Pub Date : 2022-11-01DOI: 10.1080/09515070.2022.2142199
Hung-Bin Sheu, M. Dawes, S. Chong
ABSTRACT The transition to college represents an exciting time for adolescents and young adults, but it could also pose a challenge as they adapt to a new environment. According to social cognitive career theory, self-efficacy, outcome expectations and goal progress are key predictors of positive adjustment. While these variables have received considerable empirical attention, they are understudied using longitudinal designs and in the social domain. To fill this gap, the present study adopted the RI-CLPM to examine temporal relations as within-person processes between social self-efficacy, outcome expectations, and goal progress among first-year college students (N = 831) who completed measures of study variables at three time points with a lag of four to five weeks. As hypothesized, results derived from the entire sample identified social self-efficacy as a temporal precursor of social outcome expectations and goal progress. A similar temporal pattern emerged for European American students and students of color. However, while a bidirectional model offered the best fit for male students, no cross-lagged paths were significant for their female counterparts. These findings highlight the importance of self-efficacy and outcome expectations and provide implications for promoting positive social adjustment among college students who have different gender and racial/ethnic backgrounds.
{"title":"Social self-efficacy, outcome expectations, and goal progress among American college students: Testing temporal relations by gender and race/ethnicity","authors":"Hung-Bin Sheu, M. Dawes, S. Chong","doi":"10.1080/09515070.2022.2142199","DOIUrl":"https://doi.org/10.1080/09515070.2022.2142199","url":null,"abstract":"ABSTRACT The transition to college represents an exciting time for adolescents and young adults, but it could also pose a challenge as they adapt to a new environment. According to social cognitive career theory, self-efficacy, outcome expectations and goal progress are key predictors of positive adjustment. While these variables have received considerable empirical attention, they are understudied using longitudinal designs and in the social domain. To fill this gap, the present study adopted the RI-CLPM to examine temporal relations as within-person processes between social self-efficacy, outcome expectations, and goal progress among first-year college students (N = 831) who completed measures of study variables at three time points with a lag of four to five weeks. As hypothesized, results derived from the entire sample identified social self-efficacy as a temporal precursor of social outcome expectations and goal progress. A similar temporal pattern emerged for European American students and students of color. However, while a bidirectional model offered the best fit for male students, no cross-lagged paths were significant for their female counterparts. These findings highlight the importance of self-efficacy and outcome expectations and provide implications for promoting positive social adjustment among college students who have different gender and racial/ethnic backgrounds.","PeriodicalId":51653,"journal":{"name":"Counselling Psychology Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48141413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/09515070.2022.2142383
N. Gazzola, Shigeru Iwakabe
ABSTRACT Despite the consistent positive outcome findings and psychotherapists’ best intentions in their efforts to help their clients, psychotherapy simply does not work in all cases. There are a variety of reasons why there may be treatment failures in psychotherapy that may be observed at multiple levels: (a) the treatment in question (e.g. the choice of intervention for a given presenting concern), (b) the individuals involved (e.g. therapist and client factors), and (c) the system in which the work of therapists is nested (e.g. the governance of the profession, jurisdictional laws, among others). The field has not fully developed adequate procedures and mechanisms for addressing treatment failures, which is at the core an ethical imperative. Although psychotherapy has made many strides over the last few decades to improve research rigour and to promote evidence-based practices, it is a profession that is continually growing. By embracing the opportunity to learn from therapeutic failures the profession will continue to refine its practices and ultimately better serve clients.
