Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin, Austin, United States; 9 University Station A1100, Austin, TX 78759, United States.
Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin, Austin, United States; 9 University Station A1100, Austin, TX 78759, United States.
J Commun Disord. 2022 Nov-Dec;100:106274. doi: 10.1016/j.jcomdis.2022.106274. Epub 2022 Oct 29.
The primary purpose of this preliminary study was to explore whether a clinician's use of active listening skills (i.e., client-directed eye gaze and paraphrasing) influenced parents' perceptions of clinical empathy in a stuttering assessment. A secondary purpose was to determine whether parent age, education, or parent concern predicted perceived clinical empathy.
Participants (n = 51 parents/guardians of children who stutter) watched two counter-balanced videos of a clinician demonstrating either high or low frequency use of active listening skills during the clinician's initial assessment with a standardized patient actor portraying a parent of a child who stutters. After each video, parents rated the clinician's empathy and active listening skills via the Jefferson Scale of Physician Empathy for Observers (JSPEO; Hojat et al., 2017) and the Counselor Activity Self-Efficacy Scales - Modified (Victorino & Hinkle, 2018). Participants then completed a demographic questionnaire and rated their concern about their child's stuttering.
Paired t-tests demonstrated significantly higher ratings of perceived clinical empathy in the high frequency active listening condition compared to the low frequency condition (d = 0.548). Simple linear regression analyses indicated parent age or level of education did not predict perceived clinical empathy. An independent samples t-test indicated that parent concern about stuttering did not predict perceived clinical empathy.
Preliminary findings suggest that the clinician was viewed as significantly more understanding, concerned, and caring (i.e., perceived as empathic) when active listening skills were used. Parents' ratings of empathy on the JSPEO, based on high levels of active listening by the clinician, were not associated with parents' ages, education levels, or concern about their children's stuttering. This may reflect the value of active listening in clinical relationships regardless of variables specific to the recipient (e.g., parent of a child who stutters). Given that parents are more apt to share thoughts and emotions about their child's communication with clinicians who demonstrate empathic qualities, this preliminary study suggests that the use of active listening skills warrant emphasis in clinical training.
本初步研究的主要目的是探讨临床医生使用主动倾听技巧（即患者定向的眼神交流和释义）是否会影响父母对言语障碍评估中临床同理心的看法。次要目的是确定父母年龄、教育程度或父母对孩子言语障碍的关注是否可以预测感知到的临床同理心。
参与者（n=51 位有言语障碍孩子的父母/监护人）观看了两段临床医生与标准患者演员（饰演有言语障碍孩子的父母）互动的视频，视频中医生分别表现出高频率和低频率使用主动倾听技巧。在观看完每段视频后，父母通过《医生同理心观察量表》（Hojat 等人，2017 年）和《咨询师活动自我效能感量表-修订版》（Victorino 和 Hinkle，2018 年）对医生的同理心和主动倾听技巧进行评价。然后，参与者填写了一份人口统计问卷，并对孩子的言语障碍表示关注。
配对 t 检验表明，在高频率主动倾听条件下，感知到的临床同理心评分明显高于低频率条件（d=0.548）。简单线性回归分析表明，父母年龄或教育程度不能预测感知到的临床同理心。独立样本 t 检验表明，父母对言语障碍的关注不能预测感知到的临床同理心。
初步研究结果表明，当使用主动倾听技巧时，临床医生被认为更理解、关心和关心（即被认为更有同理心）。父母对《医生同理心观察量表》的评价基于临床医生高水平的主动倾听，与父母的年龄、教育水平或对孩子言语障碍的关注无关。这可能反映了主动倾听在临床关系中的价值，而不受受助者特定变量的影响（例如，有言语障碍孩子的父母）。鉴于父母更倾向于与表现出同理心的临床医生分享他们对孩子沟通的想法和感受，本初步研究表明，主动倾听技巧的使用值得在临床培训中强调。
