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Analyses of therapist variables in a series of psychotherapy sessions with two child clients.

Studied the process of child psychotherapy by means of an analyses of therapist verbal behaviors. Audio-video recordings were made of nine intermittent psychotherapy sessions with 2 child clients, aged 8 and 12. A randomized mastertape of 4-minute segments was rated for empathic understanding and respect by means of the Carkhuff scales. Transcripts were categorized by means of the Hill Counselor Verbal Response Category System, and a preliminary set of 12 grammatical variables. Transcripts were minutized, and all the therapist variables were intercorrelated and factor-analyzed. According to the research expectations, high levels of interrater reliabilities for the Carkhuff scales and relatively high agreement levels for Hill's system were found. Analyses of the therapist variables demonstrated the nature of the therapeutic interventions as well as the pattern of change across successive psychotherapy sessions. The overall verbal response behavior of each therapist was summarized best through the factor analyses. Communalities and individual differences between the therapists were discussed. Future directions for the study of therapist variables in child psychotherapy process research were indicated.

Affective Symptoms↗

Developing empathy in nurses: an inservice training program.

The purpose of this study was to determine whether inservice communication training enhanced the empathic skills of 263 nurses employed at Hacettepe University Hospital. Data were collected using a nurse information form, participants' satisfaction form, and the Empathic Communication Skill B (ECS-B) form developed by Dökmen [Dökmen, U. (1988). A new measurement model of the empathy and developing empathy by using psychodrama. Journal of Education Faculty of Ankara University, 21, 155-190]. The ECS-B was used as both a preintervention and a postintervention measure. The data were expressed as means, percentages, and standard deviations, and were analyzed using Pearson's chi-square test and repeated-measures analysis of variance. The posttest scores of nurses increased from 155.6 to 180.5, and training played a role in enhancing nurses' empathic skills with regard to all variables (P < .05). However, a more comprehensive and continuous training should be planned, and its impact on behavior and patient outcomes should be investigated.

Adult↗

Theory-based intervention: a case study using Sullivan's interpersonal theory of psychiatry.

The essence of the schizophrenic dynamism is a confusion in the interpersonal relations by the appearance in awareness of referential processes ordinarily excluded from awareness (Sullivan, 1956; 361). Its etiology can be traced to a pathological symbiotic relationship with the mothering one in which there is an overwhelming degree of anxiety transmitted to the infant. A consistent, frequent, nonthreatening and non-demanding approach is the basis for all nursing interventions. The emphasis of treatment is on identifying and strengthening the patient's assets and raising self-esteem. Interventions are directed toward the patient's resocialization and reality-testing. Staff effort is required to create a milieu in which it is desirable and possible for patients to learn autonomy. Patients should be encouraged to look at their feelings in the light of their past experiences, but with a recognition that the past is over and beyond their control. What happens in the future depends on their efforts now. Finally, nurse-therapists need to be secure, thoughtful, and empathic in treating schizophrenic patients. The challenge for staff is to be absolutely consistent and communicate acceptance and positive regard whatever the patients' behavior.

Adult↗

The chameleon effect: the perception-behavior link and social interaction.

The chameleon effect refers to nonconscious mimicry of the postures, mannerisms, facial expressions, and other behaviors of one's interaction partners, such that one's behavior passively and unintentionally changes to match that of others in one's current social environment. The authors suggest that the mechanism involved is the perception-behavior link, the recently documented finding (e.g., J. A. Bargh, M. Chen, & L. Burrows, 1996) that the mere perception of another's behavior automatically increases the likelihood of engaging in that behavior oneself. Experiment 1 showed that the motor behavior of participants unintentionally matched that of strangers with whom they worked on a task. Experiment 2 had confederates mimic the posture and movements of participants and showed that mimicry facilitates the smoothness of interactions and increases liking between interaction partners. Experiment 3 showed that dispositionally empathic individuals exhibit the chameleon effect to a greater extent than do other people.

Analysis of Variance↗

Attachment representations in adulthood: relations with parental behaviors.

The paper presents two standardized measurements of attachment. The Strange Situation Procedure is an observational measure of the reaction of 12-18-month-old infants to their parent after being exposed to brief separations from him/her. Four main types of responses are noted, and have been noted in a range of cultures. The second measure is the Adult Attachment Interview which is a semi-structured interview of 18 questions that discusses childhood memories and assesses the current state of mind with regard to attachment issues. Four types of characteristic response styles have been noted in a range of cultures, and this measure seems to be related to certain types of parenting. Studies of the link between the two measures have been complicated, as the adult measure does not include the capacity to be available for the child. A further instrument, the Maternal Empathic Understanding Procedure, designed to assess parent's ability to see things from the child's point of view, is suggested as a possible mediator between parental attachment style and parenting behavior. These studies permit standardized evaluation of parenting skills, facilitate the study of intergenerational transmission of these skills, and suggest the possibility of psychotherapeutic interventions that focus on these areas.

