KCD S4 Eng

Counseling Practice and Research
Week 13. Counseling Research

Contents
1 Counseling Research: Overview
1 Purpose and Functions
2 Types
2 Counseling Research Cases

1 Effects of Counseling: Meta-Analytic Research
2 Effects and Mechanisms of Counseling Interventions:
Experimental Research
3 fMRI Research
4 Qualitative Research and Others
Ⅰ. Counseling Research: Overview
1 Purpose and Functions

1 Purpose
2
Functions
3 Characteristics
Purpose Purpose and Functions
Discovering truth
“My friend, science, is made of mis-

takes. However, they are useful
mistakes, because they lead us to
truth a little by little.”
Jules Verne
Purpose Purpose and Functions
Learning a way of thinking
“Research is not an ac-

cumulation of knowl-
edge, but a way of
thinking.”
Carl Sagan
Functions Purpose and Functions
Watchman
“Science is a great antidote to the

poison of fanaticism and supersti-
tion.”
Adam Smith
Functions Purpose and Functions
Joy of life
“The most exciting thing we can hear

from science making new discoveries is
not ‘Eureka!’ but ‘That's so fun.’”
Issac Asimov
Characteristics Purpose and Functions
Creating based on existing knowledge
“Research is looking at
something that everyone
has already seen, it is
thinking about it anyway
that no one has thought.”
“Research is what hap- Wernher von
Albert Szent-Gy-
orgyi
pens when I don't know Braun
what I'm doing.”
Characteristics Purpose and Functions
Counseling research: science and humanities
“Science is organized
knowledge, and wisdom is
organized life.”
“The world is comprised
of stories, not atoms.”
Muriel Rukeyser
Immanuel Kant
Ⅰ. Counseling Research: Overview
2 Types
1 Quantitative Research
2 Qualitative Research
Quantitative Research Types
Meaning
= Quantitative research
Gathers empirical data, standardizes them, then analyzes socio-

cultural phenomena through statistical, mathematical, and
computational techniques
Premise
Natural phenomena and social, cultural phenomena are essentially
the same.
Natural science research methodology can be applied to socio-cul-

tural phenomena
Purpose
To explain a socio-cultural phenomenon by discovering or devel-
oping the mathematical models, theories/hypotheses, or gener-
alizable principles related to the phenomenon
Characteristics
Enabling objective observation of an abstract concept by going
through the process of operationalization
Empirical and statistical research
Advantageous in verifying theory and discovering principles
Allows for an objective and detailed research
[Procedure]
Observe
Establish hy-
potheses
Study NO
Test hy-
potheses
YES
Law/
Confirm hy-
rule/prin-
potheses
ciple
Types and limitations
Experimental Predictive Survey re- Time-series Meta-analy-

research design search design sis, etc.
Limitations
• concepts that are difficult to quantify are not suitable for this approach
•difficult to approach human consciousness and behavior in an in-depth way
Qualitative Research Types
Meaning
A research method that seeks to understand and interpret the mean-
ing of social, cultural phenomena through the researcher’s intuitive
insight
Premise
Socio-cultural phenomena are fundamentally different from natural
phenomena
Methodological dualism
- Natural science methods cannot be applied to value-laden social and
cultural phenomena
Society is comprised of agents who have their own identities and con-
tinuously interact with each other
Purpose
To get an in-depth understanding on socio-cultural phenomena
Characteristics
Utilizes dialogue transcriptions, observations, journals, and unoffi-
cial documents
Promotes understanding of subjective awareness
Emphasizes the motivation and meaning behind human behaviors
Types and limitations
Phenomenological
Grounded theory Narrative study, etc.
research
Limitations
• Concern about intrusion of researcher’s subjective values
•Difficult to find objective principles for generalization
Ⅱ. Counseling Research Cases
1 Effects of Counseling:
Meta-Analytic Research
1 Meta-Analytic Research 1
2 Meta-Analytic Research 2
Meta-Analytic Research 1Effects of Counseling: Meta-Analytic Research
Research topic
Meta-Analysis of Psychotherapy Outcome Studies
(Smith & Glass, 1977)
Research purpose
To search and collect all studies that examined the impact of coun-
seling and psychotherapy, and examine the effect sizes
To compare the effects among various kinds of therapies and de-
termine effect sizes according to their characteristics
Research method
Gathered around 1000 references and chose about 500 of them
Analyzed 375 of them
Selection criteria
- the studies needed to compare more than one kind of therapies
Out of 375 studies, 833 effect sizes were calculated.

