Guidelines for research on Carkhuff's training model.

Gormally, James; Hill, Clara E.

doi:10.1037/h0037271

Cited by 82 publications

(49 citation statements)

References 43 publications

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“…Several reviewers pointed out numerous methodological problems with the research (Chinsky & Rappaport, 1970;Gormally & Hill, 1974;Rappaport & Chinsky, 1972), such as the observation that the empathy scales seem to measure a global "good guy" factor rather than specific therapist behaviors. Lambert et al (1978) concluded that there was no evidence for a cause-effect relationship between the facilitative conditions and outcome.…”

Section: Current Status Of Rogers's Theory: Are the Facilitative Condmentioning

confidence: 99%

A perspective on the history of process and outcome research in counseling psychology.

Hill¹,

Corbett²

1993

Journal of Counseling Psychology

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159

124

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This article traces the development of process and outcome research from before the foundation of counseling psychology in 1946 to the present time. First, theoretical contributions are focused on, with particular attention to the influence of Carl Rogers's theory, behavior theory, psychoanalytic theory, systems theory, interpersonal theory, and social influence theory. Next, Eysenck's challenge to the efficacy of psychotherapy; the uniformity myth that process and outcome are similar across diverse clients, therapists, and contexts; and changes in research methods over the years are covered. The article concludes with recommendations for future research.Interest in examining the helping process has existed for a long time, predating the inception of counseling psychology. Healers all over the world have tried to understand whether what they are doing is helpful and whether what they do leads to change. Early psychotherapists wrote extensively about how to do therapy. For example, Sigmund Freud amassed observations of psychoanalysis, which he used to develop his theories of therapeutic change. Eschewing conventional experimental methods, Freud did not quantify his observations (Schultz, 1972) and thus was not considered scientific. Use of the scientific method to investigate the helping process did not begin in earnest until the middle of the 20th century, thus coinciding with the founding of counseling psychology as a discipline.The purpose of this article is to review the development of research on the process and outcome of counseling and psychotherapy to the present day and to interpret the factors that shaped the field into its current state. Our primary focus is on process research, but we include issues in outcome research that have had an impact on process research. We emphasize individual rather than group or family therapy research. Historical events are not considered in exact chronological order but rather in the rough order of our perceptions of their impact on the field of counseling psychology.

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Section: Current Status Of Rogers's Theory: Are the Facilitative Condmentioning

confidence: 99%

A perspective on the history of process and outcome research in counseling psychology.

Hill¹,

Corbett²

1993

Journal of Counseling Psychology

Self Cite

159

124

View full text Add to dashboard Cite

show abstract

“…Despite Gormally and Hill's (1974) warning that retention, particularly long-term retention, had received scant examination, the survey reveals that the situation has not dramatically changed.…”

Section: Methodsmentioning

confidence: 99%

Survey research: Interpersonal Skill‐Training Research: A 12‐Year Review and Analysis

Kurtz

Marshall

Banspach

1985

Couns Edu & Supervision

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This article is a comprehensive survey of research published over a 12-year period on skilltraining programs used to enhance the interpersonal effectiveness of counselors. It descibes, analyzes, and synthesizes significant patterns in the content and format of training programs and highlights the strengths and limitations in research methodology employed. The investigations reviewed were analyzed in relation to purpose, training models, training duration, training methods, interpersonal skill focus, and research design issues. Implications for counselor training are explored, and directions for future research are discussed.No helping profession has been more decisive than counseling in determining the content and format of interpersonal helping skill training. In her review of research on teaching and learning interpersonal skills, Matarazzo (1978) concluded that there is a burgeoning of interpersonal skill-training programs and that most are derived from either Rogers's (1957) client-centered model, Truax and Carkhuff s (1967) didactic-experiential approach, Ivey's (Ivey & Gluckstern, 1974) microtraining framework, or the behavior modification paradigm.

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“…We could train actors to present scenarios that would be appropriate for helpers to use insight skills; the actor could judge the quality of the helper's use of insight skills, and trained judges could rate the quality of the helper's responses. Although such assessments have drawbacks (see Gormally & Hill, 1974), they could be designed to fit the needs of assessing the effects of training on specific skills.…”

Section: Implications For Researchmentioning

confidence: 99%

Training Undergraduate Students to Use Insight Skills

Hill

Spangler

Jackson

et al. 2014

The Counseling Psychologist

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We compare the results of a series of studies (Chui et al., Jackson et al., and Spangler et al.) investigating the effects of training undergraduate students in helping skills courses to use insight skills (immediacy, challenges, interpretation) after they had learned exploration skills. A comparison of students and instructors indicated similarity across the samples. Increases in self-efficacy for the target skill were found across all studies. In addition, all components (reading, lecture, video modeling, practice, and feedback) were found to be effective, but students found practice and lecture to be particularly effective in all three studies. Higher initial self-efficacy for the target skill and higher prior helping experiences were associated with higher final levels of self-efficacy; lower self-efficacy for the target skill and higher prior helping experiences were associated with greater gains in self-efficacy over the course of training in two studies. Limitations and implications across all three studies are discussed.

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Guidelines for research on Carkhuff's training model.

Cited by 82 publications

References 43 publications

A perspective on the history of process and outcome research in counseling psychology.

A perspective on the history of process and outcome research in counseling psychology.

Survey research: Interpersonal Skill‐Training Research: A 12‐Year Review and Analysis

Training Undergraduate Students to Use Insight Skills

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