career guidance and counseling. In addition to the rationale, the article describes several career-counseling-oriented renewal programs that are currently available for counselors and counselor educators and supervisors who would like to upgrade their skills in this area.     

A Competency-Based Approach to Adult Counseling and Guidance

This article describes the Adult Career Education Counseling Project, a special demonstration project funded by the United States Office of Education, Division of Occupational and Adult Education. The major goal of the project is to develop a competency-based individualized instructional training system for guidance personnel wanting to work in adult education settings. The article explains the rationale, development, and process used in identification of conceptual areas that were developed into modules currently being pilot tested prior to final revision. Once the total training system has been developed, adult education and counseling and guidance programs may use these materials to design a counseling and guidance program unique to local program or institutional goals and objectives.     

对孤独症儿童家长焦虑问题的团体辅导研究

孤独症患儿的父母罹患心理危机与障碍的可能性高于正常儿童的家长,其中,焦虑是孤独症儿童家长的普遍心理.研究以罗杰斯个人中心治疗理论、认知疗法理论和新行为主义为理论基础,设计了孤独症儿童家长焦虑团体辅导方案,并将活动方案实施于11名孤独症儿童家长组成的团体,共进行8次团体辅导干预.研究结果表明:团体辅导对孤独症儿童父母的焦虑问题是一种行之有效的干预模式,对降低孤独症儿童父母的焦虑水平具有显著效果.     

Relationship Between the Client's Moral Development Level and Empathy of the Counseling Student

Empathic responses of counseling students with high and low moral development were compared. Both groups responded more empathically to a client whose moral development was lower than their own.     

论心理辅导与咨询中的“价值参与”

在心理辅导与咨询中,“价值参与”是必要的也是必然的。就目前的状况来看,“价值导向”是“价值参与”的最佳选择。“价值导向” 主要方式有：价值澄清、价值归因、价值选择、价值干预和价值认同等。无论运用哪种方式或由这些方式构成的“模式”,辅导员（咨询员）均应遵循“价值导向”的基本准则。为使“价值参与”、“价值导向”正确而有效,辅导员（咨询员）还应着力于建立良好的辅导（咨询）关系,结合认知与情感的因素,并对道德发展的理论有深入的了解。