This covered an approximate total of 25,000 participants - ex-
perimental and control groups included.
Research results
The mean value of the
standard deviation curve of
the therapy group was 75%
higher than that of the con-
trol group.
 Demonstrated that psy-
chotherapy is effective
Research results
Despite the theoretical differ-
ences among various psy-
chotherapy approaches, the ef-
fects according to the therapy
type were not significantly dif-
ferent.
It has not found that one
particular method of therapy is
better than others.
Research topic
The great psychotherapy debate
: Models, methods, and findings (Wampold, 2001).
Let’s Face Facts

: Common Factors Are More Potent Than Specific Therapy In-
gredients
(Messer & Wampold, 2002).
Research purpose
Common factors vs. specific factors in counseling
• Asserts that the special components that are representa-
Specific
tive of each theory are important factors in psychother-
factors
apy
• Although specific components of a theory allows the
therapist to give the client a sense of assurance by giving
Common them consistency in the counseling method used; how-
factors ever, these components are difficult to independently
study, apart from the their therapeutic context and cli-
mate.
Research on the factors that bring counseling effectiveness (Wampold, 2001)

Research results
Specific factors
• Assumes that since components are independent factors crit-

ical to the success of psychotherapy, components research
Components
can be designed scientifically  However, according to the
research
meta-analysis of Wampold (2001), the specific factors do not
have a great influence on the efficacy of counseling.
Research results
Specific factors
• Regard manualized psychotherapy as important 
Manual But the results of Wampold's meta-analytic research
compliance revealed that manualized psychotherapy did not in-
crease the benefit of psychotherapy
• Emphasizes the interaction that occurs between the

Interaction client characteristics and the intervention used
effect  But Wampold (2001) could not find a significant
association between the two.
Research results
Common factors
Therapeutic alliance
between the client • Its efficacy has been verified through various empirical studies.
and counselor
• The degree to which one believes that one’s psychotherapy is ef-

Allegiance of the fective and engages in it.
counselor / re- • Luborsky et al. (1999)’s research found that the effect size of
searcher therapy can change up to 70% according to the level of alle-
giance
• The counselor characteristics within a given intervention condition

Effect of the coun-
contributed significantly to the amount of change created
selor
(6~9%).
2 Effects and Mechanisms of Counseling

Interventions: Experimental Research
1 Effects of Empathy and Validation
2 Effects of Emotion Acceptance
3 Mechanism Behind Bullying Victimization
Effects of Empathy and Validation
Effects and Mechanisms of Counseling Interventions: Experimental Research
Research topic
Comparative Effects of Empathic Verbal Responses
: Reflection Versus Validation (Kim & Kim, 2013)
Research purpose
To confirm the difference in the effect of reflection and validation in-
terventions, which make up the two kinds of counselor empathy lan-
guage
Research method
Participants
- 80 college students, with an average age of 20.64

Research method
Experimental procedures
Cyberball game to provide so-

Noise-Blast game to measure aggression cial exclusion experience
• Competes with another person to see who • The participant is received

presses the button first. the ball 2 times in the begin-
• The participant is told that the loser will hear ning, but the other two
the loud noise that the other person has se- players tosses the ball be-
lected before beginning the game. tween themselves after that
• The length and intensity of the noise set = and the participant has to
level of aggression just watch the two play.
Research method
• Cyberball game to provide social exclusion experience
The participant is received the ball 2 times in the beginning, but the other
two players toss the ball between themselves after that and the participant
has to just watch the two play.
Research method
• Intervention for each group : Listens to the follow-
ing narration
Control group a neutral narration about the game
Reflection Empathic narration that reflects feelings that the

group participant may have felt during the game
Validation Narration that include reflective empathy + valida-
group tion responses
Research method
• Surveys completed after listening to the narration
- Perceived levels of empathy, sense of belonging, self-esteem, and
emotions
• Level of aggression reassessed (Noise-Blast game)

- The participant is told that he/she will be competing with one of
the players from the Cyberball game. The level of aggression toward
the person who has excluded him/her is assessed.
Research results
[Sense of belonging & Self-esteem]
‘Reflection’ group and
‘Reflection + validation’ group
showed increased level of sense
of belonging and self-esteem
compared to the control group
‘Reflection + validation’ group

showed a greater increase in
self-esteem than the ‘Reflection’
group
Sense of be- Self-esteem
longing
Research results
‘Reflection + validation’ group showed significantly lower levels of negative mood
and aggression as compared to the ‘Reflection’ group and the control group.
[Negative mood] [ Aggression]
Positive Mood Negative Mood Reflection + valida-

