GSR Feedback as an Aid in Developing Counselor Empathy

The authors evaluated the effectiveness of Galvanic Skin Response (GSR) feedback as an aid in developing empathy in novice counselors. Counseling psychology graduate students were matched and randomly assigned to either an experimental group that received a display of client skin conductance level during counseling sessions or a control group that did not receive physiological feedback. The communicative aspect of empathy was measured by the Counselor Verbal Response Scale (CVRS), and the perceptual aspect was measured by the Affective Sensitivity Scale (ASS). An analysis of gain scores suggested that training with biofeedback is associated with more affective responding by the counselor. This procedure did not facilitate counselor communication of understanding of the clients' specific concerns, nor was a pervasive increase in perceptual sensitivity observed. Qualitative evidence gathered from a postexperimental inquiry augmented the statistical findings.     

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.     

The Influence of Student Development Level on Improving Counselor Student Empathy

This cross‐sectional study explored the influence of student development and year‐in‐program on the improvement of affective/trait‐based empathy and cognitive/skill‐based empathy. Two 2 × 2 analyses of variance between 1st‐ and 2nd‐year counseling students revealed mixed findings on the relationship between cognitive development and empathy levels. Results demonstrated clearly, however, that students' affective and cognitive empathy increased from their 1st to 2nd year in a counseling program.     

The Relationship of Moral Reasoning Style to Counselor Expression of Empathy

Results in the literature indicate that high levels of moral development are positively correlated with high levels of empathy. However, the issue of moral reasoning style and its relationship to empathy remains unclear. The role that moral reasoning style (care vs. justice orientation) plays in counselors' ability to relate empathically to clients was investigated among a sample of 44 counselors‐in‐training. Results indicate that counselors were able to respond equally to clients with the same moral reasoning style as themselves and to those with a different style. Counselors with a care orientation were no more able than justice‐oriented counselors to respond empathically. Findings contribute information about measures of moral reasoning style and suggest that matching of counselors with college‐aged and young adult clients based on moral reasoning style is not an issue of concern for college counselors.     

The Impact of Performance Feedback on Counseling Self‐Efficacy and Counselor Anxiety

Based on the Social Cognitive Model of Counselor Training (L. M. Larson, 1998), this study explored the effects of bogus performance feedback on counseling self‐efficacy and counselor anxiety. After a 10‐minute mock counseling session, 45 master's‐level trainees received either positive or negative bogus feedback regarding their performance. Results showed that (a) participants altered their counseling self‐efficacy depending on the performance feedback they received, and (b) participants reported changes in anxiety following performance feedback.     

Experiential Groups in Counselor Education: Student Attitudes and Instructor Participation

Students in master's‐level courses in group work were surveyed regarding their attitudes toward the use of an experiential group activity as a component of their training, as well as the level of instructor involvement in these experiential groups. Students agreed that the experiential group was an effective and necessary teaching tool; however, a substantial minority indicated discomfort with the activity. Also, although the majority of instructors did not directly lead the experiential group, most either observed or received feedback on participation.     

The Effect of Negative Feedback on Modeling Behavior

Abstract

The study was designed to determine if social learning theory and cognitive dissonance theory would adequately predict the modeling behavior of subjects on a novel task. The study was limited to a task on which subjects were provided negative feedback concerning their ability to identify the personality characteristics of others. A total of 60 undergraduate students were given the opportunity to imitate models competent on the task or models poor on the task but more similar to the subjects’ performance. Most subjects imitated the poor models ip < .01), indicating support for dissonance and social learning theories.     

The Effects of Assertive Training on Counselor Trainees

It has been suggested that the addition of assertive training as an integral part of counselor education programs would be desirable. Although this study indicates that assertive training is effective in reducing counselor discomfort and anxiety, such training has no significant effect upon client or supervisor ratings of counselor effectiveness. Therefore, the addition of such a training experience seems, at best, to be open to question.     

