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Enhancing counselor empathy to promote moral development and conceptual complexity: A new model for counselor preparation and supervision.

机译:增强辅导员的同理心以促进道德发展和概念复杂性:辅导员准备和监督的新模式。

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摘要

Empathy is a complex, multidimensional process that requires counselors to engage and maintain both intrapersonal awareness and sustained interpersonal engagement to develop a genuine and effectual therapeutic relationship. This study investigated the effects of an Empathy-Enhanced Deliberate Psychological Education (E2DPE) intervention designed to enhance empathy, promote postconventional reasoning and develop higher complex conceptualizations for first-year Master's students enrolled in a CACREP accredited counselor education program. This study examined the effects of a six-month E2DPE beginning counseling students' empathy competency as measured by the Interpersonal Reactivity Index (Davis, 1980), postconventional reasoning as measured by the Defining Issues Test-2 (Rest, Narvaez, Bebeau & Thoma, 1999), and conceptual complexity as measured by the Paragraph Completion Method (Hunt, Butler, Noy & Rosser, 1978).;This study implemented a quasi-experimental pre-test, post-test non-equivalent control group design. Statistical findings showed significant increases for both groups in conceptual complexity as a result of six months in a CACREP program, however, neither conceptual complexity, postconventional reasoning nor empathy were significantly influenced by the E2DPE. While the E2DPE did not reach significant effects, the process described by the treatment facilitators and supervisors suggest that raising multidimensional factors of empathy and postconventional moral reasoning in beginning counseling students scoring high on these pretest measures may be challenging. In addition, capturing cognitive developmental changes or detecting changes in state empathy for counseling students experiencing cognitive disequilibrium may prove difficult in only six months. Finally, future recommendations for raising counseling students' developmental growth through cultivating empathy are provided.
机译:同情是一个复杂的多维过程,需要辅导员参与并保持人际交往意识和持续的人际交往,以发展一种真正有效的治疗关系。这项研究调查了移情增强的故意心理教育(E2DPE)干预措施的效果,该干预措施旨在增强共情能力,促进常规惯例后的推理并为参加CACREP认可的辅导员教育计划的一年级硕士生发展更高的复杂概念。这项研究研究了六个月的E2DPE开始辅导学生的移情能力(如人际反应指数(戴维斯,1980年),常规推理后的定义问题测试2(Rest,Narvaez,Bebeau和Thoma, (1999),以及通过段落完成法(Hunt,Butler,Noy&Rosser,1978)衡量的概念复杂性。本研究实施了准实验前测试,后测试非等效对照组设计。统计结果表明,由于CACREP计划六个月,两组的概念复杂性均显着增加,但是E2DPE并没有显着影响概念复杂性,常规惯例后的推理和同理心。尽管E2DPE并未产生明显的效果,但治疗促进者和监督者描述的过程表明,在开始辅导在这些预测措施中得分高的学生时,提高同情和常规道德推理的多维因素可能具有挑战性。此外,仅在六个月内就很难发现捕获认知发展变化或检测状态移情变化以咨询经历认知失衡的学生。最后,提供了未来的建议,通过培养同理心来提高学生的成长能力。

著录项

  • 作者

    Logan, Patricia Adele.;

  • 作者单位

    The College of William and Mary.;

  • 授予单位 The College of William and Mary.;
  • 学科 Education Guidance and Counseling.;Education Higher.;Psychology Cognitive.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 247 p.
  • 总页数 247
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:38:25

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