Development and Validation of the Self-Awareness and Management Strategies (SAMS) Scales for Therapists.

Williams, Elizabeth; Hurley, Kristin Duppong; O’Brien, Kelly K; DeGregorio, Alicia

doi:10.1037/0033-3204.40.4.278

Cited by 29 publications

(30 citation statements)

References 31 publications

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“…The self‐awareness and management subscales are internally consistent (.76 and .73, respectively). The measure has good internal consistency (.73 to .76) and demonstrated good convergent/discriminant validity when compared with the Self‐Monitoring Scale (Snyder, ) as well as a satisfactory reliability coefficient (Williams et al, ). In short, SAMS was designed to assess the degree to which counsellors in training feel compromised by the distracting self‐awareness of their own thoughts, posture, anxiety and any other elements that might interfere with conducting a session.…”

Section: Methodsmentioning

confidence: 99%

Repurposing process measures to train psychotherapists: Training outcomes using a new approach

Pascual‐Leone

2013

Couns and Psychother Res

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Aims: First, this paper presents the rationale for a novel approach to training counsellors in which measures for psychotherapy process research are taught to students before moving on to teaching basic empathic reflections and interventions. The rationale for this is that client process measures can be re‐purposed to help orient and sensitise trainees to key in‐session moments. Second, we present a training outcome study that assesses the effectiveness of this approach. Method: Using an experiential‐integrative therapy approach, a 13‐week training program was used to teach psychotherapy skills and process research measures to22 clinical graduate students taken from two cohorts. As part of the course, trainees conducted several single sessions with volunteer clients on four separate occasions. Training outcomes were measured using both trainee and client reports. Results: Compared to baseline, therapists reported significant and steady gains (all p's<.05) in session management, reducing their anxious self‐awareness, and in improved sense of self‐efficacy, with the latter having the largest effect (partial Eta Sq.=.381). Discussion: While the findings provide some support for a new training strategy, a dismantling design is needed next to more closely examine the process‐measure approach to training.

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Section: Methodsmentioning

confidence: 99%

Repurposing process measures to train psychotherapists: Training outcomes using a new approach

Pascual‐Leone

2013

Couns and Psychother Res

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“…re-focusing on the client, thought suppression). The SAMS was demonstrated to have good internal consistency and convergent validity with the Self-Monitoring Scale (Snyder, 1974), as well as satisfactory reliability (Williams et al, 2003).…”

Section: Self-awareness and Management Strategies Scales For Therapismentioning

confidence: 94%

“…The SAMS (Williams, Hurley, O'Brien, & De Gregorio, 2003) is a 33-item Likert-type scale with a range of 1 (never) to 5 (always) that assesses the presence of disruptive internal experiences or obstacles that interfere with the clinician when he or she is conducting a therapy session. The SAMS has two subscales: Hindering Self-awareness (e.g.…”

Section: Self-awareness and Management Strategies Scales For Therapismentioning

confidence: 99%

Training novice psychotherapists: Comparing undergraduate and graduate students' outcomes

Pascual‐Leone

Yeryomenko

2014

Couns. Psychother. Res.

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Aim: This paper describes and contrasts the impact of two 13-week counsellor training programmes in integrative-experiential psychotherapy; one with 24 undergraduate psychology students presented in this paper, and the other with archival data from Pascual-Leone and Andreescu's study of 22 clinical psychology graduate students. Method: The programmes taught psychotherapy to trainees who conducted single sessions with eight volunteers. Outcomes of these sessions were measured at four time points using both trainee and client reports. Findings: Undergraduate trainees significantly improved in fostering a therapeutic alliance, helping skills, and in their confidence (partial eta Sq. = .628). Most of this effect seemed to occur in the first nine weeks. When baseline scores were compared across the two training groups, undergraduate trainees were not performing as well as graduate trainees at fostering alliance and helping skills and this difference held throughout training (p's < .007). Implications: Despite differences, training was effective for both groups and undergraduates did seem to be closing the gap. Implications for further research and clinical practice are discussed.

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“…The only existing measure of hindering self-awareness per se, the Self-Awareness and Management Strategies Scales (SAMS), focuses on measuring hindering self-awareness in session (Williams, Hurley, O'Brien, & DeGregorio, 2003). Since we were working with prepracticum trainees, who were not yet meeting with clients, we selected the Rumination subscale of the Reflection Rumination Questionnaire as a measure of hindering self-awareness instead.…”

Section: Methodsmentioning

confidence: 99%

An Evaluation of Prepracticum Helping Skills Training for Graduate Social Work Students

Gockel¹,

Burton²

2014

Journal of Social Work Education

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Although foundational practice classes play a key role in helping prepracticum students develop counseling skills, we know little about the effectiveness of this form of helping skills training. This study assessed the effect of helping skills training delivered in foundational practice classes on proximal indicators of counseling skills acquisition, including measures of counseling self-efflcacy, empathy, anxiety, and hindering self-awareness or rumination. Participating students made significant gains in counseling self-efñcacy that were maintained at 3-month follow-up. Reductions in anxiety, rumination, and personal distress in interpersonally challenging situations were observed at follow-up, indicating that students made a successful transition to the field following training. The frequency of large-group role plays in particular was related to gains in students' counseling self-efficacy.Helping skills training, also known as counseling skills training or communication skills training, is central to the development of an effective social worker. Helping and communication skills enable social workers to understand and address individual and group problems and build the kinds of relationships that get the job done, whether that job is helping a client face a particular challenge, bringing a community together to address a common issue, or building policies that can change lives. Training in the helping professions is theoretically divided into the acquisition of knowledge, skills, and self-awareness; however, critics have suggested that the major focus of professional training is too often placed on knowledge, leaving skills training a distant second and self-awareness a dismal third in line (Ladany, 2007),The foundational practice course is often the first place that students receive direct instmction in helping and communication skills. This course is considered the linchpin of the training process because it helps students apply the knowledge learned in other classes to real-life challenges drawn from the field, while fostering the self-awareness that facilitates further skill development. Despite the centrality of the foundational practice course, we know very little about the effectiveness of these courses in providing students with the skills and attributes needed to succeed in their field placements and their subsequent careers (Dinham

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Development and Validation of the Self-Awareness and Management Strategies (SAMS) Scales for Therapists.

Cited by 29 publications

References 31 publications

Repurposing process measures to train psychotherapists: Training outcomes using a new approach

Repurposing process measures to train psychotherapists: Training outcomes using a new approach

Training novice psychotherapists: Comparing undergraduate and graduate students' outcomes

An Evaluation of Prepracticum Helping Skills Training for Graduate Social Work Students

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