{"title":"Psychotherapy failures: to err is human","authors":"N. Gazzola, Shigeru Iwakabe","doi":"10.1080/09515070.2022.2142383","DOIUrl":"https://doi.org/10.1080/09515070.2022.2142383","url":null,"abstract":"ABSTRACT Despite the consistent positive outcome findings and psychotherapists’ best intentions in their efforts to help their clients, psychotherapy simply does not work in all cases. There are a variety of reasons why there may be treatment failures in psychotherapy that may be observed at multiple levels: (a) the treatment in question (e.g. the choice of intervention for a given presenting concern), (b) the individuals involved (e.g. therapist and client factors), and (c) the system in which the work of therapists is nested (e.g. the governance of the profession, jurisdictional laws, among others). The field has not fully developed adequate procedures and mechanisms for addressing treatment failures, which is at the core an ethical imperative. Although psychotherapy has made many strides over the last few decades to improve research rigour and to promote evidence-based practices, it is a profession that is continually growing. By embracing the opportunity to learn from therapeutic failures the profession will continue to refine its practices and ultimately better serve clients.","PeriodicalId":51653,"journal":{"name":"Counselling Psychology Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48789238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/09515070.2021.1997917
Sarah Cantwell, John P Rae, Jacqueline Hayes, J. Vos, M. Cooper
ABSTRACT Shared decision-making about therapeutic methods has been proposed as a way of conceptualising, and assisting, collaboration in the therapeutic alliance. However, little is known about how psychotherapists actually create concrete, moment-by-moment opportunities for clients to share their ideas about what might be therapeutically helpful. We used conversation analysis to examine psychotherapists’ questions about what might be helpful in audio-recordings of early sessions of a collaborative-integrative therapy. We examined forty-two sessions involving seven dyads and identified 28 cases of questions either inviting clients’ ideas about helpful in-therapy methods or strategies outside the therapy room. Psychotherapists could invite clients’ ideas by using simple questions, however clients could find such questions problematic. Alternatively, psychotherapists could add scaffolding: offering support to the client in terms of how they might respond. However, this could erode clients’ autonomy to respond with their own ideas. We identified a conversational practice, de-specifying, which overcomes this dilemma: asking questions and providing scaffolding whilst also lessening the pressure on the client to go along with that scaffolding. A therapeutic style which includes scaffolding and de-specifying practices creates an opportunity for the client to contribute where clients are empathically supported, but not directed, in responding.
{"title":"Therapists’ questions to clients about what might be helpful can be supportive without being directive: a conversation analysis","authors":"Sarah Cantwell, John P Rae, Jacqueline Hayes, J. Vos, M. Cooper","doi":"10.1080/09515070.2021.1997917","DOIUrl":"https://doi.org/10.1080/09515070.2021.1997917","url":null,"abstract":"ABSTRACT Shared decision-making about therapeutic methods has been proposed as a way of conceptualising, and assisting, collaboration in the therapeutic alliance. However, little is known about how psychotherapists actually create concrete, moment-by-moment opportunities for clients to share their ideas about what might be therapeutically helpful. We used conversation analysis to examine psychotherapists’ questions about what might be helpful in audio-recordings of early sessions of a collaborative-integrative therapy. We examined forty-two sessions involving seven dyads and identified 28 cases of questions either inviting clients’ ideas about helpful in-therapy methods or strategies outside the therapy room. Psychotherapists could invite clients’ ideas by using simple questions, however clients could find such questions problematic. Alternatively, psychotherapists could add scaffolding: offering support to the client in terms of how they might respond. However, this could erode clients’ autonomy to respond with their own ideas. We identified a conversational practice, de-specifying, which overcomes this dilemma: asking questions and providing scaffolding whilst also lessening the pressure on the client to go along with that scaffolding. A therapeutic style which includes scaffolding and de-specifying practices creates an opportunity for the client to contribute where clients are empathically supported, but not directed, in responding.","PeriodicalId":51653,"journal":{"name":"Counselling Psychology Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47287607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1080/09515070.2022.2121684
R. Renault, J. Laurin, B. Khoury, C. Spinelli
ABSTRACT Clinical trainees are especially prone to psychological distress. Mindfulness has shown to promote well-being among health care professionals, yet the mechanisms through which it reduces psychological distress are still uncertain. Self-determination theory suggests that mindfulness allows individuals to be more open and receptive to information from their inner and outer worlds, which facilitates satisfaction of their basic psychological needs (BPNS), considered essential to optimal functioning. However, studies investigating whether BPNS is an actual pathway through which mindfulness reduces psychological distress are limited to cross-sectional designs. This longitudinal study tested a mediation model using data collected among 27 clinical trainees at the beginning (T1) and mid-point of the academic year (T2). Results indicated that BPNS (T1) partially mediates the relationship between trait mindfulness (T1) and psychological distress (T2). Both the direct (β = −.36, 95%CI [−.67; −.05]) and indirect (β = −.27, 95%CI [−.58; −.05]) effects were significant. This model explained a large portion of variance for both needs satisfaction (R 2 = .30) and psychological distress (R 2 = .61). Our results not only yield support to the role of basic psychological needs in clinical trainees’ well-being, but also contribute to the understanding of mindfulness and one of its mechanisms of action.
