A total of 410 items of interpersonal feedback from nine personal growth groups were analyzed for message content quality and recipient acceptance. The effects of leader versus member delivery, session of delivery, and feedback valence on dependent measures were explored. Findings indicated that leader feedback was generally of higher quality than member feedback but not more readily accepted. There was a significant tendency for feedback to be of higher quality and more accepted in later than in earlier sessions, but this tendency was not consistent across other conditions. The strongest effects were for valence, with positive feedback consistently more accepted than negative feedback. Additionally, positive feedback consistently received higher ratings of message content quality than did negative feedback. Implications are discussed, and suggestions for future research are provided.
A total of 40 counselors, ranging from novice trainees to experienced professionals, conducted 25-min counseling interviews with a female client, and then completed instruments measuring frequency of task facilitative and task distractive self-talk and quality of clinical hypothesis formulation. It was hypothesized that these measures of counselor internal dialogue would be predictive of counselor performance (clients' and trained raters' evaluations) once the effects of counselor gender, education level, and years of experience were accounted for. Cognitive variables were assessed, using standard multiple regression techniques, for their combined and unique contributions to the overall prediction equation. The major finding of the study was a positive relationship between higher quality clinical hypothesis formulation and higher levels of facilitative performance during counseling sessions.Counselor training research has increasingly emphasized cognitive processes during the past decade. This trend is reflective of a more global movement toward cognitive approaches in the behavioral sciences (Mahoney, 1974;Meichenbaum, 1977) and is viewed by many counselor educators and researchers as a positive stimulus for moving toward more comprehensive training models (Fuqua, Johnson, Anderson, & Newman, 1984; Kurpius, Benjamin, & Morran, 4985;Schmidt, 1979;Stone, 1980). They contend that traditional models have narrowly focused on behavioral skills and must be expanded to account for complex interrelationships between counselor trainee cognitive and behavioral processes.Within the counselor education field, cognitive-behavioral studies initially focused upon the relationship of trainee cognitive attributes to counseling performance. Such attributes as conceptual level (Goldberg, 1974;Holloway & Wolleat, 1980), cognitive style (Handley, 1982), and cognitive complexity (Lichtenberg & Heck, 1979) were found to be associated with various measures of counselor effectiveness. Studies of this nature have, however, been criticized because they assess relatively stable dimensions of cognition and reveal little about what actually occurs during the counseling session. Martin (1984), for example, has called for future investigations to obtain more direct data about specific, and presumably more changeable, cognitive operations in ecologically valid counseling contexts.Recent counselor training developments have begun to shift toward a focus on more specific and changeable aspects of counselor cognition. Based on such procedures as self-control (Goldfried & Merbaum, 1973), self-instruction (Meichenbaum, 1977), and mental imagery (Singer, 1974), I would like to thank Greg Brack for the great deal of help he provided on computer work. I would also like to thank Patti Parrett, Cathy Riggs, and Joyce Stout for their many hours of volunteered service in organizing and carrying out this study.
Recent research has supported the application of cognitive-behavioral theory to the field of counselor training and supervision. This study examined the effects of teaching counselor trainees a cognitive self-instruction strategy versus teaching clinical hypothesis knowledge. Three training conditions and a placebo control were compared on dependent measures of trainee internal dialogue and quality of clinical hypothesis formulation. Results indicated that acquiring a cognitive self-instruction strategy increased the trainees' ability to perform the conceptual portion of selected counseling tasks. However, there was no evidence that clinical hypothesis knowledge was associated with similar increases in conceptual ability.Empirical research has supported the effectiveness of cognitive change as a cause of actual behavior change (
The effects of valence, session of delivery, and order of delivery on receiver ratings of feedback credibility, desirability, impact, and helpfulness were investigated. Data were collected on member-generated feedback exchanged in the second, fourth, or sixth session of personal growth groups that met for 2 hours each week. Subjects were 48 student and nonstudent community residents. Results indicated that positive feedback was readily accepted regardless of the session in which it was received. Negative feedback was significantly more accepted when received in the fourth or sixth session than in the second session. Additionally, negative feedback was most accepted when it was preceded by positive feedback. Implications of these findings for counseling groups are discussed.Interpersonal feedback in a personal growth group occurs when communication from one member to another reveals how the recipient is being perceived and how he or she affects others (Adelson, 1975). Gibb (1971), Yalom (1978, Golembiewski and Blumberg (1970), and others contend that such feedback is a central factor related to successful group experiences. Research findings have made it apparent, however, that a number of factors influence the degree to which a given feedback statement is actually accepted and utilized by the recipient.Alfred Jacobs (1974) reviewed a series of studies designed to identify and explore factors that influence member acceptance of feedback. These studies utilized brief laboratory groups where members exchanged feedback they had selected from precomposed sentences or adjective lists. Utilizing a set of self-rating scales to measure feedback credibility, desirability, and impact, these studies consistently found valence to This study is part of a programmatic research effort to study process and outcome variables in small groups.
The effects of valence and self-concept of the receiver on receiver ratings of feedback credibility, desirability, and impact were explored. Data were collected during the 6th week of counseling groups that met for 2 hours each week. A total of 30 volunteers participated in the study. Results indicated that positive feedback was perceived as more desirable and impactful than negative feedback; however, no such difference was found for the credibility measure. The only significant difference found in relation to the self-concept variable was a more favorable desirability rating for negative feedback by high-level self-concept subjects than by medium-level self-concept subjects. Implications and recommendations for further research are discussed.
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