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1. Clients' Perceptions of the Process and Consequences of Self-Disclosure in Psychotherapy (EJ684881)
Author(s):
Farber, Barry A.; Berano, Kathryn C.; Capobianco, Joseph A.
Source:
Journal of Counseling Psychology, v51 n3 p340-346 Jul 2004
Pub Date:
2004-07-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Psychotherapy; Self Disclosure (Individuals); Counselor Client Relationship; Counseling Techniques; Counseling Effectiveness
Abstract: The primary aim of this multimethod study was to investigate client perceptions of the process, benefits, difficulties, and consequences of disclosing and withholding material in psychotherapy sessions. Twenty-one clients in psychotherapy, most engaged in long-term psychodynamically oriented treatment, participated in semistructured interviews and completed several Likert-type scales. Results indicate that most clients feel that therapy is a safe place to disclose, made especially so by the goodness of the therapeutic relationship; that the disclosure process initially generates shame and anticipatory anxiety but ultimately engenders feelings of safety, pride, and authenticity; that keeping secrets inhibits the work of therapy, whereas disclosing produces a sense of relief from physical as well as emotional tension; that disclosures in therapy facilitate subsequent disclosures to one's therapist as well as to family members and friends; and that therapists should actively pursue material that is difficult to disclose. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Willingness To Self-Disclose among Late Adolescent Female Survivors of Childhood Sexual Abuse. (EJ654849)
Nereo, Nancy E.; Farber, Barry A.; Hinton, Veronica J.
Journal of Youth and Adolescence, v31 n4 p303-10 Aug 2002
2002-00-00
N/A
Descriptors: Communication (Thought Transfer); Females; Interpersonal Relationship; Intimacy; Late Adolescents; Sexual Abuse
Abstract: Compared the willingness of sexually abused late adolescent women (n=22) to self-disclose general and sexual information to strangers and intimate partners with that of similar women who had not been sexually abused. Results indicate that those who were sexually abused in childhood are less likely than nonabused counterparts to be highly disclosing of sexual and general information to intimate partners. (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. Reality Testing in Adult Women Who Report Childhood Sexual and Physical Abuse. (EJ597227)
Sacco, Marie L.; Farber, Barry A.
Child Abuse & Neglect: The International Journal, v23 n11 p1193-1203 Nov 1999
1999-00-00
Descriptors: Child Abuse; Emotional Disturbances; Females; Perceptual Impairments; Predictor Variables; Psychological Characteristics; Sexual Abuse
Abstract: A study of 259 women found those who report abuse in childhood dissociate more than nonabused women, although they do not experience more perceptual distortions. Duration of abuse, age of onset of abuse, number of perpetrators, and relationship of perpetrators to victim predicted difficulties in many aspects of reality testing. (Author/CR)
4. Tailoring Treatment Strategies for Different Types of Burnout. (ED424517)
Farber, Barry A.
1998-08-00
Reports - Research; Speeches/Meeting Papers
Descriptors: Change; Counseling; Elementary Secondary Education; Self Esteem; Teacher Burnout; Teacher Effectiveness; Teaching Conditions; Teaching Experience; Teaching (Occupation)
Abstract: Issues regarding the nature and impact of the current reform movement in education have somewhat obscured attention to the problem of teacher stress and burnout. The related problems of stress and burnout have not dissipated. Although there is a good selection of descriptive literature, models of treatment are underrepresented. Burnout is distinguished from depression and other possible diagnoses, and three types of burnout are discussed: (1) worn-out teachers; (2) frenetic ("burned-out") teachers; (3) underchallenged teachers. Case study material is presented and possible interventions are discussed in relation to each type of burnout. In conclusion, it is noted that the most effective way of treating burnout is through efforts to change the nature or functioning of the school-that is, to prevent these disorders from occurring by making schools more user-friendly places for teachers as well as children. (EMK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (459K)
5. Professional Self-Concept as a Predictor of Teacher Burnout. (EJ458526)
Friedman, Isaac A.; Farber, Barry A.
