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Project Details
Funding Scheme : General Research Fund
Project Number : 14601120
Project Title(English) : Effects of Emotion Lexicon Training for Counsellors on Counselling Process and Outcome 
Project Title(Chinese) : 輔導員情感詞彙訓練對輔導過程和結果的影響 
Principal Investigator(English) : Prof CHUI , Tsz Yeung Harold 
Principal Investigator(Chinese) :  
Department : Dept of Educational Psychology
Institution : The Chinese University of Hong Kong
Co - Investigator(s) :
Prof Lee, Tan
Dr Luk, Sau Ha
Panel : Humanities, Social Sciences
Subject Area : Psychology and Linguistics
Exercise Year : 2020 / 21
Fund Approved : 812,500
Project Status : On-going
Completion Date : 30-6-2024
Abstract as per original application
(English/Chinese):
The exploration and processing of emotion in counselling and psychotherapy involve emotion labelling and meaning making of emotional experiences. Putting feelings into words, in particular, has been shown to lower limbic system activation and the experienced level of emotional distress. Counsellors’ ability to facilitate clients to name emotions is therefore a crucial skill. However, some collectivistic cultures, including the Chinese culture, discourage open expression and discussion of feelings, especially negative ones. Counsellors and clients therefore need to navigate the articulation of emotions within the confines of traditional customs. Besides cultural factor, individual differences in how counsellors themselves experience emotions, such as emotion reactivity, emotion regulation, and emotion expression, may also influence their readiness to help clients to explore feelings. This proposal examines the effectiveness of an emotion lexicon training intervention for counsellors in relation to counselling process and outcome. In Study 1, emotion words from existing counselling session transcripts will be identified. Forty counsellors and counselling trainees will be recruited to rate the relevance and usability of these words, along with other emotion words, in the counselling context. The most highly rated 240 words will be selected as training material for Study 2. In Study 2, 60 counsellor-client dyads will be recruited. Using a within-subject control design, counsellors will receive emotion lexicon training before three consecutive counselling sessions (i.e., 80 words each time) and no lexicon training before another three counselling sessions. The order of intervention and control conditions will be counterbalanced among counsellors. Clients will report psychological symptoms before each session and rate session quality and counsellor empathy after each session. Counsellors will also rate session quality after each session. Session recordings will be transcribed verbatim, and counsellors’ and clients’ emotion word used will be identified using the Linguistic Inquiry Word Count software (Pennebaker, Booth, Boyd, & Francis, 2015). The effect of emotion lexicon training will be investigated in terms of counsellors’ and clients’ emotion word use and counselling process and outcome variables. How the effectiveness of training varies with counsellors’ individual difference in experiencing emotions will also be explored. To increase the impact of this research, emotion words used in sessions that received high versus low ratings of session quality and counsellor empathy will be identified. These words, together with case examples, will be incorporated in an evidence-based online self-learning package where counsellors in Hong Kong can learn about the effective and ineffective use of emotion words in counselling.
在輔導和心理治療之中,探索和處理情緒會涉及情緒表達及其所表達的意義。有研究顯示,透過言語表達感受能夠減低大腦邊緣系統的活躍和情緒困擾的程度。由此可見,輔導員能促進受導者說出情緒是一個重要的輔導技巧。然而,在一些集體主義文化的處境,包括中國文化,不鼓勵公開表達和討論感受,特別是負面的感受。所以輔導員和受導者需要在傳統習慣的限制之中有效表達情緒。除文化因素外,輔導員們如何體驗情緒,例如輔導員的情緒反應、調節和表達等個人因素都有可能影響他們能否協助受導者探索感受。 本研究旨在探究輔導員接受的情緒詞彙訓練對輔導過程和成效之關係。研究一,首先,透過現存的輔導對話所抄錄的文本摘取情緒詞彙。然後,邀請四十位輔導員及實習輔導員以輔導相關程度和可用性為情緒詞彙評分,最高評分的二百四十個詞語會作為研究二的訓練材料。 研究二,由六十對輔導員和受導者組成,使用受試者內對照設計,輔導員會在三次連續的輔導前接受情緒詞彙訓練(每次八十個詞語),而另外三次連續的輔導前則不會接受情緒詞彙訓練。所有輔導員皆以接受訓練及不接受訓練的研究次序作對照。受導者會在每次輔導前回答有關心理症狀的問題,每次輔導後也會對輔導質素和輔導員的同理心評分,而輔導員完成輔導後會為輔導質素評分。每次輔導都會被錄影和逐字抄錄,輔導員和受導者所用的情緒詞彙會用語文探索與字詞計算軟件辨認出來 (Pennebaker, Booth, Boyd, & Francis, 2015) 。透過輔導員和受導者的情緒詞彙的使用與輔導的過程和成效來檢視情緒詞彙訓練的影響,本研究也會探究輔導員體驗情緒的個人因素如何影響情緒詞彙訓練的有效程度。 為了增加此研究的影響力,那些在輔導質素和輔導員同理心中得到高或低評分的情緒詞彙會被辨認出來,這些情緒詞彙和個案例子將會收錄在一個以實證為本的網上自學套件上,讓香港的輔導員可以從中學習到如何在輔導中善用有效和認知低效的情緒詞彙。
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  SCREEN ID: SCRRM00542