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。     

Teaching a Course on the Arts and Counseling: Experiential Learning in Counselor Education

The authors offer a rationale, structure, and method for teaching an experientially based class in using the arts as an adjunct to counseling. They describe the benefits to counseling students, review literature documenting the effective uses of the arts in counseling, and recommend textbooks and other resources. Professional and ethical considerations are noted, suggestions for collaborative teaching are offered, and the authors' experience in piloting such a course is documented.     

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.     

Academic Criteria,Experiential Background,and Personal Interviews as Predictors of Success in a Counselor Education Program

A 4-year evaluation was conducted of a counselor education trainee selection process that places approximately equal weight on three selection criteria: academic index, experiential background, and personal interviews. Mean faculty rankings were obtained for 77 trainees on three separate evaluative areas: (a) academic success in the program, (b) overall counseling competency in the program, and (c) anticipated success in the field. Results of Pearson product-moment correlational analyses indicated that two selection criteria (Miller's Analogies Test and the Verbal portion of the Graduate Records Examination) were significantly related to faculty-ranked academic success. No single criterion, however, was significantly related with faculty rankings of either counseling competency or anticipated success in the field. The correlation between the Miller's Analogy Test and a measure of “overall success in counselor education” was in the predicted direction but failed to reach the traditional levels of statistical significance (p < .09). Implications for future research and limitations of the study are discussed.     

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.     

Mindfulness‐Based Awareness and Compassion: Predictors of Counselor Empathy and Anxiety

Mindfulness‐based awareness and compassion were examined as predictors of empathy and anxiety among 152 master's‐level counseling interns. Results of hierarchical multiple regression analysis supported that awareness and compassion differentially contributed to explaining the variance in counselor empathy and anxiety. Implications for counselor education are discussed.     

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。     

Comparison of Modeling Techniques in Counselor Training

Two techniques of videotape recorded modeling for training counselors to ask open-ended questions (OEQ) were examined. It was hypothesized that a pure video model, exhibiting only desired behavior, would result in greater learning than a corrective video model, exhibiting both desired and undesired behavior, given that both models contained cues to indicate whether the behaviors are desired or undesired. Eighteen undergraduate peer counselors were randomly assigned to either (a) pure video model, (b) corrective video model, or (c) no-treatment control. Pre and postmeasures of level of OEQ responses were obtained by simulated interviews with one of four research assistants trained as pseudo-clients. Results indicate: (a) treatment had a significant effect on percentage of OEQ (F (2, 15) = 3.75, p<.05); (b) only the pure model was significantly different from the no-treatment control (Dunnett's t (3, 15) = 2.58, p <.02); and (c) the pure model was not significantly different from the corrective model. The findings support, but do not confirm, the hypothesis of the study that a pure video model would result in greater learning than a corrective video model. The experimenters suggest that negative modeling examples may interfere with learning at this introductory level of training and that these results have implications for the training methods used by many trainers of counselors.     

A Comparison of Self-Observation,Self-Modeling,and Practice Without Video Feedback for Improving Counselor Interviewing Behaviors

This study evaluated the effects of three different feedback procedures on counselor trainees' interviewing behaviors that were judged by their supervisors as being inappropriate in a counseling session. In addition to informing each trainee in writing of the specific target behavior(s) he or she was to attempt to improve, the feedback conditions consisted of either (a) self-observation of edited videotapes of appropriate-only behavior (entitled self-as-a-model), (b) self-observation of unedited videotapes of appropriate and inappropriate behaviors, or (c) practice without video feedback. The results indicate that all three feedback strategies promoted the reduction of inappropriate interviewing behaviors. Only the self-as-a-model technique (self-observation of appropriate-only responses), however, completely extinguished the occurrence of inappropriate interviewing behaviors. Of the seven inappropriate behaviors monitored for the group using self-as-a-model, five were completely extinguished after only three practice sessions.