Control Reflection tion
Effects of Emotion Acceptance
Research topic
Title : The Roles of Emotional Activation and Repeated Emo-
tional Acceptance in the Counseling Process (Kim, 2014)
Research purpose
To examine whether activation of painful emotions during emo-
tion processing, and then repeatedly accepting those emotions
were truly helpful in counseling
Research questions
How does affect change depending on whether emotions are ei-
ther accepted or avoided after they are activated?
How does affect change after repeated usage of either accep-

tance or avoidance after a week's time?
What differences exist in the two groups after a month, in re-

spect to their emotions, acceptance, openness to experience, and
posttraumatic growth?
Research method
Participants: 62 students at a university based in Seoul
Emotion acceptance experimental group
Think of the emotion caused by your traumatic experience and allow
yourself to feel the emotion as it is right now. Allow the emotion to stay
in your mind. Stay with the emotion for a moment. (…) Now we will
take time to express the bodily sensation and emotion you feel inside of
you. (…)
Research method
Participants: 62 students at a university based in Seoul
Emotion avoidance comparison group
Think of the emotion caused by your traumatic experience and allow
yourself to feel the emotion as it is right now. (…) Now we will take time
to try to avoid feeling the emotion from your traumatic experience. It
would be a good idea to try to think of unrelated thoughts, or think of
situations when you felt different kinds of emotions. The important point
is that you think of your traumatic experience and come up with specific
ways to avoid the emotion. (…)
Research method
• 1st experiment  2nd experiment after a week  online post-ex-

Stages
periment survey after a month
• baseline emotion measurement  emotion activation (trauma

Procedure experience)  emotion measurement  acceptance/avoidance
manipulation  emotion measurement
• Participants listened and responded to the recorded voice of a

Method counselor, and participants' voices were programmed to auto-
matically be recorded
정서수용 효과 [Experiment process]
Time 1 & 4
AG, PANAS
(Baseline 1, 2)
Pre-experiment survey
(1st round experiment) AEQ-K, AAQ-16
Emotion activation manipula-

tion After 1
Time 2 & 5 Measure- week
ment
AG, PANAS
(Emotion activation
Experimental 1,2) Comparison
group/Emotion ac- group/Emotion
ceptance avoidance
Time 3 & 6
(Experimental AG, PANAS
manipulation 1, 2)
1 month after the 2nd experiment
Time 7
Measurement PANAS , AAQ-16 K-PTGI
(Baseline 3)
Research results
Emotion acti-
Emotion acceptance group Emotion avoidance group
vation
Immediately • Negative emotions increased • Negative emotions decreased

after / short-
term • Positive emotions decreased • Positive emotions increased
• Negative emotions signifi-

cantly low
After a • Positive emotions significantly
month / high
long-term • Acceptance behavior, willing-
ness to experience
• Greater posttraumatic growth
Mechanism behind Bullying Victimization
Research topic
Effects of Children’s Negative Peer Schema on the Perception
Bias of Peer Relationships (Kim et al., 2011)
Research purpose
To examine whether there are cognitive behavioral factors that
have the victims isolate themselves from their peers
Hypotheses
Hypothesis Participants
• the more negative peer schema of ele-
Hy- 93 5th graders at a
mentary school students, the more nega-
poth- Seoul-based ele-
tively biased their cognition would be
esis1 mentary school
about their interpersonal relationships.
• the more negative peer schema of ele- 118 5th graders at

Hy-
mentary school students, the more posi- a Seoul-based
poth-
tively biased their cognition would be elementary
esis2
about the relationships among others. school
Research method
Male Female
Type A Type A
Male Female
Type B Type A
Research results
The more negative peer schema (expectation) of elementary school
students, the more negatively biased their cognition was about their in-
terpersonal relationships.
On the other hand, the more negative peer schema (expectation) of el-
ementary school students, the more positively biased their cognition
was about others’ interpersonal relationships.
In other words, children with negative peer schema perceive their own
relationships more negatively than they actually are. However, these
children are positively biased when perceiving their environment.
3 fMRI Research
1 Counseling Efficacy: Arachnophobia
2
Characteristics of Internet Addicts
Counseling Efficacy: Arachnophobia fMRI Research
Research title
Symptom provocation and reduction in patients suffering from
spider phobia (Schienle et al., 2007)
Research purpose
After administering cognitive behavioral therapy to those who
specifically had fear of spiders, the study examined the allevia-
tion symptoms through the changes in brain activity.
Research method
Participants
- 26 people with Arachnophobia, 25 people without
25 people
26 people with without
arachnophobia arachnophobia
Research method
Procedures
• A week after the diagnosis session,
the 1st fMRI session was conducted
- The participants were exposed to a total of 160 photos that were