{"title":"The mediating role of basic psychological needs satisfaction in the relationship between trait mindfulness and psychological distress in clinical trainees","authors":"R. Renault, J. Laurin, B. Khoury, C. Spinelli","doi":"10.1080/09515070.2022.2121684","DOIUrl":"https://doi.org/10.1080/09515070.2022.2121684","url":null,"abstract":"ABSTRACT Clinical trainees are especially prone to psychological distress. Mindfulness has shown to promote well-being among health care professionals, yet the mechanisms through which it reduces psychological distress are still uncertain. Self-determination theory suggests that mindfulness allows individuals to be more open and receptive to information from their inner and outer worlds, which facilitates satisfaction of their basic psychological needs (BPNS), considered essential to optimal functioning. However, studies investigating whether BPNS is an actual pathway through which mindfulness reduces psychological distress are limited to cross-sectional designs. This longitudinal study tested a mediation model using data collected among 27 clinical trainees at the beginning (T1) and mid-point of the academic year (T2). Results indicated that BPNS (T1) partially mediates the relationship between trait mindfulness (T1) and psychological distress (T2). Both the direct (β = −.36, 95%CI [−.67; −.05]) and indirect (β = −.27, 95%CI [−.58; −.05]) effects were significant. This model explained a large portion of variance for both needs satisfaction (R 2 = .30) and psychological distress (R 2 = .61). Our results not only yield support to the role of basic psychological needs in clinical trainees’ well-being, but also contribute to the understanding of mindfulness and one of its mechanisms of action.","PeriodicalId":51653,"journal":{"name":"Counselling Psychology Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49504415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/09515070.2022.2115459
Laura Smith, Laila Abdel-Salam, Randi Elfrida Scott-Mclaughlin, K. Baranowski, Nyrah Madon, M. Williams
ABSTRACT What is a participatory justice approach to counseling psychology, and what actions would express its inclusive intentions? We propose that a participatory justice framework for counseling psychology practice and training would complement social justice perspectives by emphasizing university-community collaborations and resource-sharing; it also privileges public, community-based knowledge creation as exemplified by participatory action research. In this way, a participatory justice approach offers a counterbalance to current political trends toward private ownership of social assets and resources. This article 1) expands upon these theoretical foundations, and then 2) presents three current practice-related project examples to show how these foundations can tangibly translate to academic and professional activities. Finally, the article 3) relates these activities to the training of students by concluding with suggested curricula by which to prepare graduate students and others for participatory undertakings.
