Sensitivity to Emotions and Behavioral Empathy in the Initial Counseling Interview

Jackson, Eugene

doi:10.1002/j.2164-4683.1984.tb00246.x

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…Many of my students report similar encounters followed by their own similarly bewildered responses. Although many psychology courses have an oral communication component, such activities usually focus on professional or research communication (e.g., Klugh, 1983;Moeller, 1985;Nadelman, 1990) or on development of counseling skills (e.g., Jackson, 1984). Few communication activities show students how to apply material learned in abnormal psychology to daily life (see Nolen-Hoeksema, 2001, for an exception).…”

Section: Discussionmentioning

confidence: 99%

Faculty Forum

2003

Teaching of Psychology

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Most undergraduate psychology majors do not opt for graduate school but attempt to enter the workforce. We surveyed employers in 3 regions of the United States to assess the importance of qualities, skills, and abilities that psychology graduates need. Results indicate that the 5 most important qualities, skills, and abilities to employers are listening skills, desire and ability to learn, willingness to learn new and important skills, getting along with others, and ability to work with others as part of a work team. Faculty members advising students may wish to emphasize the importance of these people and teamwork skills in an effort to ensure that students have a sense of what is important to employers.

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Section: Discussionmentioning

confidence: 99%

Faculty Forum

2003

Teaching of Psychology

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“…Carlozzi et al reported a negative relationship between emotional empathy and dogmatism. Authors (Duan & Hill, 1996;Gladstein, 1983;Jackson, 1984) generally agree that emotional empathy is an initial and necessary step in the helping process. However, emotional empathy does not necessarily lead to helping behavior.…”

Section: Literature Reviewmentioning

confidence: 99%

Model of Effects of Adult Attachment on Emotional Empathy of Counseling Students

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Watts

2005

Journal of Counseling &Amp; Development

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The effects of adult attachment on emotional empathy were investigated using a sample of master's-degree level counseling students. Through structural equation modeling, the authors found that the latent attachment dimensions of avoidance and anxiety work in tandem in their effects on empathy. Lower avoidance and higher anxiety were associated with highest levels of empathy. Results are discussed in terms of attachment theory and the wounded healer concept, with implications for counselor trainees, counselor educators, and counselor supervisors.

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“…The simple act of empathy, so easily recognized when observed in social life, has proven extraordinarily elusive when attempts have been made to account for how it operates. When researchers have tried to link internal empathy with communicated empathy, they have found (a) moderate correlations between the two constructs under tightly controlled conditions whose ability to be generalized is suspect (Jackson, 1984), (b) nonsignificant trends under less controlled but somewhat more generalizable conditions (Resnikoff, 1972), and (c) no relationship under conditions lacking in any elemental, experimental control but generalizable to the real world of counseling outcome (Kurtz & Grummon, 1972). Although a link between internal empathy and communicated empathy seems to exist, it may be lost in the trade-off between experimental control and general applicability.…”

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confidence: 99%