Change in self- and ideal self-concept congruence of beginning psychotherapists

Abstract

low status; and high activity/high status. Procedural checks suggested that experimental manipulations were successful, and significant relationships were found between interviewer and S reaction time latency and between S trust and revealingness. The predicted relationships between interviewer and S duration of utterance and the experimental conditions and revealingness were not found. There is need for further study of the effects of "noncontent" verbal behaviors in combination upon noncontent verbal behavior itself. Also, there is need for caution in generalizations from knowledge of this kind of reiationship to noncontent-content relationships or from verbally expressed attitudes to verbally expressed actions. REFERENCES 1. 2. 3. GOLDSTEIN, A. P., HELLER, I ? and SECHREST, L. B. Psychotherapy and the Psychology of Bi,huuior Change.

Affect contagion in beginning psychotherapists

“…This finding lends some credence to the idea that therapists (at least early in training) might be more open to change than their patients (15). Since similar findings have been reported by Perlman (19), this should lend further encouragement to the practice in medical schools of providing experiences in working with psychiatric patients for all medical students.…”

“…No one seems to have studied this problem in a systematic way." Several in~estigators(~9 [14][15][16][17][18][19] who have addressed themselves to this problem suggest that the patient takes the lead in creating the dominant affect.…”

Research on Training Counselors and Clinicians

“…However, validity data were not cited by any training study using such measures and evidence against the validity of one supervisor rating system (Counselor Evaluation Rating Scale) has been documented (Jones, 1974a). Acceptable reliability levels were only rarely reported for supervisor ratings (Kingdon, 1975), peer ratings (Martin & Carkhuff, 1968), and self-ratings (Bailey et al, 1977;Carter & Pappas, 1975;Perlman, 1972). Supervisor, peer, and self-ratings have been found to covary significantly, or to yield parallel pre-and postchange patterns in many instances (Berenson et al, 1966;Bishop, 1971;Borman & Ramirez, 1975;Dilley, 1964;Friesen & Dunning, 1973;Martin & Gazda, 1970), especially after extensive training programs (Burck, Jacobs, Saubra, Stone, & Thomson, 1973).…”

“…Exploratory studies, with no control groups and unvalidated self-report dependent measures, have indicated that this experiential element is associated with positive changes in trainee knowledge, attitudes, and skills (Lamberd, Adamson, & Burdick, 1972;Maurice, Klonoff, Miles, & Knell, 1975). Comparisons with comparable (Aldrich & Barnhardt, 1963;Anderson, 1969) and approximately comparable (Bernstein, 1972(Bernstein, -1973Perlman, 1972Perlman, , 1973 notraining control groups have demonstrated that supervised experience in conducting therapy produces positive changes in trainee personality characteristics, knowledge, and communication skills. However, Green (1973), Ornston et al (1970), and Roark (1969) reported that such experience did not add significantly to didactic seminars and lectures or supervised experience in simulated counseling.…”

Attitude change toward the self and others as a function of helper training and experience

“…This is consonant with expectations about psychotherapy. Studies examining the combined effects of skills training and patient contact (Perlman, 1972), or just patient contact (Holzberg, Gewirtz, & Ebner, 1964; Johannsen, Redel, & Engel, 1964) on personal growth, have consistently supported a relationship between that experience and positive personal growth.…”