Adolescent↗

Children living through a Desert Storm.

Mental health professionals have long been concerned about how children react to war. This paper reports a small, naturalistic study of how children reacted to Operation Desert Storm. Although no actual danger threatened these affluent east coast children, television transported the battle zone's gory pictures right into the living room. That experience had a deep impact on many children. Not only did they empathize with the wounded and maimed; they also resented the way injured people's privacy was invaded and were bewildered by news reporters' "bizarre" behavior when danger was imminent.

Child↗

Shaping the experience of behavior: construct of an electronic teaching module in nonpharmacologic analgesia and anxiolysis.

RATIONALE AND OBJECTIVES: The authors' purpose was to develop an electronic teaching module in nonpharmacologic analgesia and anxiolysis for use in the radiology department. MATERIALS AND METHODS: The teaching document was derived from previous training courses validated by patient outcome. Skills in structured empathic attention and guidance of self-hypnotic relaxation were tested in a previous prospective, randomized study with 241 patients and shown to affect positively patients' perception of pain and anxiety. Patients undergoing hypnosis had the greatest relief and most hemodynamic stability. The skills applied also saved, on average, 17 minutes of procedure time and approximately $340 in sedation cost per case. With these validated behavioral skills, an electronic teaching module was constructed. RESULTS: The mode of teaching reflected the content of teaching, which was achieved through a multimedia format containing text, audio, video, pictures, and animation. Advanced navigation tools put the students in control of their learning experience. Inclusion of experiential components, congruity of language with Ericksonian syntax, and provision of an electronic journal catered to the development of greater biobehavioral awareness. CONCLUSION: Electronic teaching modules for biobehavioral skill training are feasible and promise to reduce the time need for life interactions with instructors.

Adaptation, Psychological↗

Helping people is a democratic process. 1948.

Editor's Note Deciding when to assist and when to stand back so that individuals may follow their own desires has been a source of much public debate in the last few years with respect to health behaviors, social structures, and also political beliefs. The following short essay, published in the July 1948 issue of the first Public Health Nursing, illustrates, first, that from flawed logic we derive flawed conclusions, but also maybe a modicum of truth. Secondly, it aptly highlights the conundrum of "incentives" and the disillusionment of well-meaning "givers" when the recipients do not view our "gifts" through the same lens. We do not subscribe to the views of Ms. King, but rather raise the following questions for your consideration, "When we give, how much are we meeting our own needs rather than the needs of others?""Can a society be empathic without losing its own sense of identity?" Things to ponder in this holiday season ...

Democracy↗

Teaching communication skills in an integrated curriculum.

During the seven weeks students showed growth in empathic responding. In addition, many students were able to move beyond beginning empathy to identifying underlying feelings experienced by the patient. Progress in concreteness was noted as irrelevant questioning decreased and selective, open-ended questioning increased. There seemed to be a positive correlation between self-awareness and growth in communication skills. Initially, use of behaviorally specific feedback helped the students identify strengths and weaknesses. As the sessions progressed, students became more independent in critiquing their own interpersonal style. For example, one student identified her abrasive manner in a taped interaction and recognized her need to maintain control. She modified her approach and became more caring and empathic. Initially, Stage II skills were difficult for the students. Some students who expected to see change occur quickly, became impatient with relationship building, and used challenging skills prematurely. Other students had difficulty taking the risk to challenge the patient to focus on problem exploration. Role playing in the training sessions and faculty feedback in the clinical settings helped the students begin to use skills more appropriately. Observing the positive effects on patient behavior reinforced continued use. Students and faculty were enthusiastic about the workshop format and outcome. Student reactions reinforced the value of the systematic approach. Through verbal and written evaluations they identified the small group practice and clinical audiotaping as the most valuable activities. Many liked being able to practice and receive immediate feedback from their peers and instructors. Faculty found that the four components-description, demonstration, practice and application-provided direction for teaching.(ABSTRACT TRUNCATED AT 250 WORDS)

Communication↗

What girls need: recommendations for preventing violence among urban girls in the US.

