著者

葛西 真記子 大倉 江里奈

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 (ISSN:18807194)

巻号頁・発行日

vol.29, pp.184-198, 2014-03-14

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We used a longitudinal design to study the changes in participants' empathy level during their clinical psychology graduate school. We used the multi−dimensional empathy scale, four emotion description tasks, the self−introspection scale, and two questions requiring written responses, which focused on participants' experiences of supervision. A total of 87 clinical psychology graduate students completed these scales four times during their training years. Results showed that students with a higher caseload, aged older than 30, had higher in the "empathic interests" subscale. The level of empathy and emotional awareness, however, did not change significantly during the period. First−year clinical psychology students scored higher on self −introspection than second−year students. Students with a higher caseload also scored higher on self−introspection than those with a lower caseload. The written responses showed that there is a flow of change, which begins when participants write up the case summary ; followed by thinking back to their own reactions, respective situations, and contexts ; adopting an objective perspective, and understanding issues relating to the case ; these lead to the tasks that are undertaken in the following session. Furthermore, based on their supervision experiences, participants gain new perspectives, comparing these with their own views, subsequently expanding their way of understanding.