The Effects Of Two Group Approaches On Counseling Students Empathydevelopment Group Leader Self Efficacy Development And Experience Ofthe Therapeutic Factors

Download or read book The Effects of Two Group Approaches on Counseling Students' EmpathyDevelopment, Group Leader Self-Efficacy Development, and Experience Ofthe Therapeutic Factors written by Jonathan H. Ohrt and published by . This book was released on 2010 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (cacrep) require their students to participate in a group experience as a member for 10 clock hours over the course of an academic term (cacrep, 2009). In addition, the Association for Specialists in Group Work (asgw) recommends that students participate in a group experience as a member or a leader for at least 10 hours and states that 20 hours of participation is preferable (asgw, 2000). Counselor education programs satisfy the requirement in a variety of ways (Anderson & Price, 2001; Armstrong, 2002; Merta et al., 1993); however, the two most common types of groups are unstructured (E.G., personal growth) (48%), and structured (E.G., psychoeducational) (38%), both requiring some level of self-disclosure by students (Armstrong, 2002). The purpose of this study was to investigate the effects of two group approaches on counseling students' empathy development, group leader self-efficacy development, and their experience of the therapeutic factors. More specifically, this study compared personal growth groups and psychoeducational groups on the constructs of: (a) cognitive and affective empathy (Interpersonal Reactivity Index [iri]; Davis, 1980), (b) group leader self-efficacy (Group Leader Self-Efficacy Instrument [glsi]; Page, Pietrzak, & Lewis, 2001), and cohesion, catharsis, and insight (Curative Climate Instrument [cci]; Fuhriman, Drescher, Hanson, & Henrie, 1986). In addition, the study explored pre to post intervention change for each group on the constructs of cognitive and affective empathy and group leader self-efficacy. The statistical analyses in this study included (a) mancova, (b) discriminant analysis, and (c) repeated-measures ANOVAs. The participants in personal growth groups valued catharsis and insight at greater levels than participants in the psychoeducational groups. Additionally, there was not a difference between the groups at posttest on cognitive empathy, affective empathy, or group leader self-efficacy. Further, neither group experienced a change in cognitive or affective empathy from pre to post. However, both groups did experience an increase in group leader self-efficacy from pre to post. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].