The role of personal development groups in counsellor training: understanding factors contributing to self-awareness in the personal development group

Personal development groups (PD groups) are widely employed in counsellor training with the aim of developing the self-awareness of trainee counsellors, and the intention of this paper is to open a discussion forum of the use of these groups and understand their use more fully. A quantitative and qualitative approach was employed in this study, using focus groups with a cross section of 88 trainees of counselling, at different points in their training, to establish those factors that were felt to contribute to developing self-awareness in the group. A questionnaire was used to measure both trainees' perceptions of their own self-awareness and the extent to which the contributory factors were felt to be both present and helpful in their current PD group (this is referred to as the 'comfort fit'). Statistical findings, from the full cohort of 88 trainees, indicated that they were more comfortable in the PD group at the start of their training and less comfortable at the end, although there was no clear relationship between there being a better 'comfort fit' and increased self-awareness. These findings are discussed in relation to alternative methods of facilitating the self-awareness of trainees of counselling (such as mandatory personal therapy) alongside the associated complexities of undertaking research of this kind.     

Genuine eye contact elicits self-referential processing

The effect of eye contact on self-awareness was investigated with implicit measures based on the use of first-person singular pronouns in sentences. The measures were proposed to tap into self-referential processing, that is, information processing associated with self-awareness. In addition, participants filled in a questionnaire measuring explicit self-awareness. In Experiment 1, the stimulus was a video clip showing another person and, in Experiment 2, the stimulus was a live person. In both experiments, participants were divided into two groups and presented with the stimulus person either making eye contact or gazing downward, depending on the group assignment. During the task, the gaze stimulus was presented before each trial of the pronoun-selection task. Eye contact was found to increase the use of first-person pronouns, but only when participants were facing a real person, not when they were looking at a video of a person. No difference in self-reported self-awareness was found between the two gaze direction groups in either experiment. The results indicate that eye contact elicits self-referential processing, but the effect may be stronger, or possibly limited to, live interaction.     

民航飞行员非技术技能结构分析*

采用半开放式问卷、文献理论分析等方法编制民航飞行员非技术技能问卷,通过探索性因素分析和验证性因素分析得出民航飞行员的非技术技能由应激管理、情景意识、团队合作、情绪管理、判断与决策、换位思考、资源管理、自我意识、领导能力、信息沟通等10个要素构成,这些要素分别属于自我管理技能、认知技能、人际关系技能和组织管理技能4个维度。问卷具有较好的信度和效度。     

Development and validation of the situational self-awareness scale.

This article discusses the manipulation and measurement of levels of situational self-focus, which is generally labeled "self-awareness." A new scale was developed to quantify levels of public and private self-awareness. Five studies were conducted to assess the psychometric properties, reliability, and validity of the Situational Self-Awareness Scale (SSAS). The SSAS was found to have a reliable factor structure, to detect differences in public and private self-awareness produced by laboratory manipulations, and to be sensitive to changes in self-awareness within individuals over time and across situations. The SSAS can be used as a manipulation check of laboratory self-awareness manipulations and as a means of assessing naturally occurring fluctuations in public and private self-awareness in order to clarify the relation between self-awareness and other variables (e.g., mood and memory).     

Coping style in predicting posttraumatic stress disorder among Israeli students

Abstract

Two possible motives for sensation seeking behavior, escape from self-awareness and compensatory self-regulation, were investigated in two studies. In Study I a questionnaire was developed to identify the putative escape and compensation motives suspected to contribute to sensation seeking behaviors. In Study II the factor structure of this new measure, called the Risk and Excitement Inventory (REI), was cross-validated using confirmatory factor analysis, and construct validity was examined. Together these studies suggest that the REI comprises two reliable factors, compensation and escape from self-awareness. Study II showed that these factors have a reasonable degree of construct validity. Limits of the measure and the model are discussed, and suggestions are offered for future research.     

Support for Returning to Work for a Patient of Social Behavior Disorder with Impaired Self-awareness

Social behavioral disorders and impaired self-awareness, which are sequelae of brain injuries, have negative effects on interpersonal relationships and employment. In this study, we performed a long-term client-centered approach to help the patient diagnosed with a social behavior disorder and impaired self-awareness return to work. Cognitive rehabilitation, cognitive-behavioral treatment, and positive behavioral support were provided while assessing the self-awareness using the Japanese version of the Self-Regulation Skills Interview. This patient exemplifies the importance of establishing methods for self-monitoring and rebuilding a positive self-identity while considering the complexities of self-awareness when helping patients with impaired self-awareness. The patient took the initiative in managing problematic behaviors due to social behavior disorder, and as a result, was able to achieve stable self-awareness. The strategies described in this patient can be used in the future to treat patients with social behavior disorder due to inadequate self-awareness. In order to practice a client-centered approach while assessing the patient's level of self-awareness, it is important to build a trusting relationship over a long period. To assess the level of self-awareness, existing interviews, questionnaires, and work to express one's mental and physical state as seen by the patient may be effective.

