Reflective listening in counseling : Effects of training time and evaluator social skills

Psychology students received a 14-, 28-, or 42-hour training course in reflective listening. Before and after training, the students participated in role-played counseling conversations with confederates, who rated them. The conversations were captured on audio- or videotape, categorized, and rated...

Full description

Saved in:
Bibliographic Details
Published in:American journal of psychotherapy 2007, Vol.61 (2), p.191-209
Main Authors: RAUTALINKO, Erik, LISPER, Hans-Olof, EKEHAMMAR, Bo
Format: Article
Language:English
Subjects:
Adult
Behavior
Biological and medical sciences
Clinical Competence
Cognition & reasoning
Counseling - education
Counselling
Curriculum - statistics & numerical data
Emotions
Female
Health staff related problems. Vocational training
Humans
Listening
Male
Medical sciences
Person-Centered Therapy - education
Person-Centered Therapy - methods
Professional-Patient Relations
Program Evaluation
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Psychotherapeutic Processes
Role models
Role Playing
Self Disclosure
Social psychiatry. Ethnopsychiatry
Social skills
Tape Recording
Teaching - methods
Teaching - statistics & numerical data
Therapeutic alliances
Therapy
Time Factors
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Psychology students received a 14-, 28-, or 42-hour training course in reflective listening. Before and after training, the students participated in role-played counseling conversations with confederates, who rated them. The conversations were captured on audio- or videotape, categorized, and rated by external evaluators. Results suggested that the students used reflective listening equally after different lengths of training. However, longer training resulted in the confederates disclosing more emotion, the psychology students remembering the information relayed better, and the evaluators perceiving the therapeutic relationship as better. This was especially true among the evaluators who self-reported high social skills.
ISSN:0002-9564
2575-6559
DOI:10.1176/appi.psychotherapy.2007.61.2.191