Journal of Educational Research, v86 n1 p28-35 Sep-Oct 1992
1992-00-00
Descriptors: Elementary Education; Foreign Countries; Job Satisfaction; Parent Teacher Cooperation; Predictor Variables; Self Concept; Self Esteem; Teacher Administrator Relationship; Teacher Attitudes; Teacher Burnout; Teacher Student Relationship; Teaching (Occupation)
Abstract: Israeli researchers investigated the relationship between dimensions of teachers' self-concept and burnout and between teachers' perceptions of how significant others viewed them and burnout. Surveys indicated teachers needed job satisfaction to avoid burnout. Teachers believed their job was complicated by others failing to understand the complexity and stresses in teaching. (SM)
6. Tracing a Phenomenon: Teacher Burnout and the Teacher Critics of the l960s. (ED334185)
1991-04-00
Speeches/Meeting Papers
Descriptors: Book Reviews; Criticism; Economically Disadvantaged; Educational Change; Educationally Disadvantaged; Elementary Secondary Education; Libel and Slander; Minority Group Children; Public School Teachers; Socioeconomic Influences; Student Alienation; Teacher Burnout; Teacher Characteristics; Urban Education; Value Judgment
Abstract: Teacher burnout, defined as feelings of uselessness and inconsequentiality, did not begin in the l960s, but it was aggravated by increasing lack of respect and appreciation from the general public. The great social unrest of the l960s and l970s focused on the related issues of economic and educational inequity, and much public pressure was brought to bear on teachers to remedy the longstanding social and educational problems of disadvantaged minority group children. A series of books stirred up images of teachers as racist, authoritarian, and anti-progressive. John Holt's message was that schools corrupted the integrity and intelligence of children, particularly minority children, and he blamed teachers for children's behavior. Jonathan Kozol targeted individual teachers and racism in schools; like Holt, he fell into the trap of imagining that schools are the only influence on children's behavior. Herbert Kohl's book saw teacher incompetency as primarily responsible for students' misbehavior. James Herndon believed that schools are too obsessed with order, and Charles Silberman, more sympathetic to teachers, directed his anger towards the entrenched and mindless policies of schools and school boards. The books by these men constituted a source of stress for teachers and contributed to teacher burnout. (LL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (525K)
7. Female Identity Development and Self-Reflection in Late Adolescence. (EJ400185)
Shain, Lee; Farber, Barry A.
Adolescence, v24 n94 p381-92 Sum 1989
1989-00-00
Descriptors: Adolescent Development; Adolescents; College Students; Females; Higher Education; Young Adults
Abstract: Assessed whether capacity for self-reflection in late adolescent females was related to their level of identity development using female college students as subjects (N=85). Found significantly higher degree of self-reflection for the advanced identity status subjects in the 32 subjects who fit purely into 1 of 4 identity statuses. (Author/ABL)
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8. Burnout in Psychotherapists: Incidence, Types, and Trends. (ED303741)
1988-08-00
Reports - Research; Opinion Papers
Descriptors: Burnout; Incidence; Psychotherapy; Stress Variables; Therapists; Trend Analysis
Abstract: Burnout among psychotherapists appears to be low; most psychotherapists seem quite satisfied with their work and untouched by the dysfunctional symptoms of burnout. Interviews with 60 therapists revealed that most considered "lack of therapeutic success" to be the single most stressful aspect of therapeutic work. Burnout was most often attributed to the nonreciprocated attentiveness, giving, and responsibility demanded by the therapeutic relationship. A survey of clinical psychologists suggests that institutionally-based therapists, as opposed to those in private practice, are more at risk of burnout. Three types of burnout which have been identified among teachers can be used to construct profiles of burned out psychotherapists. The most likely candidate for the first type of burnout - frenetic overinvolvement - may be the young, highly idealistic therapist. The second type, the worn-out therapist, seems most prevalent among experienced therapists working in institutions with oppressive bureaucratic structures. Finally, there is the underchallenged, underestimated therapist. Trends which may increase the risk of burnout among psychotherapists include the trend toward health maintenance organizations, the trend for an increasing number of individuals with difficult-to-treat character disorders seeking treatment, and the tendency for psychotherapy to become more of a business. (NB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (164K)
9. Teacher Burnout: Assumptions, Myths, and Issues. (EJ313008)
Teachers College Record, v86 n2 p321-38 Win 1984
1984-00-00
Journal Articles; Reports - Descriptive; Reports - Research
Descriptors: Job Satisfaction; Professional Recognition; Psychological Patterns; Stress Variables; Teacher Burnout; Teacher Morale; Teaching (Occupation)
Abstract: Teacher burnout has a significant impact on recruitment, retention, and performance of teachers. Basic assumptions, issues, and controversies that have influenced the understanding of teacher burnout are examined. (DF)
10. Stress and Burnout in Suburban Teachers. (EJ303593)
Journal of Educational Research, v77 n6 p325-31 Jul-Aug 1984
Reports - Research; Journal Articles
Descriptors: Coping; Elementary Secondary Education; Job Satisfaction; Motivation; Public School Teachers; Stress Variables; Suburban Schools; Teacher Burnout; Teacher Morale; Teaching Conditions
Abstract: A group of elementary and secondary suburban school teachers were administered a Likert-type Teacher Attitude Survey to assess the sources and extent of satisfaction, stress, and burnout. Satisfaction resulted from experiences that made teachers feel sensitive to and involved with students and colleagues. Excessive paperwork and unsuccessful administrative meetings caused stress. Results are discussed. (Author/DF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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