Carl Rogers and Contemporary Humanism

Орлов, Александр Борисович

doi:10.2753/rpo1061-0405300136

Cited by 9 publications

(5 citation statements)

References 1 publication

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“…In particular, because some people have been sceptical of being able to train empathy, this topic should be touched upon here. To determine whether empathy can be taught, Teding van Berkhout and Malouff (2016) evaluated empathy training programmes. After excluding one outlier study (which showed a very large effect with few participants), their meta-analysis included 18 randomized controlled trials of empathy training with a total of 1018 participants.…”

Section: Discussionmentioning

confidence: 99%

Effects of empathy and question types on suspects’ provision of information in investigative interviews

Baker-Eck

Bull

2022

International Journal of Police Science & Management

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The current study examines the relationship between the extent of, and various types of, empathy and of questions on suspects’ provision of information in 16 real-life police interviews. Multiple linear regressions were conducted to: predict suspects’ information provision in relation to (a) open questions, (b) the extent of displayed empathy and (c) each of the empathy types. Verbatim transcriptions of police interviews with suspects of sexual offences were coded for: (a) the extent and types of interviewer empathy, (b) the proportionality of interviewer open versus closed questions, and (c) suspects’ information provision. It was found that the proportion of open (versus closed) questions and the amount of empathy demonstrated by interviewers had a positive relationship with suspects’ information provision. The latter supports a recent finding by the authors involving a different sample of police interviews. Whereas in a growing number of countries the training of police interviewers has been emphasizing use of open questions, the current study aids weight to the small amount of research literature on the importance of interviewer empathy. Indeed, the effectiveness of open questions might be influenced by the amount of interviewer empathy in an interview.

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Section: Discussionmentioning

confidence: 99%

Effects of empathy and question types on suspects’ provision of information in investigative interviews

Baker-Eck

Bull

2022

International Journal of Police Science & Management

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“…Drawing on the MI literature and humanistic approaches generally (Orlov, 2014), Alison et al (2020) developed the ORBIT model (see Surmon-Böhr et al, 2023). ORBIT defines five categories of interviewer skills that can facilitate rapport, cooperation, and elicitation of reliable information from subjects.…”

Section: Developing Rapportmentioning

confidence: 99%

Evaluating the effectiveness of a 5-day training on science-based methods of interrogation with U.S. federal, state, and local law enforcement investigators.

Russano,

Meissner,

Atkinson

et al. 2024

Psychology, Public Policy, and Law

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As accusatorial approaches to interrogation in the United States have increasingly come under scrutiny, interest in science-based methods of interviewing and interrogation has risen. The purpose of the current study was to assess the effectiveness of a 5-day science-based interrogation course delivered by the High-Value Detainee Interrogation Group to U.S. federal, local, and state law enforcement investigators. Core aspects of the training included the use of productive questions, developing interrogator-suspect rapport, and conducting a cognitive interview. Ninety investigators who participated in the training submitted pre-and posttraining recordings of real-world suspect interviews. As hypothesized, investigators increased their use of science-based approaches after training and decreased their use of unproductive questions. Training did not influence how frequently they employed customary accusatorial techniques. Using a path model analysis, we also explored the relationships between use of science-based techniques and accusatorial approaches on the key outcome variables of cooperation, information disclosure by the suspect, and confession. We found positive indirect effects of training on cooperation and information disclosure via the use of science-based approaches. Moreover, science-based approaches were positively associated with increased cooperation and information disclosure and, indirectly, confession rates. In contrast, accusatorial approaches were associated with increased use of suspect counter-interrogation strategies and decreased cooperation and information gain. Implications for future training programs are discussed.

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“…Rogers identified three necessary and sufficient conditions for the humanization of any interpersonal relations: (1) value free, positive acceptance of the person talking, (2) active empathetic listening, and (3) congruent (i.e. adequate genuine, and sincere) self-expression in communication with that person (Orlov, 1992). Rogers formulated empathic listening as a psychotherapeutic technique, which demonstrates unconditional acceptance and unbiased reflection of a client's experience through message paraphrasing.…”

Section: What We Mean By Active Listeningmentioning

confidence: 99%

“…We have identified two orientations in our (above) review of the existing literature on the origin and development of active listening as a technique. The first orientation is rooted in Rogers's approach where active listening is a necessary condition of a humanistic approach to interpersonal relations (Orlov, 1992). This situatedness of active listening in humanism means that it is linked, at its essence, with the other two elements of Rogers's humanism: congruence and value-free, positive acceptance of the other person.…”

Section: What We Mean By Active Listeningmentioning

confidence: 99%

Balancing Openness and Interpretation in Active Listening

Topornycky

Golparian

2016

CELT

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Active listening is an important communication skill in a variety of disciplines and professions, including the profession of Educational Development. In our roles as educational developers, we engage in a variety of processes, all of which rely heavily on the practice of active listening. Emerging strategies of active listening praxis have allowed us to highlight the risks involved in applying techniques of active listening while engaging in our day to day practices as educational developers. In this paper, we share a short historical review of theories and approaches to active listening and identify its two inherent orientations: humanism and professionalism. We highlight openness and interpretation as two pillars of active listening and explore ways of maintaining a balance between those pillars as they relate to techniques of humanism and professionalism. We explain aspects of the interactive session we facilitated during STLHE 2015 where, as a group, we named and discussed ways that active listening could go wrong. We explore ways that we, as educators and educational developers, might recognize when we may be foregrounding technique over listening, and how to correct some of these issues.

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Carl Rogers and Contemporary Humanism

Cited by 9 publications

References 1 publication

Effects of empathy and question types on suspects’ provision of information in investigative interviews

Effects of empathy and question types on suspects’ provision of information in investigative interviews

Evaluating the effectiveness of a 5-day training on science-based methods of interrogation with U.S. federal, state, and local law enforcement investigators.

Balancing Openness and Interpretation in Active Listening

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