Department of Applied Psychology and Human Development, University of Toronto.
J Consult Clin Psychol. 2022 Nov;90(11):851-860. doi: 10.1037/ccp0000773.
Empathy is a foundational therapeutic skill and a key contributor to client outcome, yet the best combination of instructional components for its training is unclear. We sought to address this by investigating the most effective instructional components (didactic, rehearsal, reflection, observation, feedback, mindfulness) and their combinations for teaching empathy to practitioners.
Studies included were randomized controlled trials targeted to mental health practitioners and trainees, included a quantitative measure of empathic skill, and were available in English. A total of 36 studies (37 samples) were included (N = 1,616). Two reviewers independently extracted data. Data were pooled by using random-effects pairwise meta-analysis and network meta-analysis (NMA).
Overall, empathy interventions demonstrated a medium-to-large effect (d = .78, 95% CI [.58, .99]). Pairwise meta-analysis showed that one of the six instructional components was effective: didactic (d = .91 vs. d = .39, p = .02). None of the program characteristics significantly impacted intervention effectiveness (group vs. individual format, facilitator type, number of sessions). No publication bias, risk of bias, or outliers were detected. NMA, which allows for an examination of instructional component combinations, revealed didactic, observation, and rehearsal were included among the most effective components to operate in combination.
We have identified instructional component, singly (didactic) and in combination (didactic, rehearsal, observation), that provides an efficient way to train empathy in mental health practitioners. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
同理心是一种基础的治疗技能，也是影响患者治疗效果的关键因素，但同理心培训的最佳教学环节组合尚不清楚。本研究旨在通过调查最有效的教学环节（讲授、练习、反思、观察、反馈、正念）及其组合，来解决这一问题，以向从业者教授同理心。
纳入的研究为针对心理健康从业者和学员的随机对照试验，包含同理心技能的定量测量指标，且研究报告为英文。共纳入 36 项研究（37 个样本）（N = 1616）。两位审查员独立提取数据。使用随机效应成对荟萃分析和网络荟萃分析（NMA）对数据进行汇总。
总体而言，同理心干预措施具有中到大的效果（d =.78，95%CI [.58，.99]）。成对荟萃分析显示，六个教学环节中的一个是有效的：讲授（d =.91 对比 d =.39，p =.02）。没有任何方案特征显著影响干预效果（小组与个体模式、指导者类型、课程数量）。未检测到发表偏倚、偏倚风险或异常值。NMA 允许检查教学环节的组合，结果表明讲授、观察和练习是最有效的组合环节。
我们已经确定了教学环节，无论是单独的（讲授）还是组合的（讲授、练习、观察），都可以有效地对心理健康从业者进行同理心培训。（PsycInfo Database Record（c）2022 APA，保留所有权利）。
