The Effects of Professional Counselor Training on Empathy: Continued Cause for Concern

The evidence reviewed, especially that from the most methodologically sound studies, indicates that professional training in counseling generally fails to increase trainees' empathy. Further, professional status may establish social distance between counselor and client, and posttraining experience in counseling cannot be counted on to have uniformly positive, empathy-enhancing effects. The review points to the needs for: (a) the incorporation into professional programs of brief, effective empathy-skills training, (b) supplementing intellectual program selection methods with more counseling-relevant measures, (c) defining and upgrading of acceptable posttraining empathy levels and retention of training effects, and (d) research into differences between professional programs that do and do not enhance empathy.     

系统化导向的“人力资源管理”课程体验式教学方法研究

“人力资源管理”课程的教学体系是按照实际工作的事务化流程安排的,各章节存在次序递进的关系。现有的体验式教学方法是为了不同的章节教学需要选择不同案例,往往不能保证整体教学的系统性和完整性。采取系统化的方法,将不同的体验式教学方法统一到同一个案例中去,将整个课程用一个大的案例关联起来,能使教学内容更贴近实际,也便于学生全面掌握人力资源管理的知识和技能。以旅游管理专业的“人力资源管理”课程为例,从体验式教学的概念、特性及具体方法出发,分析了系统导向的“人力资源管理”教学实例,并对其具体操作提出了相应的建议。     

Increasing Verbal Empathy as a Function of Feedback and Instruction

Counselor-trainee response uncertainty and delayed supervisor feedback are two apparent difficulties when looking at the normal practicum procedures from a learning theory frame of reference. Twenty-four counselor trainees were randomly assigned to three experimental groups and one control group, i.e., immediate feedback, feedback and instructions, equipment present, and control. Audio tapes pre- and post-were selected and rated on empathy. An analysis of variance on the pre- and post-differences in ratings was computed resulting in a significant F-ratio (p < .05). Subsequent multiple comparisons showed all experimental groups significant when compared to the control group (p < .01) The results showed that all experimental conditions increased counselor trainees' empathic responses significantly.     

Finger Blood Volume Responses of Counselors,Counselor Trainees,and Non-Counselors to Stimuli from an Empathy Test

Measures of 4 physiological variables were obtained while 30 counselors, 30 counselor trainees, and 30 graduate science majors were evaluating a series of dramatic dialogs and slides taken from an empathy test. Significantly more vasoconstriction, indicative of arousal, was observed in the counselors and counselor trainees than in the science majors. This finding is consistent with the proposal that empathy is related to physiological responses and serves as contributing evidence for criteria in the selection, training, and evaluation of counselors.     

Predicting Ratings of Counselor Trainee Empathy With Self-Report Anxiety Measures and Skin Conductance

This study sought to determine the degree of relationship between clients' and judges' ratings of counselor trainee empathy and self-report anxiety and skin conductance measures.     

The Rural School Counselor: Relationships Among Rural Sociology,Counselor Role,and Counselor Training

Recommendations for the training of rural school counselors are derived from characteristics of the rural American population and the resultant role of the school counselor.     

边坡稳定随机场模型效应研究

土体性质表现出其具有固有的应变特性,土体每一点的参数都会发生变化,故在边坡稳定的可靠度分析中不能被忽略。在边坡稳定分析中,常用的模拟土体随机场的模型有折减法、中点法和局部平均离散法。针对一个典型边坡,应用了三个随机场模型导出该边坡的稳定分析结果,对不同随机场模型方法得到的可靠度分析结果进行了互相对比。结果表明边坡的可靠度结果受到土体特性空间变异性的影响,并且这个影响取决于相关距离的相对尺寸和临界滑裂面长度的影响。     

Coached-Client Effects on Counselor Trainee Response

This study investigated whether or not coached clients modified the verbal responses of counselor trainees. The responses were judged on two dimensions: (a) interpersonal relatedness and (b) portion of total time consumed by the counselor. The subjects of the study were 58 pre-practicum graduate students in counseling at the University of Washington. The coached clients did elicit significantly different responses on both the dimensions of relatedness and speaking time. For example, aggressiveness or intrusiveness on the part of a mother client limited counselor verbalism, while aggressiveness on the part of a boy client stimulated overtalk. The counselor's social responsiveness was significantly related to his tendency to respond with reflected feeling instead of inference of diagnosis.     