The last decade saw increases in arrests of girls for violent behavior and a corresponding concern that girls' involvement in violence was increasing in the USA. However, there are few empirical studies of the dynamics of violence by girls, leaving providers of violence prevention programs and policy-makers without evidence on which to base gender-appropriate prevention strategies. To address this gap, qualitative interviews were conducted with a diverse sample of 61 urban girls aged 11-17. Findings were compared with quantitative interviews from the prospective cohort of 961 girls from whom these respondents were drawn, from the Project on Human Development in Chicago Neighborhoods. Mixed-method techniques were employed. Qualitative data were analyzed for girls' recommendations for preventing involvement in violence. Data from the larger cohort were used to test these recommendations quantitatively. Due to study design, in the qualitative sample, 36 girls (64%) were involved in recent violence, most often with or against other girls. Pro-social behavior was common among both violent and nonviolent girls. In the overall cohort sample, 24.9% of girls reported violent perpetration and 97% reported pro-social activities. Eight themes regarding staying safe and preventing violence emerged from the qualitative interviews: girls stayed safe by staying home, avoiding dangerous people, staying busy with after-school activities, remaining calm when confronted, using escorts, and fighting back if attacked. Girls' protective influences included: empathic parental involvement, positive relationships with peers and older youth, and involvement in safe and constructive activities. These findings emphasize that safety in community, school, and family settings is critical for girls in avoiding violence and other risky behaviors. Violence prevention programs should focus on enhancing girls' relationships with mothers, older girls, and friends their age.

Adolescent↗

Clinical approaches to families in early intervention.

Clinical approaches to families with infants in early intervention programs require more sophisticated and individualized plans that have been traditionally available. Clinicians in early intervention programs, including those trained in child-oriented disciplines, will increasingly be expected to develop comprehensive family focused interventions. Empirical findings support the legislative mandate of PL99-457 in requiring that families have an active role in specifying the intervention services they require. In addition, the broader concept of risk that now includes multi-problem families also complicates the job of the early interventionist. As parents must learn to adapt to their infant's unique characteristics, early interventionists must adapt to the unique characteristics of each family with whom they are involved. To aid in this process, we apply the concept of a working alliance to the aspect of the parent-professional relationship that early interventionists must develop and maintain in providing empathic and individualized care to families in early intervention. Sensitivity to the families' unique characteristics, responsitivity to their concerns, positive connotation of parents' and infants' behavior, a nonjudgmental attitude, and a willingness to monitor one's feelings and responses elicited by the family are clinical principles essential for developing and maintaining the working alliance.

Child Guidance Clinics↗

The empathic physician.

Empathy is a process for understanding an individual's subjective experiences by vicariously sharing that experience while maintaining an observant stance. It is a useful tool in the medical encounter as it provides the physician with a fuller, more personalized view of the patient, and it provides the patient with a sense of connectedness to the physician that may allow him/her to more freely express his/her emotional distress. The roots of empathy are explained as a process that evolves from a developmental substrate with the addition of relevant experience, memory, and fantasy. While understanding the patient alone is a worthwhile goal, the physician's empathic insight can have therapeutic impact by its reflection back on the patient, through the use of language, to express support or sympathy, to justify behavior, or to foster deeper emotional expression.

Communication↗

Deviant adolescent subcultures: assessment strategies and clinical interventions.

Alienation is a contributing factor in adolescents' participation in Satanism, the neo-Nazi skinhead movement, and violent street gangs. Many of their needs are met by gang and/or cult affiliation, including a sense of belonging, self-worth, companionship, and excitement. Emphasizing prevention may minimize deviant subculture involvement, but some adolescents require clinical intervention, ranging from a few outpatient sessions to lengthy inpatient hospitalization. Therapists must be knowledgeable about adolescents' involvement, empathic to their circumstances, and sophisticated in the approach to treatment.

Adaptation, Psychological↗

Neurological and neuropsychological bases of empathy.

Impairments of social behavior after cerebral damage are often problematic and difficult to assess and manage, with few models addressing evaluation, treatment options and prognosis. Recent studies suggest that a fundamental mechanism of social behavior disturbed by acquired cerebral damage is empathy. Empathy refers to the cognitive and emotional processes that bind people together in various kinds of relationships that permit sharing of experiences as well as understanding of others. Empathic changes are particularly evident after focal prefrontal cortex damage and closed head injury in adults, though early frontal lobe damage is also associated with poor empathic and social development. Although alterations in empathy have been studied in only a handful of neurologic samples thus far, it may be an important outcome variable of brain injury, particularly in patients' adjustment to family, community and vocational settings. Treatment possibilities are presented, though more comprehensive research is needed.

Adaptation, Physiological↗

Patient-nurse interactions: relationships between person characteristics, empathy, content of communication, and patients' emotional reactions.

Relationships between antecedent person variables (sex and age), empathic understanding, content of communication, and patients' emotional reactions were studied in 3200 patient-assistant nurse dyadic interactions. The sample consisted of 32 psychiatric patients (20 males and 12 females, mean age: 61 years) and eight female assistant nurses at a nursing-home in Sweden. Four assistant nurses were younger (25 years old or less) and four were older (45 years old or more). All interactions were regular morning meetings at which the patient's activity plans for the day were discussed. These meetings were held in each patient's private room, and lasted for about 15 min. High empathic understanding on part of the helper covaried with more communication of "everyday character" and communication dealing with "personal and emotional qualities", with less communication dealing with "facts and practical issues", and with a more cheerful emotional state among the patients during the encounters. Male patients were more cheerful during encounters with younger assistant nurses while female patients were more cheerful when interacting with older assistant nurses. Helpers with higher scores on empathic understanding seemed to have a higher awareness of relational history.

