论心理咨询中的价值观

在心理咨询中,咨询者的价值观是一个核心问题。就目前来看,价值观的处理方式有：价值中立、价值澄清、价值评判、价值归因和价值引导。在此基础上提出,价值参与应因来访者情况的不同而不同。     

心理咨询中的价值干预

文章指出,心理咨询中价值干预的必然性、必要性与其合法性之间存在矛盾。文章亦归纳出西方心理咨询实务中处理价值问题的若干原则。在此基础上,作者概括出心理咨询中价值干预的一条总原则：侧重价值的功能干预,避免价值内容上的干预。文章亦根据此一原则指明思想政治教育与心理咨询的实质性区别。     

心理咨询中的价值干预

章指出,心理咨询中价值干预的必然件、必要性与其合法性之间存在矛盾。章亦归纳出西方心理咨询实务中处理价值问题的若干原则。在此基础上,作概括出心理咨询中价值干预的一条总原则：侧重价值的功能干预,避免价值内容上的干预。章亦根据此一原则指明思想政治教育与心理咨询的实质性区别。     

对心理咨询中价值干预问题的理性思考

对价值问题的处理是心理咨询中的重要哲学命题.人本主义心理学所遵循的"价值中立"原则,是心理咨询中回避价值干预的根源所在.通过对心理咨询理论的整体审视,提出不能简单地把价值中立原则拓展到整个心理咨询之中,不能忽视心理咨询的教育功能和社会责任,纯粹的"价值中立"是无法实现的.     

心理咨询的价值悖论与责任伦理

从责任伦理角度审视心理咨询中的价值问题,价值是一个不可悬置也不可逃避的问题。一方面,人的生存悖论与人的社会化过程失衡是人的心理失衡或心理疾病产生的主要原因;另一方面,心理咨询的宗旨是促进来访者的改变,这种改变往往意味着价值观的改变。因而改变过程中必然会出现文化及规范、咨询者价值取向及来访者已有的价值观三者间的冲突和矛盾。心理咨询中的价值之争实为价值冲突所致。对心理咨询中的价值问题的处理应该遵循普遍性原则,采取多种形式的价值介入。     

动觉共情干预在舞蹈动作治疗中的应用

共情是心理咨询和治疗中常见的干预方式。舞动治疗中的共情主要以动作呈现,称为动觉共情。动觉共情的干预方法在舞动治疗的临床实务中运用较为广泛,但是在理论与实证研究方面比较缺乏。动觉共情的主要干预方法包括镜像(mirroring)、见证(witnessing)和无领导者舞蹈(leaderless dance)等。国外研究者认为,动觉共情的干预有利于增强个体的共情能力,并从多个角度解释了动觉共情产生效果的原因。其中,研究者们对镜像技术的关注最多,主要从镜像神经元的角度去阐述镜像干预技术得以产生疗效的原因。从动觉共情整体研究现状来看仍然存在一些局限,包括目前还没有统一明确的定义、能够有效直接测量动觉共情的工具仍有待开发,以及缺乏相应的实证研究等。     

自我控制对大学生人际信任的影响:多重中介效应分析

采用自我控制问卷、价值取向滑块测验、人际反应指针量表和人际信任量表,对江苏地区的271名在校大学生进行了问卷调查,检验了大学生的自我控制能力、价值取向、认知共情与人际信任之间的关系。研究结果发现,自我控制、价值取向、认知共情和人际信任之间均存在显著的正相关;自我控制、价值取向和认知共情均可正向预测人际信任;价值取向和认知共情在自我控制和人际信任间起多重中介作用。研究结果初步揭示了大学生群体中自我控制能力、价值取向、认知共情和人际信任之间的动态关系。     

真实急病情境下共情对大学生慈善捐助的影响:有调节的中介效应

基于真实急病情境,采用道德强度、道德认同、共情和慈善捐助问卷对462名大学生进行调查,探讨了共情影响大学生慈善捐助的内在机制。结果显示:(1)女生在真实急病情境下比男生更容易对主人公的不幸事件产生共情反应;大学生真实急病情境下的共情反应随年级关系的疏远而逐渐降低;(2)共情在道德强度与慈善捐助的关系中具有部分中介作用,即道德强度通过共情对慈善捐助产生间接影响;(3)道德认同对共情的中介作用具有调节效应,具体而言,相对于低道德认同的个体,高道德认同的个体表现出更多的慈善捐助,并且共情对道德强度和慈善捐助的中介效应也显著增强。研究结论对于理解慈善捐助的内在机制具有理论价值,对于慈善捐助的教育和干预具有现实启示意义。     