{"title":"Counseling psychology and participatory justice: “sharing the university”","authors":"Laura Smith, Laila Abdel-Salam, Randi Elfrida Scott-Mclaughlin, K. Baranowski, Nyrah Madon, M. Williams","doi":"10.1080/09515070.2022.2115459","DOIUrl":"https://doi.org/10.1080/09515070.2022.2115459","url":null,"abstract":"ABSTRACT What is a participatory justice approach to counseling psychology, and what actions would express its inclusive intentions? We propose that a participatory justice framework for counseling psychology practice and training would complement social justice perspectives by emphasizing university-community collaborations and resource-sharing; it also privileges public, community-based knowledge creation as exemplified by participatory action research. In this way, a participatory justice approach offers a counterbalance to current political trends toward private ownership of social assets and resources. This article 1) expands upon these theoretical foundations, and then 2) presents three current practice-related project examples to show how these foundations can tangibly translate to academic and professional activities. Finally, the article 3) relates these activities to the training of students by concluding with suggested curricula by which to prepare graduate students and others for participatory undertakings.","PeriodicalId":51653,"journal":{"name":"Counselling Psychology Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47212558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-15DOI: 10.1080/09515070.2022.2110451
K. Aafjes-van Doorn, Jordan Meisel
ABSTRACT The use of routine outcome monitoring (ROM) has been shown to improve treatment outcomes, reduce symptom deterioration and treatment dropout, and is especially relevant for training clinics. However, the use of ROM in a psychodynamic training clinic has remained relatively unexplored. We aimed to instigate an open dialogue about the use and usefulness of ROM within the context of contemporary psychodynamic clinical practice. As a graduate trainee and professor in a psychodynamic training program, we reflect on the seemingly irreconcilable differences between psychoanalytic thinking and ROM, the anxiety around being evaluated as a trainee, whom ROM is for, the pragmatic challenges when trying new tools and technology (especially when not chosen yourself), and the limitations of standardized self-report measures, such as the OQ. Overall, these complexities suggest that although ROM is likely worthwhile for patients, therapists, supervisors, and researchers, it will only come to its fruition if we integrate it into the tri-legged stool of evidence-based practice . We will need to engage in a genuine discussion about the use of ROM and consider the possibility that ROM might even improve our psychodynamic practices. Integrating ROM into psychodynamic didactic courses and supervision in graduate training could be a good starting point.
{"title":"Implementing routine outcome monitoring in a psychodynamic training clinic: it’s complicated","authors":"K. Aafjes-van Doorn, Jordan Meisel","doi":"10.1080/09515070.2022.2110451","DOIUrl":"https://doi.org/10.1080/09515070.2022.2110451","url":null,"abstract":"ABSTRACT The use of routine outcome monitoring (ROM) has been shown to improve treatment outcomes, reduce symptom deterioration and treatment dropout, and is especially relevant for training clinics. However, the use of ROM in a psychodynamic training clinic has remained relatively unexplored. We aimed to instigate an open dialogue about the use and usefulness of ROM within the context of contemporary psychodynamic clinical practice. As a graduate trainee and professor in a psychodynamic training program, we reflect on the seemingly irreconcilable differences between psychoanalytic thinking and ROM, the anxiety around being evaluated as a trainee, whom ROM is for, the pragmatic challenges when trying new tools and technology (especially when not chosen yourself), and the limitations of standardized self-report measures, such as the OQ. Overall, these complexities suggest that although ROM is likely worthwhile for patients, therapists, supervisors, and researchers, it will only come to its fruition if we integrate it into the tri-legged stool of evidence-based practice . We will need to engage in a genuine discussion about the use of ROM and consider the possibility that ROM might even improve our psychodynamic practices. Integrating ROM into psychodynamic didactic courses and supervision in graduate training could be a good starting point.","PeriodicalId":51653,"journal":{"name":"Counselling Psychology Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41531304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-11DOI: 10.1080/09515070.2022.2110450
Sara Garcia, G. Gamst, L. Meyers, Leticia Arellano-Morales, Jerry L. Kernes
ABSTRACT The present study examined shifting, or the altering of one’s self-presentation in response to perceived environmental cultural cues, as a mediator of the predictive effects of Latinx women’s enculturation on their marianismo beliefs. Understanding how Latinx women’s perceptions of traditional cultural values and beliefs regarding gender, such as marianismo (i.e. gendered Latinx family cultural values), are influenced by their enculturation and shifting coping strategies, may provide investigators and practitioners more nuanced ways of viewing these women. These predictive relationships were examined with measures of Latinx enculturation, shifting, and marianismo within a structural model. These quantitative relationships were examined with a sample of 548 Latinx women. Results of a structural equation model indicated full mediation: Latinx women who were less enculturated tended to use shifting to a greater extent, and subsequently were more likely to endorse marianismo beliefs. Enculturation did not directly predict marianismo in the full mediation model. These findings suggest that some Latinx women may navigate perceived hostile social environments through the use of the shifting coping mechanism which in turn results in a stronger endorsement of marianismo beliefs. Implications for clinical work and future research with Latinx populations are discussed.
