Abstract:brief commentary on the usefulness of studying fears of snakes. J. abn. PsychoE. 1969,74,413-414. 3. LEVIS, D. J. The case for performing research on nonpatient populations with fears of small animals: a reply to Cooper, Furst, and Bridger. J. abn. Psychol., 1970, 76, 36-38. 4. MCGLYNN, F. D. Individual versus standardized hierarchies in the systematic desensitization of snake-avoidance. Behav. Res. Therapy, 1971, 9, 1-5. 5. MCGLYNN, F. D. and LINDER, L. H. The clinical application of analogue desensitization:… Show more
“…If flexible thinking provides a foundation for empathic understanding, interventions oriented toward enhancing alternative social perspectives might prove useful. Interestingly, Pierce and Zarle (1972) reported that normal individuals who spontaneously referred more frequently to the thoughts and feelings of others during self-exploration were more interpersonally effective and had higher empathy scores. Hence, a goal of psychotherapeutic treatment could be to increase both the frequency and accuracy of the brain-injured patient’s reference to others.…”
~ examined the extent to which one aspect of interpersonal behavior, i. e., empathy, may be related to compromises in cognitive flexibility following brain injury. Fifty persons with cerebral lesions were administered standardized measures of cognitive flexibility (Wisconsin Card Sorting Test and Alternate Uses Test) and empathy (Hogan's Empathy Measure). Empathy scores were compared with the reports of significant others and a normal comparison group. There was no difference between self-reported empathy scores and those of significant others. Brain-injured subjects obtained significantly lower empathy scores than the comparison group. Significant co"elations were found between cognitive flexibility and empathy. These interrelationships may be considered from three perspectives: (1) that flexibility is a prerequisite skill for empathy; (2) that the two variables share common neural and/or cognitive processes; and (3) that empathic change after brain injury occurs as an emotional reaction to acquired disabilities, including inflexibility.
“…If flexible thinking provides a foundation for empathic understanding, interventions oriented toward enhancing alternative social perspectives might prove useful. Interestingly, Pierce and Zarle (1972) reported that normal individuals who spontaneously referred more frequently to the thoughts and feelings of others during self-exploration were more interpersonally effective and had higher empathy scores. Hence, a goal of psychotherapeutic treatment could be to increase both the frequency and accuracy of the brain-injured patient’s reference to others.…”
~ examined the extent to which one aspect of interpersonal behavior, i. e., empathy, may be related to compromises in cognitive flexibility following brain injury. Fifty persons with cerebral lesions were administered standardized measures of cognitive flexibility (Wisconsin Card Sorting Test and Alternate Uses Test) and empathy (Hogan's Empathy Measure). Empathy scores were compared with the reports of significant others and a normal comparison group. There was no difference between self-reported empathy scores and those of significant others. Brain-injured subjects obtained significantly lower empathy scores than the comparison group. Significant co"elations were found between cognitive flexibility and empathy. These interrelationships may be considered from three perspectives: (1) that flexibility is a prerequisite skill for empathy; (2) that the two variables share common neural and/or cognitive processes; and (3) that empathic change after brain injury occurs as an emotional reaction to acquired disabilities, including inflexibility.
Studied the effectiveness of the psychodramatic Double method, the Reflection method, and the Lecture method in improving empathic ability. Sixty‐four high school sophomores were assigned randomly to four groups of 16 Ss, 8 males and 8 females, each. Three groups received one of the three training methods and the fourth served as a no‐training control. The Ss' level of empathy, before and after the training, was measured by a modified version of the Accurate Empathic Scale. The results showed that all three training methods produced significant improvements compared with the control group. The effect of the Double method was significantly greater than that of the other two methods. The Reflection method ranked second, yet was not significantly better than the Lecture method. Females scored higher than males both before and after the training, but there was no significant sex and training method interaction effect.
Using Conversation Analytic (CA) methods, the present study attempts to analyze the various functions of
face-based therapist empathy, and how they are sequentially realized in different psychotherapeutic settings. Four types of
face-based therapeutic functions are discussed; more specifically, it is illustrated how therapist empathy may serve to maintain,
enhance, threaten or even save the client’s face. The findings gained could contribute to a better understanding of the face-based
therapeutic functions of empathy; also, the study may inspire researchers to further investigate other functions of therapist
empathy in psychotherapy.
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