感恩与大学生助人行为:共情反应的中介作用及其性别差异

本研究采用感恩特质问卷、共情反应问卷和助人行为独裁者游戏对629名大学生进行了施测,以探讨大学生感恩影响助人行为的内在机制,并考察共情反应的中介作用及其性别差异。结果发现：（1）女生感恩、共情反应和助人行为均显著高于男生;（2）共情反应在大学生感恩和助人行为之间的关系中具有部分中介作用;（3）共情反应的中介作用在男生和女生样本中均达到显著水平,相对于男生,女生共情反应对感恩与助人行为的中介效应显著增强。研究结论对于高校大学生的感恩教育和道德教育与干预具有参考价值。     

大学生共情对利他行为的影响:一个有调节的中介模型

探究大学生共情、幸福感和神经质对利他行为的影响,为促进大学生利他行为提供依据。采用方便取样,选取辽宁省某高校选修课程学生273名,完成中文版人际反应指针量表、神经质人格问卷、幸福感指数量表和大学生利他行为问卷。结果显示:(1) 神经质在共情和利他行为之间起着部分中介作用,也就是说,共情既对利他行为产生直接影响,也通过神经质间接地影响着利他行为;(2) 幸福感是神经质部分中介共情和利他行为关系的调节变量。幸福感调节的是中介作用的后半路径,即共情通过神经质对利他行为的间接效应受到幸福感的调节。具体的说,相对于低幸福感的大学生,间接效应对于高幸福感的大学生更加显著。因此,共情对利他行为的影响是有调节的中介效应。研究结论对增强大学生利他行为有重要的理论价值和实践指导价值。     

CYCLE OF BLAME OR JUST WORLD

The conviction rate for sexual assault is persistently low in the United States. We propose a cycle-of-blame framework to highlight the possibility that the same rape myths that limit convictions are in turn strengthened by not-guilty verdicts. Participants read a summary of a rape trial. In different conditions, they were told that the jury's verdict was guilty or not guilty. In a No-Verdict condition, participants merely read the summary. All 96 participants subsequently responded to questionnaires measuring rape-myth acceptance and victim empathy. Gender affected both the myth and empathy measures, with women accepting fewer myths than men and exhibiting more empathy for the victim. Gender and Condition interacted such that men showed greater acceptance of rape myths and less empathy after a not-guilty versus a guilty verdict. Women evidenced consistently high empathy across conditions and greater myth acceptance after a guilty verdict. Although the cycle-of-blame principle is consistent with the performance of men, women's data require a different interpretation, which we base on just-world theory.     

Responsabilidad social universitaria: influencia de valores y empatía en la autoatribución de comportamientos socialmente responsables

Training socially responsible professionals at university level has become a UNESCO-recognized mission. This paper reviews the study of Academic Social Responsibility from the Psychology standpoint, and develops a novel analysis approach for assessing the impact of higher education in acquiring social responsibility behaviors, based on a MIMIC analysis. Three scales were administered, based on an accidental non-probabilistic sampling and a transversal survey research: human values, multidimensional empathy and self-attribution of socially responsible behaviors. The sample included 860 students from Ibero-American Universities. The results show that university students display a high frequency of socially responsible behaviors but not a more prosocial intentionality in these behaviors. As regards frequency scale of socially responsible behavior, influence is evident of value dimensions, such as conservation and openness to change with the subscales of empathy perspective taking and personal distress. Regarding the intentionality scale, the variables that contribute to the self-attribution of socially responsible behavior are value dimensions: conservation and self-transcendence, along with the subscales of empathy appertaining to fantasy. Conclusion This research provides information on the psychological variables that have implications for humans to be socially responsible, which will allow the University to respond to the impact of training qualified professionals with great respect to their duty in the society.     

Peer acceptance among Chinese adolescents: The role of emotional empathy,cognitive empathy and gender

Previous studies have found mixed results on the relationship between empathy and peer acceptance. Emotional and cognitive components of empathy were hypothesised to play different roles in peer acceptance, and the relationship between empathy and peer acceptance differed across genders. In this study, 375 Chinese adolescents completed self‐report measures of emotional and cognitive empathy. They also provided peer nominations that allowed for the determination of social preference and social impact scores. The results showed that a boy's cognitive empathy positively correlated with the extent to which he was liked by his male classmates, whereas a girl's cognitive empathy positively correlated with her social impact among her female classmates. This study suggests that empathy does not affect peer acceptance among adolescents uniformly; instead, gender plays a determinative role in the dialectics between social acceptance and empathy.     