{"title":"The influence of enculturation and shifting in predicting marianismo beliefs among Latinx women","authors":"Sara Garcia, G. Gamst, L. Meyers, Leticia Arellano-Morales, Jerry L. Kernes","doi":"10.1080/09515070.2022.2110450","DOIUrl":"https://doi.org/10.1080/09515070.2022.2110450","url":null,"abstract":"ABSTRACT The present study examined shifting, or the altering of one’s self-presentation in response to perceived environmental cultural cues, as a mediator of the predictive effects of Latinx women’s enculturation on their marianismo beliefs. Understanding how Latinx women’s perceptions of traditional cultural values and beliefs regarding gender, such as marianismo (i.e. gendered Latinx family cultural values), are influenced by their enculturation and shifting coping strategies, may provide investigators and practitioners more nuanced ways of viewing these women. These predictive relationships were examined with measures of Latinx enculturation, shifting, and marianismo within a structural model. These quantitative relationships were examined with a sample of 548 Latinx women. Results of a structural equation model indicated full mediation: Latinx women who were less enculturated tended to use shifting to a greater extent, and subsequently were more likely to endorse marianismo beliefs. Enculturation did not directly predict marianismo in the full mediation model. These findings suggest that some Latinx women may navigate perceived hostile social environments through the use of the shifting coping mechanism which in turn results in a stronger endorsement of marianismo beliefs. Implications for clinical work and future research with Latinx populations are discussed.","PeriodicalId":51653,"journal":{"name":"Counselling Psychology Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47272019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-10DOI: 10.1080/09515070.2022.2108762
Heather Pearce, Olga Smoliak, Stephen P. Lewis
ABSTRACT Non-suicidal self-injury (NSSI) is the deliberate damage of bodily tissue which occurs without suicidal intent. NSSI is a common behavior among young people and a frequent focus in clinical practice. Many models of the aetiology and maintenance of NSSI are focused on emotion regulation. The role that cognition plays in the behavior is less well understood. We used thematic analysis to explore how individuals explain or attribute their engagement in NSSI. The study identified several ways of thinking that may be play a role in why people engage in NSSI. Specifically, five themes were generated: Limited Controllability, Benefits, Limited Resources, Stability, and Changing Meaning and Significance. Implications for research and practice are discussed.
{"title":"Individuals’ accounts and explanations of continued engagement in non-suicidal self-injury: a qualitative study","authors":"Heather Pearce, Olga Smoliak, Stephen P. Lewis","doi":"10.1080/09515070.2022.2108762","DOIUrl":"https://doi.org/10.1080/09515070.2022.2108762","url":null,"abstract":"ABSTRACT Non-suicidal self-injury (NSSI) is the deliberate damage of bodily tissue which occurs without suicidal intent. NSSI is a common behavior among young people and a frequent focus in clinical practice. Many models of the aetiology and maintenance of NSSI are focused on emotion regulation. The role that cognition plays in the behavior is less well understood. We used thematic analysis to explore how individuals explain or attribute their engagement in NSSI. The study identified several ways of thinking that may be play a role in why people engage in NSSI. Specifically, five themes were generated: Limited Controllability, Benefits, Limited Resources, Stability, and Changing Meaning and Significance. Implications for research and practice are discussed.","PeriodicalId":51653,"journal":{"name":"Counselling Psychology Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45663882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1080/09515070.2022.2105306
D. Romaioli, G. Chiara, E. Faccio, Roberto Miglietta
ABSTRACT In Western culture, “hearing voices” is often considered a symptom of mental illness. After reinterpreting this phenomenon from perspectives that emphasise the socio-cultural aspects of the construction of these voices, this paper describes a case report involving a psychological intervention divided into six phases. The aim is to challenge the dominant narratives that stigmatise the experience of hearing voices, and propose alternative meanings that can improve the hearer’s ability to manage the voices by converting them from a disease into a personal and relational resource. Using the metaphor of an “inner dialogue”, we show how changes in the client’s interpretation of the voices, and way of relating to them, can be co-constructed by the client and the therapist. The paper concludes with some critical reflections on the medicalisation of mental distress, highlighting the importance of expanding our understanding of the experience of hearing voices, not only in clinical terms, but also on a social and cultural level.
