C. Brison

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Richard Gray

La Trobe University

Brent Robbins

Point Park University

Christopher M. Layne

Nova Southeastern University

Armando Marques-Guedes

UNL - New University of Lisbon

John Sutton

Macquarie University

Simon Baron-Cohen

University of Cambridge

Linda Kenward

University of Cumbria

rudolph bauer

Washington Center for Consciousness Studies

Ahmet Aydemir

Bahcesehir University

So Miyagawa

University of Tsukuba

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Person-centred approach papers by C. Brison

Encounter groups: A way to foster psychology students’ psychological development and therapeutic attitudes?

by Emmanuelle Zech, Lesley Verhofstadt, and C. Brison

This study investigated, using a controlled experimental design, the impact of an encounter group... more This study investigated, using a controlled experimental design, the impact of an encounter group on psychological development and helping skills among 2nd-year undergraduate psychology students. Students in the training condition participated in three weekly 4-hour sessions of classical Rogerian encounter group while students in the control condition did not receive any intervention. Results showed a significant increase in self-actualization and emotional intelligence in the encounter group from pre- to post-test compared to the control condition. Only encounter group participants had learnt to decrease their use of not-client-centered responses (i.e., advice, judgments, and closed questions) to a simulated client. These promising findings are discussed in relation to more structured teaching methods usually preferred in university settings

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Papers by C. Brison

Encounter groups: do they foster psychology students’ psychological development and therapeutic attitudes?

by Marine Jaeken and C. Brison

Person-Centered & Experiential Psychotherapies, 2015

ABSTRACT This study investigated, using a controlled experimental design, the impact of an encoun... more ABSTRACT This study investigated, using a controlled experimental design, the impact of an encounter group on psychological development and helping skills among 2nd-year undergraduate psychology students. Students in the training condition participated in three weekly 4-hour sessions of classical Rogerian encounter group while students in the control condition did not receive any intervention. Results showed a significant increase in self-actualization and emotional intelligence in the encounter group from pre- to post-test compared to the control condition. Only encounter group participants had learnt to decrease their use of not-client-centered responses (i.e., advice, judgments, and closed questions) to a simulated client. These promising findings are discussed in relation to more structured teaching methods usually preferred in university settings.