我究竟该听谁的?——一例恋爱冲突的案例报告

本例是由父母与男友就恋爱问题的不一致意见导致来访者不知道如何选择而引发的一般心理问题。咨询师通过倾听、理解、共情等技术与求助者建立了良好的咨询关系,在此基础上进一步了解来访者的基本情况和相关资料,共同找出问题关键点在于各种交往关系中习惯于迎合别人,而忽视了自己内心感受。通过运用认知疗法进行咨询,引导来访者认识到在恋爱问题上,自己心里的想法和决定最重要,同时也让其认识到自己有这个能力对恋爱问题作出合适的选择。     

Therapeutic relationship and progress in the first six sessions of individual psychotherapy: A panel analysis

The temporal nature of the associations between client-rated therapist empathy and acceptance, and both client-and therapist-assessed therapeutic progress at sessions 2 and 6 were examined pairwise with cross-lagged panel correlatation (CLPC) and linear structural relationships (LISREL) analyses in 37 clients treated in weekly individual sessions of long-term psycoanalytic and person-centred therapy by 37 experienced therapists. Although none of the cross-lagged differences in the three CLPC analyses which met the necessary conditions for interpretation were significant, two of them approached it, suggesting that session 2 client-rated progress was a stronger determinant of session 6 therapist empathy and acceptance than vice versa. However, the LISREL analyses indicated that while session 2 client-rated progress was unrelated to session 6 therapist acceptance, session 2 therapist empathy was negatively correlated with session 6 client-rated progress. furthermore, both session 2 therapist empathy and acceptance were positively associated with session 6 therapist-rated progress, thereby providing some support for the therapeutic role of these two therapist variables as postulated by person-centred theory.     

Social cognitive predictors of peer acceptance at age 5 and the moderating effects of gender

In this study we examined the effects of social intelligence, empathy, verbal ability and appearance‐reality distinction on the level of peer acceptance, as well as the moderating role of gender. Participants were 98 five‐year‐old children (43 boys and 55 girls; mean age 5 years 3 months for boys and girls). Our results showed a main effect of social intelligence on peer acceptance, as well as several other effects that were moderated by gender: a significant and positive effect of verbal ability on social acceptance was found for boys; appearance‐reality distinction was found to have a positive effect on social acceptance in the case of girls; and although empathy had a significant positive effect on social acceptance for both boys and girls, this effect was more pronounced among boys. Our results suggest that abilities promoting peer acceptance are different for boys and girls.     

Increasing Empathy for Employment Service Counselors: A Practicum

Outservice practicum training of employment service counselors presents a particular challenge to counselor educators. An overview of a two-week practicum-laboratory training program is presented and discussed. The efficacy of the training is examined from the standpoint of helpful levels of empathy presented by the employment service counselors trained. The difference between pretraining and posttraining levels of empathy indicated statistically significant gains were realized.     

Does remembering past ingroup harmdoing promote postwar cross‐group contact? Insights from a field‐experiment in Liberia

In the aftermath of the Liberian civil wars, we investigated whether it is possible to systematically influence how people construe their group's role during the conflict and how this affects intergroup emotions and behavioral intentions. In a field experiment, 146 participants were randomly assigned to think about incidents of violence during the war that were either committed by fellow ingroup members (perpetrator‐focus) or against fellow ingroup members (victim‐focus). Adopting a perpetrator‐focus led to greater willingness to engage in cross‐group contact, greater need for acceptance, and greater intergroup empathy. The focus manipulation did not affect participants' need for empowerment. Key message: Appraising the ingroup as “victim” or “perpetrator” after conflicts with reciprocal harmdoing is largely a matter of psychological construction. A promising avenue for promoting positive cross‐group contact consists in widening the ingroup's victim role by also remembering the harm that the ingroup inflicted upon others. This amplifies the need of acceptance, which leads to greater intergroup empathy and greater willingness to engage in cross‐group contact. Copyright © 2013 John Wiley & Sons, Ltd.     

共情可控?以自上而下视角考察共情的可调节性

以往研究表明共情的特点包括自动化与情境依赖性。但是, 有关共情的理论模型与潜在神经机制仍存有争议。为更好地适应现实需求, 研究重点从共情的结构和功能角度逐渐向塑造和调节共情发展。近年来, 有研究者提出自上而下的心理过程与共情调节有关, 特别是共情的目标表征形式, 以及目标的价值权衡。因此, 考虑到共情的目标导向性对于共情的内部构建与外部表现形式的影响, 建议未来研究考虑从自上而下视角考察共情的可调节性。