{"title":"Hearing voices as a form of inner dialogue. Using the dialogical self to turn a critical voice into an ally","authors":"D. Romaioli, G. Chiara, E. Faccio, Roberto Miglietta","doi":"10.1080/09515070.2022.2105306","DOIUrl":"https://doi.org/10.1080/09515070.2022.2105306","url":null,"abstract":"ABSTRACT In Western culture, “hearing voices” is often considered a symptom of mental illness. After reinterpreting this phenomenon from perspectives that emphasise the socio-cultural aspects of the construction of these voices, this paper describes a case report involving a psychological intervention divided into six phases. The aim is to challenge the dominant narratives that stigmatise the experience of hearing voices, and propose alternative meanings that can improve the hearer’s ability to manage the voices by converting them from a disease into a personal and relational resource. Using the metaphor of an “inner dialogue”, we show how changes in the client’s interpretation of the voices, and way of relating to them, can be co-constructed by the client and the therapist. The paper concludes with some critical reflections on the medicalisation of mental distress, highlighting the importance of expanding our understanding of the experience of hearing voices, not only in clinical terms, but also on a social and cultural level.","PeriodicalId":51653,"journal":{"name":"Counselling Psychology Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41570469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1080/09515070.2022.2105816
Emily J Pfender, Scott E. Caplan
ABSTRACT The increased use of video-mediated communication (VMC) due to the COVID-19 pandemic has led to widespread acceptance of mediated healthcare appointments. Mental health care is one area in which researchers might examine the effects of VMC. Therefore, the current study employed an experiment to test the relative influence of video therapists’ eye contact and gesture on a patient. Each participant was assigned to one of the four possible video conditions using a 2 (Gestures present versus absent) x 2 (Eye contact present versus absent) factorial design. Study participants (n= 359) rated actors portraying themselves as video therapists on items related to impression formation (i.e. likable, warm, understanding). Findings suggest that participants in the eye contact condition reported more positive impressions than in the no eye contact condition. Similarly, participants in the gesture condition reported more positive impressions than in the no gesture condition. However, gestures had a larger effect on impression formation than eye contact, and there was no interaction effect considering the combined impact of gestures and eye contact. These results contribute to understanding how nonverbal cues impact health outcomes in VMC. .
{"title":"Nonverbal immediacy cues and impression formation in video therapy","authors":"Emily J Pfender, Scott E. Caplan","doi":"10.1080/09515070.2022.2105816","DOIUrl":"https://doi.org/10.1080/09515070.2022.2105816","url":null,"abstract":"ABSTRACT The increased use of video-mediated communication (VMC) due to the COVID-19 pandemic has led to widespread acceptance of mediated healthcare appointments. Mental health care is one area in which researchers might examine the effects of VMC. Therefore, the current study employed an experiment to test the relative influence of video therapists’ eye contact and gesture on a patient. Each participant was assigned to one of the four possible video conditions using a 2 (Gestures present versus absent) x 2 (Eye contact present versus absent) factorial design. Study participants (n= 359) rated actors portraying themselves as video therapists on items related to impression formation (i.e. likable, warm, understanding). Findings suggest that participants in the eye contact condition reported more positive impressions than in the no eye contact condition. Similarly, participants in the gesture condition reported more positive impressions than in the no gesture condition. However, gestures had a larger effect on impression formation than eye contact, and there was no interaction effect considering the combined impact of gestures and eye contact. These results contribute to understanding how nonverbal cues impact health outcomes in VMC. .","PeriodicalId":51653,"journal":{"name":"Counselling Psychology Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44509701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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