Aged↗

Nonpharmacologic approaches to substance abuse treatment.

Familiarity with nonpharmacologic approaches to substance abuse treatment is critical for medical practitioners to act effectively to prevent the progression of substance use to medically harmful use, abuse, or dependence; to identify patients with substance use disorders and motivation behavioral changes; and to maximize the likelihood of successful treatment. At their most basic level, these nonpharmacologic approaches involve components of practice that are requisite to the successful management of any medical disorder: fostering an empathic, supportive relationship; routinely evaluating the system or problem area; providing accurate medical information about diagnosis, natural history, and treatment; and following up on identified problems to improve compliance, evaluate the impact of treatment, and modify treatment as indicated. Because of the nature of substance use disorders, their impact on multiple areas of functioning, and the conditioned craving that occurs following repeated substance use, nonpharmacologic treatments can improve outcome, even when effective pharmacologic treatments are also employed. Treatment of nicotine dependence provides a useful example. Physician advice to stop smoking substantially increases the likelihood of smoking cessation and long-term abstinence. Combined with physician advice, nicotine replacement therapies, using nicotine gum or transdermal preparations, approximately double the rate of long-term abstinence, compared with physician advice alone. Providing behavioral treatment in addition to physician advice and nicotine replacement treatment leads to the highest rates of sustained abstinence, significantly higher than advice alone or rates associated with nicotine replacement alone. Nonpharmacologic treatments complement pharmacologic approaches often by addressing different target symptom and problem areas. In the case of nicotine dependence, nicotine replacement ameliorates withdrawal symptoms and craving associated with withdrawal. Behavioral treatment improves outcome by focusing on cue-evoked craving and developing effective long-term strategies to avoid or cope with craving and other cues. As discussed in this article, brief motivation approaches are particularly well suited for general medical practice settings. These approaches have been evaluated most extensively and shown to be most effective in preventing the progression of heavy drinking to problem drinking and alcohol dependence. Following a thorough evaluation of a patient's drinking habits, providing advice about sensible and safe drinking to patients identified as heavy drinkers leads to meaningful reductions in drinking. For patients who have developed problems of abuse or dependence, motivation approaches can be used to foster an interest and commitment to stop use and accept a referral to treatment. This article also provides an overview of the major psychosocial approaches used in more intensive specialty treatment of patients with substance use disorders. Familiarity with these approaches is essential for clinicians in general medical settings to facilitate referral of patients and monitor and improve the efficacy of treatments provided to patients. Medical practitioners must be able to educate patients about the need for more intensive specialty treatment and about what treatment entails. Medical practitioners must also be able to engage in informed discussions with substance abuse treatment specialists about the specific treatment recommendations made for a patient and the rationale for them. Medical practitioners who are informed about the treatment plans, rationale for treatment, and patient progress can play critical roles in encouraging patients to persist with the often difficult process of treatment.

Adaptation, Psychological↗

[Motivational interviewing: some theoretical aspects and some practical exercises].

Heath behavior change is an important task for caregivers. Motivational Interviewing (MI) is an effective evidence-based approach to overcoming the ambivalence that keeps many people from desired changes in their lives. In a warm and empathic atmosphere and in a basic trust in the patient self efficacy for achieving the change, MI is a patient-centered approach to enhance patient motivation to commit them in the change decision. Among critical conditions of change, MI practicing emphasizes on expressing empathy, supporting self-efficacy, rolling with resistance and developing discrepancy. Regular practicing with helping and non judgmental teachers is a necessary condition of a fruitful learning.

Health Behavior↗

[Preschool children's prosocial judgments and their reasoning in the empathic situations].

The purpose of this study was to examine preschool children's prosocial judgments and their reasoning for prosocial episodes. One hundred children were individually asked to do prosocial judgments and their reasoning for three prosocial episodes: helping, sharing, and comforting. In the episode there was a crying or a normal facial expression of a person in distress under the condition of high and low empathic situations. The results indicated that the crying face and high empathic situation increased the rate of prosocial judgment more than the normal face and low empathic situation, respectively, and older children (5-year-olds) did prosocial judgment than younger ones (4-year-olds). Furthermore, the crying face induced the empathic reasoning, especially in the high empathic situation. These results supported that preschool children were able to use the empathic reasoning reflected in the negative facial expression and the cause of distress of the victim.

Child Behavior↗