Counselor Education and Supervision (ExCES)
School of Education
Joseph F. Maola
Feelings, Gender, Training
This study was a quantitative analysis that investigated balanced emotional empathy differences among master's degree counseling students as they progressed through and graduated from a CACREP approved counselor education program.
The data was gathered through the assessment of the balanced emotional empathy levels of (a) students entering the counselor education program, (b) students participating in the practicum field experience aspect of their training and (c) students graduating from the counseling program. The assessment instrument that was utilized in collecting the data is Albert Mehrabian's Balanced Emotional Empathy Scale (BEES).
The results indicate there is no significant difference among beginning, practicum and graduating counselor education students in their levels of emotional empathy.
The results also indicated that there was a significant interaction of gender and emotional empathy among beginning, practicum and graduating counselor education students. The females demonstrated a significantly higher level of emotional empathy upon graduation than the males. The males demonstrated a significantly lower level of emotional empathy at graduation than those male students at the beginning of the program. This study provided implications to include empathy training.
These significant findings provide a basis for further investigation and inquiry. Specifically, in terms of systematic inquiry, the relationship between reported levels of emotional empathy among beginning male students and graduating male students, should be examined in relationship. The question which must be raised is; "Do counselor education programs address male issues as they relate to expressed emotional empathy in terms of curriculum, training and education?"
Yesko, F. (2004). Assessment of Differences in the Balanced Emotional Empathy among Beginning, Practicum and Graduating Students in a Counselor Education Program (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1390