Cross-cultural experience as a source of attitude change

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66888/2/10.1177_002200275800200107.pd

Empathy

After defining empathy, discussing its measurement, and offering an example of empathy in practice, we present the results of an updated meta-analysis of the relation between empathy and psychotherapy outcome. Results indicated that empathy is a moderately strong predictor of therapy outcome: mean weighted r = .31 ( p < .001; 95% confidence interval: .28 –.34), for 59 independent samples and 3599 clients. Although the empathy-outcome relation held equally for different theoretical orientations, there was considerable nonrandom variability. Client and observer perceptions of therapist empathy predicted outcomes better than therapist perceptions of empathic accuracy measures, and the relation was strongest for less experienced therapists. We conclude with practice recommendations, including endorsing the different forms that empathy may take in therapy

Research on humanistic-experiential psychotherapies

In this chapter we focus on research published since our previous reviews (Greenberg, Elliott & Lietaer, 1994; Elliott, Greenberg & Lietaer, 2004), which covered research published between 1978 and 2001, plus additional earlier research on humanistic-experiential psychotherapy (HEP) outcome that we have been able to track down. A key element of the chapter is a meta-analysis of nearly 200 HEP outcome studies (through 2008) and a survey of the use of the approach with different client groups. In addition, we offer a meta-synthesis of qualitative research on these therapies (cf. Timulak, 2007), and provide a narrative review of recent quantitative research on change processes in HEPs. We conclude by reviewing and integrating the literature reviewed and discuss policy implications

A framework for career success for specialists

Specialists contribute to the success of organisations in the form of unique expertise and specific skill sets. Research into career success for specialists is limited and the career of the specialist is not well defined. This study aims to increase understanding of what constitutes career success for specialists, what strategies individuals can employ to achieve such success and what organisations can do to support specialist career success.In line with qualitative research methodological principles, this study followed a exploratory approach to understanding specialist career success. A total of seventeen in-depth interviews were held with senior specialists who have achieved career success, senior internal Human Resource practitioners, and external career development and Human Resource experts. The sample represented a broad range of industries, including Petrochemicals, Telecommunications, Banking, Financial Health Insurance, Academia, Healthcare, Aerospace, FMCG, Mining, Information Technology, Specialist Consulting and Specialist Search and Recruitment.Key findings reflect that career success is an individual construct which is achieved through a variety of strategies. The research allowed for the development of a framework for career success for specialists, which outlines the career path options and career success strategies available to specialists. Furthermore, a model titled ‘the 5 C’s of organisational support for specialists’ summarises what organisations can do to support specialist career success. The outcome of this study provides guidance for specialists in managing their own careers and for organisations who wish to understand specialists in order to attract and retain them as valuable contributors to organisational success.Dissertation (MBA)--University of Pretoria, 2012.Gordon Institute of Business Science (GIBS)unrestricte

An adjudicated hermeneutic single-case efficacy design study of experiential therapy for panic/phobia

This paper illustrates the application of an adjudicated form of Hermeneutic Single Case Efficacy Design (HSCED), a critical-reflective method for inferring change and therapeutic influence in single therapy cases. The client was a 61 year-old European-American male diagnosed with panic and bridge phobia. He was seen for 23 sessions of individual Process-Experiential/Emotion-Focused Therapy. In this study, affirmative and skeptic teams of researchers developed opposing arguments regarding whether the client changed over therapy and whether therapy was responsible for these changes. Three judges representing different theoretical orientations then assessed data and arguments, rendering judgments in favor of the affirmative side. We discuss clinical implications and recommendations for the future interpretive case study research

Therapist empathy and client outcome: an updated meta-analysis

Put simply, empathy refers to understanding what another person is experiencing or trying to express. Therapist empathy has a long history as a hypothesized key change process in psychotherapy. We begin by discussing definitional issues and presenting an integrative definition. We then review measures of therapist empathy, including the conceptual problem of separating empathy from other relationship variables. We follow this with clinical examples illustrating different forms of therapist empathy and empathic response modes. The core of our review is a meta-analysis of research on the relation between therapist empathy and client outcome. Results indicated that empathy is a moderately strong predictor of therapy outcome: mean weighted r= .28 (p< .001; 95% confidence interval: .23 –.33; equivalent of d= .58) for 82 independent samples and 6,138 clients. In general, the empathy-outcome relation held for different theoretical orientations and client presenting problems; however, there was considerable heterogeneity in the effects. Client, observer, and therapist perception measures predicted client outcome better than empathic accuracy measures. We then consider the limitations of the current data. We conclude with diversity considerations and practice recommendations, including endorsing the different forms that empathy may take in therapy

Factors influencing students’ decisions about post-year 10 education

This paper reports pilot data from an instrument devised as part of a large ARC funded project that aims, among other things, to investigate factors that influence the decisions of students in rural and/or disadvantaged areas to continue their schooling beyond Year 10. One section of the pilot student questionnaire comprised 42 items designed to reflect dimensions believed to influence these decisions. Participants responded on 5-point Likert scales indicating the extent of their agreement from Strongly Disagree to Strongly Agree with each of the items. We were interested in the extent to which the data supported the theoretical structure that underpinned the structure of the questionnaire and in testing the appropriateness of the language used. The large scale data collection will survey students from Years 5 to 11 with as few adaptations for differences in literacy levels across that range as possible. To this end, the pilot questionnaire was administered to Year 5 (n = 44) and Year 9/10 students (n = 50) with identical wording for both grade levels. A factor analysis of the complete data set (n = 94) provided initial evidence that being happy at school; having family support to continue with education, and appropriate curriculum options and extra-curricular activities, perceiving oneself as a high achiever both in general and in relation to mathematics, having teacher and peer support to continue, being positive about English, planning to be an apprentice, and having a job type in mind are dimensions worthy of further exploration in the larger study

Findings from a pilot study into student retention beyond Year 10

This paper reports on early findings from a pilot study into student retention beyond Year 10. Located in rural, regional and disadvantaged communities in Tasmania, the research has implications at State, national and international levels. It is being funded by a nationally competitive Australian Research Council Linkage grant and the Tasmanian Department of Education across three years. The paper begins by providing a conceptual overview of the research, including the background to the study, and then reports on trends that have emerged during the initial phase of data collection. Preliminary findings resulting from pilot data analysis of responses to questionnaires by students in Years 5 and 9/10 are discussed. The paper concludes with a discussion about what these early findings suggest in regard to factors impacting on student retention.<br /

Co-operative Versus Independent Transport of Different Cargoes by Kinesin-1

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72137/1/j.1600-0854.2008.00722.x.pd

Quando o cliente pensa que não sente e sente o que não pensa: Alexitimia e psicoterapia

É repetidamente referido na literatura que pacientes alexitímicos têm piores resultados em psicoterapia. Tendo como referência que as características associadas ao conceito de alexitimia reflectem défices ao nível do processamento emocional, não só ao nível da regulação emocional, mas também dos processos subjacentes, como a consciência e a experienciação emocionais e a expressão e a diferenciação emocional, sugere-se que com pacientes com funcionamento alexitímico seja necessário um maior enfoque terapêutico ao nível das tarefas emocionais. Neste trabalho salientamos as dificuldades que podem ocorrer ao nível da aliança terapêutica e discutem-se as implicações para as tomadas de decisão clínica. Através de uma análise crítica da literatura apontamos a importância de ter em conta esta dimensão na conceptualização de caso, no sentido de antecipar dificuldades ao nível da relação terapêutica e de se optar por objectivos mais focados nos processos subjacentes à alexitimia do que nas suas consequências