Abstract:Subjected research on Ivey's (1971) microcounseling program to a comprehensive meta-analytic review. A multistage sampling procedure resulted in the identification of 81 admissible studies. Glass's (1976) effect size (ES) statistic was used to estimate average effects for each study and across all studies, and the relation between ES and the sampling distribution of several important methodological and substantive characteristics was assessed. The most conservative overall ES statistic fell in the large-effect… Show more
“…The research conducted so far has focused on evaluating the educational benefits of communication skills training (cf., Baker and Daniels 1989;Baker et al 1990;McLennan 1994) and the impact of discrete counselor behaviors on specific counseling processes (cf., Hill 2001). This research has been primarily of an analogue nature and has not linked delivery of particular counseling skills to validated measures of client improvement.…”
Section: Discussionmentioning
confidence: 99%
“…Yet though reasonable, research has not yet established the therapeutic benefits of basic attending and listening skills in the context of very short-term counseling. While it is has been demonstrated that basic attending and listening skills can be acquired and even retained by counseling students (e.g., Baker and Daniels 1989;McLennan 1994), little research has attempted to link delivery of these specific skills to validated outcomes with actual clients (e.g., Roffers et al 1988). In fact, nearly all of the studies attesting to the value of very brief therapy (1-3 sessions) are based on solution-focused therapy or some derivative thereof (cf., Bloom 2001;Miller 2008;Perkins and Scarlett 2008;Talmon 1990); models in which problem exploration is explicitly eschewed in favor of quickly working toward solutions to clients' most pressing problems.…”
Most clients attend only a few sessions before dropping out of counseling and, consequently, never traverse the series of stages delineated in many counseling process models. There is frequently a mismatch between the counseling process as portrayed in many counseling textbooks with the counseling process students are likely to experience when they begin practicum and internship placements. Based on the counseling duration and premature termination literature, this article considers several models that counselor educators could adopt to better prepare students to work with the large proportion of clients who will often attend only a few sessions before terminating contact.
“…The research conducted so far has focused on evaluating the educational benefits of communication skills training (cf., Baker and Daniels 1989;Baker et al 1990;McLennan 1994) and the impact of discrete counselor behaviors on specific counseling processes (cf., Hill 2001). This research has been primarily of an analogue nature and has not linked delivery of particular counseling skills to validated measures of client improvement.…”
Section: Discussionmentioning
confidence: 99%
“…Yet though reasonable, research has not yet established the therapeutic benefits of basic attending and listening skills in the context of very short-term counseling. While it is has been demonstrated that basic attending and listening skills can be acquired and even retained by counseling students (e.g., Baker and Daniels 1989;McLennan 1994), little research has attempted to link delivery of these specific skills to validated outcomes with actual clients (e.g., Roffers et al 1988). In fact, nearly all of the studies attesting to the value of very brief therapy (1-3 sessions) are based on solution-focused therapy or some derivative thereof (cf., Bloom 2001;Miller 2008;Perkins and Scarlett 2008;Talmon 1990); models in which problem exploration is explicitly eschewed in favor of quickly working toward solutions to clients' most pressing problems.…”
Most clients attend only a few sessions before dropping out of counseling and, consequently, never traverse the series of stages delineated in many counseling process models. There is frequently a mismatch between the counseling process as portrayed in many counseling textbooks with the counseling process students are likely to experience when they begin practicum and internship placements. Based on the counseling duration and premature termination literature, this article considers several models that counselor educators could adopt to better prepare students to work with the large proportion of clients who will often attend only a few sessions before terminating contact.
“…Wells, Hawkins, and Catalano (1988), in their review of outcome studies of drug usage, found 25 distinct procedures and measures to assess drug use. And in a related area, Baker and Daniels (1989) reported a meta-analysis of microcounseling programs aimed at changing counselor behavior. In the 81 studies included in the analysis, 82 different dependent measures were used at least once; 72 were used in only one or two studies.…”
Section: Historical Overview and Current Statusmentioning
“…Desafortunadamente, las revisiones de los últimos 20 años (Alberts y Edelstein, 1990;Baker y Daniels, 1989, 1990Elliott, 2001;Hill y Lent, 2006;Lambert y Barley, 2001), concluyen que: a) la defi nición y mecanismos de la empatía parecen no estar claros (Sexton y Whiston, 1994); b) los resultados de investigación han generado "poco acuerdo entre los investigadores" (Moore, 1990); c) esto se debe a las diferencias teóricas existentes al defi nir la empatía, y a los problemas metodológicos que emergen a la hora de su evaluación (Duan, y Hill, 1996;Bohart et al, 2002).…”
Resumen: En el presente trabajo se estudia la evolución del concepto de la empatía en psicoterapia desde sus inicios hasta la actualidad; se revisa el estado actual de su investigación y se describen los recursos e instrumentos más utilizados que se han propuesto para su evaluación. Nuestro objetivo es poder construir un mapa orientativo que nos permita entender la complejidad del proceso empático, las difi cultades y progresos realizados para su investigación, formación y evaluación. También aportar una revisión donde puedan encontrarse los principales instrumentos que se han propuesto para su medida, junto a las características fundamentales de éstos.Palabras clave: Empatía, evaluación, investigación, formación, psicoterapia.
Psychotherapeutic empathy and its evaluation: A review
Abstract:The present work studies the evolution of the empathy concept in psychotherapy from its beginnings up to today; reviews the current state of its research and describes the resources and instruments that have been proposed for its evaluation. Our aim is to construct a guiding map that allows us to understand the complexity of the empathy process, and the diffi culties and advances of its research, training and evaluation. We also aim to review the sources of the main measuring instruments that have been proposed and their fundamental characteristics.
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