Perceptions of Counselor Expertness: The Effects of Interpretation Content,Discrepancy, and Type

This study addresses limitations of previous research examining the effects of the counselor's use of interpretation on participants' perceptions of counselor expertness. Three factors (interpretation content, degree of interpretation discrepancy, and interpretation type) were crossed in a 2×2×2 factorial design. A main effect for interpretation type (propositional versus semantic interpretation) and an interacton between degree of discrepancy and interpretation type were found. These findings suggest that the relationship between the use of interpretations and perceptions of counselor expertness may be more complex than indicated by earlier research.     

Effects of Counselor Action Skills on Cognition

The authors explore the effects of counseling action skills on cognitive processing by female participants in an analog study. Reflection of feeling was found to elicit defensiveness.     

Evaluation of Counselor Training in Gestalt Methods

This study evaluated the effectiveness of a Gestalt skill-training group. Results indicated that after training, counselors responded to a client statement of conflict significantly more often with a two-chair dialogue intervention, and used significantly more of the advanced skills of direct guidance, open question, and nonverbal referent than they did before training.     

Impact of a Didactic and Experiential Sales Training Based on Empathy: A Quasi‐Experimental Study

This research examined the impact of a didactic and experiential sales training based on empathy on medical salespeople's self‐reported capacity for empathy. The study used a non‐equivalent, post‐test‐only quasi‐experimental design by comparing the capacity for empathy of an experimental group (n = 66) and a control group (n = 26). A Mann‐Whitney test showed no difference between the two groups. Managerial implications are discussed, as well as suggestions for future research.     

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.     

The Relationship of Counselor Self-Actualization To Counselor Facilitativeness

After completing the Personal Orientation Inventory, 32 counselors-in-training each conducted a half-hour counseling session with one of 32 volunteer clients. Following the session, clients and counselors filled out the Barrett-Lennard Relationship Inventory, indicating how encouraging the counselor had been. Correlational analyses found that in general, counselor trainees who viewed themselves as more self-actualized were not perceived by clients or by themselves as being more encouraging. Specific elements of self-actualization however (awareness of self, others, and the nature of man) were related to facilitative conditions.     

A Comparative Study of Positive and Negative Modeling in Counselor Training

Modeling procedures have come to play a major role in counselor training. A substantial body of literature has accumulated in support of the use of modeling in counselor training. Relatively little attention has been paid to the use of negative models in the training process. This is due, at least in part, to the hypothesis that negative models inevitably interfere with the acquisition of positive performance behaviors. This study was designed to directly compare the effects of positive and negative models in counselor training. Results suggest that negative modeling can produce training outcomes similar to those achieved by positive models. Further investigation of the role of negative modeling in counselor training is recommended. Several specific directions for continuing research are suggested.     

Effects of Discrimination Training on Counselor Trainee Response Choice

The purpose of this study was to assess whether counselor trainees who received training in identifying and producing 10 response types as well as training that emphasized when to use the response types would be more effective in using responding skills than trainees who received only training in identifying and producing response types. Thirty-two master's level counselor trainees from a large midwestern university participated in a three-session training workshop and responded to three dependent measures developed to assess effectiveness in using response types along three dimensions: (a) identification, (b) performance, and (c) evaluation. Statistical analysis indicated significant differences between treatment groups. Treatment seemed to decrease the extent to which counselor trainees questioned the client and expressed their own opinions and values during counseling interviews and increase the extent to which trainees used action-oriented statements aimed at encouraging the client to work on problem solving. Trainees in the treatment group showed a tendency to try out complex response types and to use these more frequently and appropriately. Treatment differences were maintained over time.     

Another Look at Counselor,Client, and Supervisor Ratings of Counselor Effectiveness

The purpose of the study was to compare the perceptions of counselors, clients, and supervisors with regard to the effectiveness of counseling. The Counseling Evaluation Inventory (CEI) was used as a measure of counseling effectiveness, using client satisfaction as a criterion. 25 graduate student counselors provided self-ratings on the CEI. Additional CEI ratings of these counselors were obtained from 120 of their clients and their practicum supervisors. The counselor self-ratings and the supervisors' ratings were significantly correlated with each other, but neither was significantly correlated with the client CEI ratings. In addition, the client CEI ratings were significantly higher than both the counselor self-ratings and the supervisors' ratings.     

负反馈电路近似计算方法的统一

对集成运算放大器和分立元件放大器组成的负反馈电路的不同计算方法进行剖析,实现了用统一的方法进行分析计算。     

隐性反馈在英语拒绝习得中的作用

隐性反馈包括提示型反馈和重述型反馈两种类型.实验发现提示型反馈在中国学生英语拒绝能力习得中发挥着积极的推动作用,而重述型反馈在这一过程中的作用不太明显,因此英语教师在语用教学中应较多地使用提示型反馈.