Changes in attitude during counseling.

Ewing, Thomas N.

doi:10.1037/h0053545

Cited by 18 publications

(13 citation statements)

References 7 publications

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“…In turn, greater empathic understanding, according to theory (Rogers, 1951(Rogers, , 1959 and research (e.g., Barrett-Lennard, 1962;Orlinsky, Grawe, & Parks, 1994), enhances therapeutic change. For research on the outcome of therapy, the present findings suggest that in comparison to the conventional construct self-image disparity instruments used as outcome measures in past research (Ewing, 1954;Rogers & Dymond, 1954;Shlien, 1957;Shlien et al, 1962), personal construct measures of self-image disparity may be more sensitive measures of change.…”

Section: Discussionmentioning

confidence: 67%

“…James (1890James ( /1981 referred to this aspect of consciousness of self as "the ratio of our actualities to our supposed potentialities" (p. 296). Real-ideal disparity has been considered an indicator of self-esteem or self-acceptance in theories of personality and psychopathology (e.g., Adler, 1924Adler, /1969Allport, 1955;Horney, 1950;James, 1890James, /1981Rogers, 1959), has been the subject of much research in these areas (e.g., Altrocchi, Parsons, & Dickoff, 1960;Higgins, 1987Higgins, , 1989Higgins, , 1998Higgins, Tykocinski, & Vookles, 1990;Kureshi & Husain, 1979;Rogers & Dymond, 1954;Zigler, Balla, & Watson, 1972; see also Wylie, 1979), and has been used as an outcome measure in research on counseling and psychotherapy (Ewing, 1954;Rogers & Dymond, 1954;Shlien, 1957;Shlien, Mosak, & Dreikurs, 1962).…”

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confidence: 99%

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The Predictive Strength of Personal Constructs Versus Conventional Constructs: Self‐Image Disparity and Neuroticism

Watson

Watts

2001

Journal of Personality

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Idiographic personal construct (PC) measures of self-image disparity were hypothesized to be stronger than nonidiographic conventional construct (CC) measures in predicting neuroticism. Ninety-six college students completed PC and CC measures of real self, ideal self, social self, and ideal social self; the NEO Five-Factor Inventory; and the Marlowe-Crowne Social Desirability Scale. Content analysis showed that individuals' PC measures were unique. The disparity between real self and ideal self and the disparity between social self and ideal social self were computed for PC and CC; test-retest reliabilities were .76 to .81. Results of simultaneous multiple regression analyses supported the hypothesis. Also, the two-variable PC self-image disparity scores were stronger than one-variable PC esteem scores in predicting neuroticism. Implications were discussed for research method, self-concept theory, personal construct theory, neuroticism, and psychotherapy.

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Section: Discussionmentioning

confidence: 67%

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confidence: 99%

The Predictive Strength of Personal Constructs Versus Conventional Constructs: Self‐Image Disparity and Neuroticism

Watson

Watts

2001

Journal of Personality

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“…In self-estimate research itself Berdie (2) indicated that agreement between self-ratings and objective measures can be influenced by counseling altho few clear-cut differences between his experimental and control groups appeared. Ewing (12), in a study of changes in attitudes during counseling, noted that the most improved clients bore more resemblance to the ideal self they indicated prior to counseling. He showed that changes in counselee ratings of self, parents, and counselor after counseling tended to resemble actual changes in the counselee and reflected influences encountered during counseling.…”

Section: Counselingmentioning

confidence: 92%

Chapter VIII: The Evaluation of Guidance Services

Cottle¹

1957

Review of Educational Research

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A COMMENT by Dressel (11) about research in college counseling to the effect that little of it appeared to be planned to produce practical counseling implications could be paraphrased to cover evaluation of guidance services. Most of the attempts to evaluate apply only to parts of the total program of guidance services; the experimental designs used rarely have any major features in common.Various criteria for evaluating programs have been proposed. Jensen, Coles, and Nestor (23) attempted to remedy defects mentioned by Dressel by proposing desirable characteristics for the criterion variable, criterion instrument, and criterion scores. This is one step toward a common approach to evaluation. Another step is the proposal by Butler (4) of a system of behavior categories and an experimental design involving factor analysis for comparing trends within and between individuals. Calvin (5) pointed out his dissatisfaction with the experimental design of an evaluation of client-centered counseling in a study by Dymond. He claimed defects in the design obscured the reasons for client change which might therefore be due to passage of time alone. A number of other studies highlighted this last possibility; Eysenck (13) suggested that neurotic persons who do not receive therapy appear, over the course of time, to improve as much as those who do. Coleman (8) described 12 criteria for evaluating guidance services in the elementary school. However, seven of these criteria applied to teachers' knowledge of individual differences and mental hygiene; only five criteria dealt directly with guidance services. This confusion over the definition of guidance was also evidenced in an article by Mennes (33) where the term guidance was used to describe individual attention given by teachers of "multiple period" classes combining world history and English. Guidance as used in this chapter applies to phases of a program requiring special training beyond that of most classroom teachers. The bibliography covers only published articles and does not include unpublished theses such as those listed by Cottle, Callis, and Polmantier (10). Total Programs of Guidance ServicesTurney and Morehead (41) used a fairly complete testing battery to compare an Arkansas high school having a program of guidance services with one where no program existed. While the results were not conclusive regarding the effects of counseling, 4 of 14 analyses of covariance favored the school with a counseling program. Winston (44) used Section G, 229 at NANYANG TECH UNIV LIBRARY on May 26, 2015 http://rer.aera.net Downloaded from REVIEW OF EDUCATIONAL RESEARCH Vol. XXVII, No. 2

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“…Although on a very different rationale, both Freudians and social psychologists generally hold the process of parental identification to be an important factor in adult sexual adjustment. Research into the phenomenon of selfidentification with the parent of the same sex is uncovering an increasing number of factors relating to the process (Beier & Ratzenburg, 19S3;Ewing, 1954;Ferguson, 1941;Fordyce, 1953;Seward, 1945;Sopchak, 1952;Winch, 1951). Whether and how such identification is related to marital interaction is important to an understanding of the marriage relationship and needs to be explored empirically.…”

Section: Iowa Child Welfare Research Station State University Of Iowamentioning

confidence: 99%

Marital satisfaction and parent concepts.

Luckey¹

1960

Journal of Consulting Psychology

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Changes in attitude during counseling.

Cited by 18 publications

References 7 publications

The Predictive Strength of Personal Constructs Versus Conventional Constructs: Self‐Image Disparity and Neuroticism

The Predictive Strength of Personal Constructs Versus Conventional Constructs: Self‐Image Disparity and Neuroticism

Chapter VIII: The Evaluation of Guidance Services

Marital satisfaction and parent concepts.

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