Working with Dreams Using the Hill Cognitive-Experimental Model: A Comparison of Computer-Assisted, Therapist Empathy, and Therapist Empathy + Input Conditions

Autor/inn/en	Hill, Clara E.; Rochlen, Aaron B.; Zack, Jason S.; McCready, Timothy; Dematatis, Anna
Titel	Working with Dreams Using the Hill Cognitive-Experimental Model: A Comparison of Computer-Assisted, Therapist Empathy, and Therapist Empathy + Input Conditions
Quelle	In: Journal of Counseling Psychology, 50 (2003) 2, S.211-220 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0167
Schlagwörter	Computer Software; Empathy; Computer Assisted Instruction; Undergraduate Students; Counseling Effectiveness; Client Characteristics + Suchen Sie Ihr Suchwort? Empathie; Computer based training; Computerunterstützter Unterricht
Abstract	Ninety-four undergraduates participated in a computer-assisted, therapist empathy, or therapist empathy + input dream session. Although all conditions were rated positively, both therapist conditions were rated higher than the computer condition, and action ideas were better for the therapist empathy condition than for the other 2 conditions at postsession. At follow-up, the therapist empathy + input was rated higher than the empathy condition, which was higher than the computer condition. Participants in all conditions liked gaining awareness/insight, associations, and the approach to working with dreams; participants in both therapist conditions liked their therapist; participants in the empathy condition liked waking life links. Therapist condition participants mentioned fewer disliked things but complained more about research procedures; computer participants complained about the computer program and not working with a person. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10