     

Perceiving and expressing feelings through actions in relation to individual differences in empathic traits: the Action and Feelings Questionnaire (AFQ)

Empathy is usually conceived of as independent of the non-verbal behaviors which mediate its experience, though embodied cognition theory predicts that individual differences in action representation will affect empathic traits. The “Actions and Feelings Questionnaire” (AFQ) was designed to capture individual differences in self-awareness of own and others’ actions, particularly those associated with feelings, which we predicted would correlate with levels of empathic traits. A pilot 30-item questionnaire included items on perceptual sensitivity to action, imitation, action imagery, and gestural and facial expression. It was completed by a sample of 278 adults (mean age 21.2 years; 189 females, 89 males) along with the 15-item Empathic Quotient (EQ) Questionnaire. Total scores on the final 18-item questionnaire showed strong internal coherence (Cronbach’s alpha of 0.81) and test-retest reliability (ICC=0.88), marked effect of sex and highly significant correlation with EQ. The questionnaire was administered to participants in an fMRI study investigating the neural correlates of facial imitation. Total AFQ score correlated with activity in somatosensory cortex, insula, anterior cingulate, and visual cortex. The AFQ shows promise as a brief and simple self-report measure sensitive to variability in the self-awareness of actions associated with feelings. It suggests that much of the variability of empathic traits in typical populations is accounted for by variance in this capacity. We suggest that being more empathic really is about being “touchy-feely,” and this questionnaire provides a novel measure of action-based empathy.     

The Relationship Between Momentary States of Therapist Self-Awareness and Perceptions of the Counseling Process

To investigate the role of momentary self-awareness, beginning therapists and their volunteer clients participated in a postsession process recall in which therapist helpfulness and momentary self-awareness were assessed along with client reactions. Therapist anxiety levels and strategies used to manage hindering self-awareness were also examined. Results suggest that momentary states of heightened therapist self-awareness may be hindering. Specifically, when therapists rated themselves as more self-aware from moment to moment during counseling sessions, they also rated themselves as more anxious before the session and their clients rated them as less helpful during the session. In addition, therapists reported using a variety of strategies to manage distracting self-awareness, including focusing on intervention planning and focusing on the client. Implications for therapist training are discussed.     

自我觉知的适应、不适应性及其在心理疗法中的作用

自我觉知是当注意力指向个体自身时对自己所产生的内部主观状态,根据其指向及程度可以有多种分类方法。自我觉知在心理过程中既有适应性,如促进自我了解、对他人的理解、提高自尊等;但过度的自我觉知会对心理产生不良影响,诸多研究对其与抑郁和焦虑的关系进行了论证。很多心理疗法中都涉及到自我觉知对心理状况的影响,包括格式塔疗法、来访者中心疗法、森田疗法等等。如何保持适度的自我觉知以促进心理健康是需要进一步研究的。     

Right hemispheric self-awareness: a critical assessment

In this commentary I evaluate the claim made by that since self-recognition results from right hemispheric activity, self-awareness too is likely to be produced by the activity of the same hemisphere. This reasoning is based on the assumption that self-recognition represents a valid operationalization of self-awareness; I present two views that challenge this rationale. Keenan et al. also support their claim with published evidence relating brain activity and self-awareness; I closely examine their analysis of one specific review of literature and conclude that it appears to be biased. Finally, recent research suggests that inner speech (which is associated with left hemispheric activity) is linked to self-awareness-an observation that further casts doubt on the existence of a right hemispheric self-awareness.     

Moving from patches to quilts: developing self-aware,reflective leaders through curriculum innovation based on a Patchwork Text approach

A Patchwork Text is a creative approach to learning and assessment based on short pieces of reflective writing to promote deep, meaningful reflection. A five-year study was undertaken to explore whether this approach supports postgraduate students’ personal and academic development and the factors that influenced student experience, within one UK university. Our adapted approach encompasses patches of reflection, a structured Reflective Journal, formative feedback, and action learning within a constructively aligned curriculum. Between 2010 and 2015, 100 students attended the MSc Leadership Development programme and 71% (n=71) completed a questionnaire at the end of the first module. The questionnaire contained mainly open questions. The overwhelming majority of responses (89%, n=63) reported their experience of action learning was extremely positive. Eighty-five percent (n=58) reported that the Patchwork Text approach supported their academic development. Seventy-five percent (n=52) agreed the approach was helpful in relation to their summative assessment which comprised a reflective integrated portfolio. Thematic framework analysis of the qualitative data suggests the Patchwork Text approach increased self-awareness and insight; deepened and promoted on-going reflection; and facilitated critical thinking, analysis, and synthesis thereby enabling completion of the summative assignment. Findings suggest the adapted Patchwork Text approach increased students’ self-awareness as well as supporting them with both their summative assignment and the development of academic writing skills.     

