| Summary: | 碩士 === 國立彰化師範大學 === 輔導與諮商學系 === 106 === This is a self-narrative study of a student counselor’s empathy learning experience. Due to the lack of relevant research about student counselors’ empathy learning experience in Taiwan, the purpose of this study was to explore empathy learning experience of student counselors through reviewing my learning experience as a student counselor, thus to understand how empathy learning experience influenced empathy development and how a counseling program facilitated empathy learning experience of a student counselor. From the theory, personal understanding and therapeutic empathy can be learned. Personal understanding includes knowledge, perspective taking, and cognitive complexity, while therapeutic empathy includes communication skills and emotion differentiation skills.
This study used narrative inquiry, collecting data from my memories, diaries, and learning reflection assignment, to review my learning experience as a student counselor. Then I analyzed the data with“ Integrated-Content” analysis by Lieblich, Tuval-Mashiach, & Zilber(1998).
The research result showed seven themes of a student counselor’ s empathy learning experience, including new stimuli, practice experience, reflection after reading, ambiguity, modeling, emotion awareness, and the process of self-integration. There are interactions among these themes. Plus, I discussed how these seven themes influenced empathy development, and concluded the research. Finally, the study proposed several suggestions to future researchers and counselor educators according to research findings.
Keywords: Empathy, Learning experience, Therapeutic empathy, Student counselor
|
|---|
