Training Undergraduate Students to Use Challenges

Chui, Harold; Hill, Clara E.; Ain, Stacie; Ericson, Sara; Pino, Heather V. Ganginis Del; Hummel, Ann M.; Merson, Erica S.; Spangler, Patricia T.

doi:10.1177/0011000014542599

Cited by 15 publications

(45 citation statements)

References 6 publications

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“…Although this study was similar in purpose and format to the and Chui et al (2014) studies of training for the use of immediacy and challenge, there were a few important differences based on trainee feedback from the previous studies. We designed a standardized lecture that covered the crucial points in the text but also included new information on developing and delivering interpretations when working with clients.…”

Section: Purposes Of the Present Studymentioning

confidence: 99%

Training Undergraduate Students to Use Interpretation

Jackson

Hill

Spangler

et al. 2014

The Counseling Psychologist

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After they had learned exploration skills, 128 undergraduate helping skills students were taught to use the insight skill of interpretation. After training, students had higher self-efficacy for using interpretation and were rated by both themselves and volunteer clients as using interpretation more often. Students in a delay condition did not change over a comparable period of time in which they received no training in interpretation. Self-efficacy for interpretation increased after lecture/discussion, a fishbowl exercise in the lecture class, small group practice in the lab, and dyad practice in the lab. In post-training ratings, lab group practice was perceived as the most helpful, the fishbowl exercise the least helpful, and all other components moderately helpful. Students with the highest initial self-efficacy gained the least in selfefficacy but ended with the highest levels of self-efficacy. Students with more prior helping experience increased more in self-efficacy and had the highest final self-efficacy.

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Section: Purposes Of the Present Studymentioning

confidence: 99%

Training Undergraduate Students to Use Interpretation

Jackson

Hill

Spangler

et al. 2014

The Counseling Psychologist

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“…The effect sizes for the changes across the delay condition were 0.06 for Spangler et al (2014) and 0.21 for Jackson et al (2014). In the Chui et al (2014) study, no changes were found for students from the beginning of the semester to right before training in challenges (d = 0.10). These data provide compelling evidence that students did not gain self-efficacy during the period of time prior to training in the target skill.…”

Section: Comparison Of Samplesmentioning

confidence: 76%

“…These results suggest that students were initially least confident in their ability to use immediacy as compared with challenges or interpretation, perhaps because immediacy felt less familiar prior to training. In terms of final levels of self-efficacy, participants in the Chui et al (2014) study were higher at post training than those in the Spangler et al (2014) or Jackson et al (2014) studies (ds = 0.62 and 0.45, respectively), with no differences between the latter two studies. These results suggest that students felt the most confident after training in their ability to use challenges, perhaps because challenges are easier to learn.…”

Section: Comparison Of Samplesmentioning

confidence: 80%

“…Students in the Spangler et al (2014) study started with lower self-efficacy than did students in the Chui et al (2014) and Jackson et al (2014) studies (ds = 0.56 and 0.61, respectively), although there were no differences in initial self-efficacy between the latter two studies. These results suggest that students were initially least confident in their ability to use immediacy as compared with challenges or interpretation, perhaps because immediacy felt less familiar prior to training.…”

Section: Comparison Of Samplesmentioning

confidence: 84%

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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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“…Chui et al, 2014;Goates-Jones, 2004;Goates-Jones et al, 2009;Hill, 2005;Hill et al, 2015;Jackson et al, 2014;Meystre et al, 2014;Spangler et al, 2014). The HSS codes several types of therapist interventions, organized around three major categories: i) exploration skills (related to an exploration phase of psychotherapy, aim to deepen the exploration of client problems, through the use of approval and reassurance, closed questions, open questions, restatements and reflections of feelings); ii) insight skills (related to an insight phase of psychotherapy, aim to facilitate increased client insight regarding difficulties, through the use of challenges, interpretations, disclosures and immediacy); and iii) action skills (related to an action phase of psychotherapy, aim to help clients transform their lives through new actions or behaviors, through information and direct guidance -Hill, 2014).…”

Section: The Present Study: Therapist's Interventions and Client's Immentioning

confidence: 99%

Client's immersed and distanced speech and therapist's interventions in emotion-focused therapy for depression: an intensive analysis of a case study

Couto

Barbosa

Silva

et al. 2016

ResPsy

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Previous laboratory studies have explored the importance of participants adopting an immersed or distanced perspective in the analysis of their experiences. These studies concluded that distancing allows analyzing emotions in a healthier way and immersion leads to higher vulnerability. However, in psychotherapy, the relationship between these perspectives and clinical change has been less investigated. The present study aims to contribute to understanding how these variables evolve during psychotherapy and also to explore the therapist’s contributions to this process. This study analyzes a good-outcome case of emotion-focused therapy for depression through two observational measures of psychotherapy process: the <em>measure of immersed and distanced speech</em> – which identifies client’s adoption of an immersed or distanced stance when talking about their problems – and the <em>helping skills system</em> – which identifies therapist’s interventions focused on exploration, insight or action. Results showed a decrease of immersed speech and an increase of distanced speech along the process, with a higher frequency of exploration skills preceding both types of client’s speech. Finally, the evolution of therapist’s and client’s speech showed a reasonable flexibility of therapeutic dialogue throughout the sessions, in particular due to the evolution of client variables (evidencing a higher diversity of behaviors).

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Training Undergraduate Students to Use Challenges

Cited by 15 publications

References 6 publications

Training Undergraduate Students to Use Interpretation

Training Undergraduate Students to Use Interpretation

Training Undergraduate Students to Use Insight Skills

Client's immersed and distanced speech and therapist's interventions in emotion-focused therapy for depression: an intensive analysis of a case study

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