Practical Counselling Skills

Geldard, Kathryn; Geldard, David

doi:10.1007/978-0-230-22945-7

Cited by 15 publications

(18 citation statements)

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“…Rogers wrote, “To sense the client’s private world ‘as if’ it were your own but without ever losing the ‘as if’ quality—this is empathy and this seems essential to therapy” (p. 832) Rogers claimed that his approach, combining empathy, genuineness, and unconditional positive regard, would empower a client to move forward (Hankammer et al, 2006). For Geldard and Geldard (2005), empathy was “having a togetherness with the client . .…”

Section: Empathy Broadly Definedmentioning

confidence: 99%

“…If we assume that empathy is very helpful in hearing and understanding the stories of people both similar to and different from ourselves, then how to teach and learn empathy is the next hurdle. As noted earlier, although many helping skills texts claim that empathy is crucial for ethical, professional practice (Boulton, 1987; Geldard & Geldard, 2005; Rogers, 1957/1992), it is less clear how empathy is taught in helping programs (Gair, 2008, 2009). How it might be taught in research training does not appear to be discussed in any of the literature reviewed.…”

Section: Ponderingsmentioning

confidence: 99%

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Feeling Their Stories

Gair

2011

Qual Health Res

146

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Empathy is a very familiar term in the helping and caring literature. What appears to link empathy in the helping literature to the aims and goals of qualitative research and, in particular, to the argument underpinning insider/outsider debates, is a discernible common quest. That quest is to be able to hear, feel, understand, and value the stories of others and to convey that felt empathy and understanding back to the client/storyteller/participant. When relevant, the quest also includes conveying that felt understanding to a broader audience. In this article, I highlight commonalities between empathy in professional practice and empathy in qualitative research processes, including the shared experiences and understanding informing research relationships that are discussed as "insider/outsider" status. I review, discuss, and critique relevant literature, and I conclude by suggesting that cultivating empathy in qualitative research training could contribute to facilitating more enriched, insightful research encounters.

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Section: Empathy Broadly Definedmentioning

confidence: 99%

Section: Ponderingsmentioning

confidence: 99%

Feeling Their Stories

Gair

2011

Qual Health Res

146

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“…Building upon Geldard and Geldard ( 2005 ), we believe that empathy is about “having a togetherness with the [patient]... going on a journey with [patients], listening with sensitivity, matching their every move... walking beside the [patient]” (p. 18). When experienced with self-awareness, clinical empathy shows to be a mutually healing connection with the patient (Kearney et al 2009 cited in Shapiro 2011 ); and thus, it is not lived as a detrimental emotional burden.…”

Section: Clinical Empathymentioning

confidence: 99%

Empathy in patient care: from ‘Clinical Empathy’ to ‘Empathic Concern’

Guidi

Traversa

2021

Med Health Care and Philos

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As empathy gains importance within academia, we propose this review as an attempt to bring clarity upon the diverse and widely debated definitions and conceptions of empathy within the medical field. In this paper, we first evaluate the limits of the Western mainstream medical culture and discuss the origins of phenomena such as dehumanization and detached concern as well as their impacts on patient care. We then pass on to a structured overview of the debate surrounding the notion of clinical empathy and its taxonomy in the medical setting. In particular, we present the dichotomous conception of clinical empathy that is articulated in the debate around cognitive empathy and affective empathy. We thus consider the negative impacts that this categorization brings about. Finally, we advocate for a more encompassing, holistic conception of clinical empathy; one that gives value to a genuine interest in welcoming, acknowledging and responding to the emotions of those suffering. Following this line of reasoning, we advance the notion of ‘empathic concern’, a re-conceptualization of clinical empathy that finds its source in Halpern in Med Health Care Philos (2014) 17:301–311 engaged curiosity. We ultimately advance Narrative Medicine as an approach to introduce, teach and promote such an attitude among medical trainees and practitioners.

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“…The skills and competencies included in the CSCT were drawn from three key sources. First, several well-known textbooks, commonly and internationally used in counselling education (viz., Corey, 2015;Geldard et al, 2016;Ivey et al, 2018) were reviewed to ascertain what are generally considered primary and essential counselling skills and competencies. From this review, a list of skills and competencies was compiled and grouped into five categories (Attending, Reflecting, Questioning, Therapeutic Alliance, and Core Counselling Conditions).…”

Section: Item Writing and Editingmentioning

confidence: 99%

Counselling Skills and Competencies Tool: Scale Development and Preliminary Data

Fowler¹,

O’Gorman²,

Lynch³

2021

Psychotherapy and Counselling Journal of Australia

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This paper reports on the development of the Counselling Skills and Competencies Tool (CSCT) as a practical instrument that can be used in teaching and assessing counselling skills and competencies. Members of an entry-level counselling course, experienced and beginning counsellors, and people not involved in the counselling profession, assisted in the development and validation process. The outcome was a 23-item, six-scale tool measuring Attending, Reflecting, Questioning, Therapeutic Alliance, Core Counselling Conditions, and Facilitating the Session. The CSCT includes the range of skills and competencies expected of beginning counsellors, was constructed in a way that assists feedback to trainees, and received good interrater and test-retest reliability with this sample. Used appropriately, it has the potential to improve counsellors’ assessment skills in training, and in turn the effectiveness of their subsequent practice.

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Practical Counselling Skills

Cited by 15 publications

References 0 publications

Feeling Their Stories

Feeling Their Stories

Empathy in patient care: from ‘Clinical Empathy’ to ‘Empathic Concern’

Counselling Skills and Competencies Tool: Scale Development and Preliminary Data

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