Effects of teaching a cognitive strategy on counselor trainee internal dialogue and clinical hypothesis formulation.

Kurpius, DeWayne J.; Benjamin, Dianne; Morran, D. Keith

doi:10.1037/0022-0167.32.2.263

Cited by 45 publications

(33 citation statements)

References 38 publications

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“…Neither did B follow the steps of the cognitive self-instruction strategy, such as the one outlined by Kurpius et al (1985), to plan or evaluate her responses. B frequently did ask herself questions about what intervention was needed, but she rarely answered her questions, gave herself instructions, or used internal dialogue coping skills and positive selfreinforcement.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, Dole (Dole & Others, 1982) reported little direct or immediate relationship between a counselor's retrospection and the concurrent response. He concluded, "We may think mistakenly of ourselves and others as deliberate conscious planning beings on many occasions when appropriate relevant effective behaviors are spontaneous" Neither did B follow the steps of the cognitive self-instruction strategy, such as the one outlined by Kurpius et al (1985), to plan or evaluate her responses. B frequently did ask herself questions about what intervention was needed, but she rarely answered her questions, gave herself instructions, or used internal dialogue coping skills and positive selfreinforcement.…”

Section: Discussionmentioning

confidence: 99%

“…Recently, counselor educators and supervisors (e.g., Fuqua, Johnson, Anderson, & Newman, 1984) have emphasized the need for investigations of the cognitive processes underlying skill acquisition and performance, even suggesting that these processes may be the key to skill generalization (Kurpius, Benjamin, & Morran, 1985). Furthermore, despite the methodological problems inherent in assessment of cognitions, Fuqua et al (1984) suggested that procedures such as thought-listing (Cacioppo & Petty, 1981) and thinking-aloud (Genest & Turk, 1981) "could potentially contribute to a more functional understanding of how counselor trainees actually think about client stimuli" (p. 93).…”

mentioning

confidence: 99%

“…Other researchers have investigated the role of counselor internal dialogue in the acquisition and performance of counseling skills (e.g., Benjamin, 1983;Hazler & Hipple, 1981; Richardson & Stone, 1981). In one study of particular relevance (Kurpius, Benjamin, & Morran, 1985), 32 pre-practicum counseling students were taught a cognitive self-instruction strategy or a systematic approach to formulating clinical hypotheses and then asked to use their new knowledge with a videotaped client. Students who learned cognitive self-instruction used this strategy and evidenced better clinical hypotheses in their thought-listings and client assessments immediately after the instruction, but not at a 6-week follow-up posttest.…”

mentioning

confidence: 99%

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In‐Session Cognitions of a Counseling Student: A Case Study

Borders

Fong‐Beyette

Cron

1988

Couns Edu & Supervision

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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In‐Session Cognitions of a Counseling Student: A Case Study

Borders

Fong‐Beyette

Cron

1988

Couns Edu & Supervision

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“…On the other hand, research also shows that the teaching of cognitions can have great impact on the training of helpers (e.g., Baker, Scofield, Clayton, and Munson, 1984;Kurpius, Benjamin, & Morran, 1985). Cognition can lead behavior and behavior can lead cognition, as in the quandry of which came first, the chicken or the egg?…”

Section: Vo131(1) Counseling and Values 105mentioning

confidence: 99%

“And Also Much Cattle”—A New Reading of an Old Fish Story

Brichto

1986

Counseling and Values

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GOOD THINGS, WE are told, come in small packages. That maxim certainly holds true for the Biblical book of Jonah. In, for example, the Revised Standard Version of the Bible, this book takes up all of two pages, but it represents one of the major attractions of the collection that is the Bible. As with many heirloom pieces in museums, however, the wonders of the book of Jonah may not be apparent on a casual, uninformed inspection. For such disclosure to occur, the services of a knowledgeable, enthusiastic, and pedagogically astute guide are needed. In his "New Reading of an Old Fish Story" Chaim Brichto shows himself to be just such a guide with the capacity to vastly enrich the ordinary Bible reader's encounter with the book of Jonah. I would like to single out four features of Brichto's presentation that call for special commendation.First, Brichto provides his own free (but phdologcdy responsible) and very lively translation of the whole book of Jonah. Having this translation before one in the text greatly facilitates one's following Brichto's comments, just as it helps one see new nuances in a familiar story. Second, Brichto consistently points up the book's many incongruous, puzzling touches (that readers may or may not have sensed for themselves) and shows how focusing precisely on these incongruities helps get at what the author is trying to do.Third, Brichto's "reading" might well help loosen readers up in the whole way they approach their Bibles. Jonah, Brichto makes clear, is a very funny book; it's meant to get people laughing-not sitting straight-faced and solemn through the reading and hearing because that's how one is "supposed' to respond to every and any "word of God." That realization, in turn, could free readers to discern and enjoy comic elements elsewhere in the Bible. Finally, Brichto's highlighting of Jonah's God as a "softie" in the whole matter of "crime and punishment" (p. 115) should profitably stimulate his Christian readers to reexamine their suppositions about the God of the Old Testament.In light of the above comments, I wish to advert now to a few points where Brichto's presentation left me less than fully satisfied. In the first place, there are, I believe, several instances where the intended audience is not provided with suffiaent background mforrnation. It would, for example, have been desirable for Brichto to directly present the Biblical source for the book of Jonah, 2 Kings 14: 25-27, and to indicate why the author of the latter might have selected the figure alluded to in the former text as his "hero." Similarly, Brichto rightly emphasizes the books depiction of Jonah as "anti-prophet": his point would, however, have come across more vividly if he had prefaced it with some explicit treatment of the prophetic ideal of the Hebrew Scriptures.Second, and more sigruficantly, Brichto makes pronouncements on several key, controverted issues with a polemical certitude that left this reviewer nonplussed. Two points stand out in this regard: Brichto's claim that every last verse of the...

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Thought self-leadership: the impact of mental strategies training on employee cognition, behavior, and affect

1996

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SummaryThought self-leadership involves employee self-influence through cognitive strategies that focus on individual self-dialogue, mental imagery, beliefs and assumptions, and thought patterns. A training intervention-based field study with a control group was undertaken to empirically examine the applicability of thought self-leadership in an organizational setting (of bankruptcy financial status), and the potential for cognitions to be self-controlled. Results suggested that individuals who received the thought self-leadership training experienced increased mental performance, positive affect (enthusiasm), job satisfaction, and decreased negative affect (nervousness) relative to those not receiving the training. Additionally, the trainees reported a strong and positive reaction to the training. Finally, those who received the training experienced enhanced perceptions of self-efficacy and more optimistic perceptions of the organization's bankruptcy condition than those not receiving the training.

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Effects of teaching a cognitive strategy on counselor trainee internal dialogue and clinical hypothesis formulation.

Cited by 45 publications

References 38 publications

In‐Session Cognitions of a Counseling Student: A Case Study

In‐Session Cognitions of a Counseling Student: A Case Study

“And Also Much Cattle”—A New Reading of an Old Fish Story

Thought self-leadership: the impact of mental strategies training on employee cognition, behavior, and affect

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