Empathic Communication Skills across Applied Undergraduate Psychology Courses: A Replication Study

Autor/inn/en	Reich, Catherine M.; LaCaille, Lara J.; Axford, Katherine E.; Slaughter, Natalina R.
Titel	Empathic Communication Skills across Applied Undergraduate Psychology Courses: A Replication Study
Quelle	In: Teaching of Psychology, 49 (2022) 1, S.49-56 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628321995431
Schlagwörter	Empathy; Communication Skills; Psychology; Undergraduate Students; Vignettes; Performance Based Assessment; Helping Relationship; Internship Programs; Mental Health; Online Courses; Conventional Instruction; Teaching Methods; Student Attitudes; Skill Development; Scaffolding (Teaching Technique); Prerequisites; Self Esteem; Student Characteristics + Suchen Sie Ihr Suchwort? Empathie; Kommunikationsstil; Psychologie; Leistungsermittlung; Helfende Beziehung; Berufspraktische Ausbildung; Psychohygiene; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Voraussetzung; Self-esteem; Selbstaufmerksamkeit
Abstract	Background: Although undergraduate psychology curriculum should cultivate performance-based skills to prepare students for helping professions, little work to date has addressed this standard. Objective: This research replicates the methods used in a previous study by examining pre-post changes in empathic communication skills and perceived communication competence across two applied psychology courses: Basic Helping Skills and Internship. This study extended this work by also exploring learning gains from different formats (i.e., face-to-face vs. online), internship types (mental health-related vs. not mental health-related), and the longevity of learning gains. Method: Psychology students (N = 171) completed a measure of communication competence and provided written empathic responses on a vignette-based performance measure at the start and end of the semester. Results: Students perceived their communication skills as improving over time; however, only students in the Basic Helping Skills course showed improved empathic communication skills, especially when the instruction was in a face-to-face format. Students with previous skill training maintained their learning gains over time. Conclusion: Student empathic communication improves most with face-to-face instruction in Basic Helping Skills rather than an internship experience. Teaching Implications: For the development of empathic communication skills, prerequisite requirements for Internship and instructive scaffolding for the application of skills may be recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01