Doctoral Dissertations

Date of Award

5-1994

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

Charles L. Thompson

Committee Members

William Poppen, Schyler Huck, Julia Malia

Abstract

The present study consisted of an investigation to determine if the teaching of empathy as a counseling skill enhances the acquisition of that skill by the peer supervisor. A pretest - posttest control group experimental design was employed to measure the development of the counseling skill of empathic responding. A revised version of the Carkhuff model for responding empathically was selected for the study because it was readily taught and could be objectively measured.

Participants were administered a written pretest over the skill of empathic responding as defined by the Carkhuff model. Participants were randomly assigned to one of three groups: peer supervisors, peer supervisees, and control. Supervisors provided supervision to their peers one hour per week for two weeks and provided feedback and instruction on the empathic responses from taped counseling dyads. Following treatment, all participants were administered a posttest measure of their empathic responding skills. The pretest and posttest measures were responses to an audio tape of a mock counseling session.

Thirty-six counselor trainees participated in one of three groups utilized in the study. Thirteen persons served as peer supervisees, thirteen persons as peer supervisees, and ten persons in the control group. Analysis of covariance procedures on the written tests accepted the research hypothesis that peer supervisors who teach the skill of empathic responding would achieve a higher level of learning and effectiveness with that skill, than those who receive the individual, peer instruction but did not teach the skill. The results of the study supported the notion that peer supervision of counselor trainees is more effective as a means of promoting empathic responding in the individual serving in the instructional role of supervisor, compared with those who are receiving the peer supervision and instruction.

The pretest and posttest responses were rated by two doctoral students in psychology trained in the Carkhuff model of empathy. Rater agreement was high and points to significant confidence in the ratings. Results of F tests supported the hypothesis that the teaching of empathy as a counseling skill enhances the acquisition of that skill by the peer supervisor.

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