Self-awareness and aversive experience in everyday life

One hundred and seven adults reported their activities, thoughts, and feelings at randomly designated intervals over seven days, resulting in more than 4,800 self-reports. The present investigation focused on the relation of self-awareness and voluntariness to the quality of experience. Results indicated that perceived voluntariness is associated with positive experience, while self-awareness is associated with lower affect, activation, and personal involvement, but only when the activity is felt to be voluntary. This conditional association between self-awareness and aversive experience is discussed as it relates to current theory on self-awareness and recent models of human motivation.     

Suicide as escape from self

Suicide is analyzed in terms of motivations to escape from aversive self-awareness. The causal chain begins with events that fall severely short of standards and expectations. These failures are attributed internally, which makes self-awareness painful. Awareness of the self's inadequacies generates negative affect, and the individual therefore desires to escape from self-awareness and the associated affect. The person tries to achieve a state of cognitive deconstruction (constricted temporal focus, concrete thinking, immediate or proximal goals, cognitive rigidity, and rejection of meaning), which helps prevent meaningful self-awareness and emotion. The deconstructed state brings irrationality and disinhibition, making drastic measures seem acceptable. Suicide can be seen as an ultimate step in the effort to escape from self and world.     

Locus of control,field dependence and the conditions arousing objective vs subjective self-awareness

Observations of persons engaged in quasievaluative situations revealed that the greater amounts of body movement characterized as tension reducing were exhibited by persons holding internal control as opposed to external control expectancies. Conceptualizing situations as varying in the degree to which they allow one to become task involved (subjective self-awareness) or self-conscious (objective self-awareness) it was hypothesized that the latter would be more disruptive to internals, the former to externals. Body movement exhibited during introspection and personal reminiscence supported this hypothesis though no support was found in another task involving the completion of moral dilemma stories. In the latter task field dependent subjects proved to be more affected by self-awareness conditions, writing more normative stories when cues for objective self-awareness were more prominent.     

Speculations on the emergence of self-awareness in big-brained organisms: the roles of associative memory and learning, existential and religious questions, and the emergence of tautologies

This paper argues that self-awareness emerges in organisms whose brains have a sufficiently integrated, complex ability for associative learning and memory. Continual sensory input of information related to the organism leads to the formation of a set of associations that may be termed an organismal “self-image”. After providing the basic mechanistic basis for the emergence of an organismal self-image, this paper proceeds to go through a representative list of behaviors associated with self-awareness, and shows how associative memory and learning, combined with an organismal self-image, leads to the emergence of these various behaviors. This paper also discusses various tautologies that invariably emerge when discussing self-awareness. We continue with various speculations on manipulating self-awareness, and discuss how concepts from set and logic theory may provide a useful set of tools for understanding the emergence of higher cognitive functions in complex organisms.     

Situational changes in self-awareness influence 3- and 4-year-olds’ self-regulation

In adults, heightened self-awareness leads to adherence to socially valued norms, whereas lowered self-awareness is associated with antinormative behavior. Levels of self-awareness are influenced by environmental cues such as mirrors. Do situational changes in self-awareness also have an impact on preschoolers’ self-regulation? Adherence to a socially valued standard was observed under different conditions of self-focus. In Experiment 1 the standard was prescribed (“don’t look in the box”), and in Experiment 2 children had the opportunity to be altruistic. Heightened self-focus was induced using a large mirror. In a neutral condition, the nonreflective side of the mirror was shown. To lower self-focus, children wore a disguise. Preschoolers peeked less and showed more altruism when the mirror image was present. As found for adults, it appears that self-awareness leads 3- and 4-year-olds to adhere to salient social standards. These results suggest that self-focus has a socially adaptive regulatory function from an early age.     

Authentic leadership. Concept and validation of the ALQ in Spain

This study presents the validation of the Authentic Leadership Questionnaire (ALQ) in a sample of more than 600 Spanish employees. This questionnaire measures four distinct but related substantive components of authentic leadership. These components are: self-awareness, relational transparency, balanced processing, and internalized moral perspective. Structural equation modeling confirmed that the Spanish version of ALQ has high reliability and predictive validity for important leadership outputs such as perceived effectiveness of leadership, followers' extra effort and satisfaction with the leader.     

Towards a model of self-awareness development for counselling and psychotherapy training

Self-awareness has been considered to be a critical ingredient for effective counselling and psychotherapy. However, training models have failed to provide an integrated and explicit approach to self-awareness development. The authors therefore introduce and describe the integrated model of self-awareness development and discuss potential applications for counselling and psychotherapy training.