categorized into ‘spiders,’ ‘fear,’ ‘disgust,’ and ‘neutral.’
- After the picture exposure, the participants rated their feelings in
terms of ‘arousal, valence, fear, and disgust’ and assessed the in-
tensity of their panic symptoms.
Research method
Procedures
• After this first fMRI, the CBT was conducted.
- 4 hours of the CBT program
- The participants were told to gradually approach the spiders
- After the demonstration of the therapist, the participants mod-
eled after the therapist.
Research method
Procedures
• A week after the CBT, the 2nd fMRI session was conducted
- 사진 노출 이후 , 참가자들은 자신들의 느낌을 ‘흥분 (arousal), 유의성

(valence), 공포 , 혐오’ 라는 차원에서 척도를 매기고 , 자신이 경험한
공황 증상 (panic symptom) 의 강도를 측정함
Research results
Compared to those who did not have the phobia, participants
with the diagnosis showed activity in the amygdala and fusiform
gyrus. However, the activity in the medial orbitonfrontal cortex
decreased.
As the result of the CBT for arachnophobia, the medial or-

bitofrontal cortex activity increased. The decrease in the anxiety
symptoms in the body showed positive correlations with the de-
crease in the amygdala and fusiform gyrus activity.
Research results
The functional change of the
medial orbitofrontal cortex was
the success factor in treating
arachnophobia.
It can be concluded that this

brain area plays a very impor-
tant role in emotion regulation
and the relearning of stimulus-
reinforcement association.
Characteristics of Internet Addicts fMRI Research
Research title
Reduced orbitofrontal cortical thickness in male adoles-
cents with internet addiction (Kim et al, 2013)
Research purpose
To explore whether there is any difference in the thickness of
orbitofrontal cortex of adolescents addicted to the Internet.
Research method
• 15 male adolescents diagnosed with internet addiction and 15

Participants
healthy male adolescents
Data ob- • Obtained the fMRI of the participants’ brains using the 3T
tained Siemens Scanner
Assessment • The participants’ cortical thickness were assessed using the

method FreeSurfer program
Research results
Compared to the healthy comparison
group, internet addicted participants’ or-
bitofrontal cortical thickness was reduced.
This is consistent with the results from pre-

vious neuroimaging studies related to in-
ternet addiction
Also, the results implied that changes in

adolescents’ orbitofrontal cortex may serve
as the neurobiological index for addiction
related disorders in general.
4 Qualitative Research and Others

1 Counselor Development
2 Program Development and Effi-
cacy
Counselor Development Qualitative Research and Others
Research topic
Analysis on the Characteristics of Korean Master Group Coun-
selor (Kwon & Kim, 2007)
Research purpose
To explore and understand the personal and profes-
sional characteristics of group master therapists, as
well as the facilitating and limiting factors of their de-
velopment process.
Research method
Participant selection
• snowballing method-peer nomination
- “In your opinion, who are the three greatest group thera-
pists there are?”
- The person named picked 3 therapists excluding him/her-
self
- Top 5 most frequently named as the master group coun-
selor were selected
Research method
Developed an interview protocol (through literature review)
[Ex] - “What made you choose to be a group therapist?”
- “What are some frustrations you experienced as an expert
group therapist, and what were your ways of overcoming them?”
etc.
Conducted individual interviews (1~3rd round)

Analyzed interview data with grounded theory method
- Open coding, axial coding, selective coding, etc.
Characteristics of Korean group master counselors

Had cognitive competence, emotional acceptance, relationship ability
Had very little fear or hesitance regarding of self-disclosure
Had interest in diversity and pursues it
Had higher tendencies to take risks – new, creative experiments
Understood and utilized group dynamics
Had two or more years of experience of conducting long-term group
therapy for professional development; described ‘doing group therapy as
frequently as they eat meals’
Was passionately absorbed in group therapy work
Program Development and Efficacy
Qualitative Research and Others
Research topic
Customized emotional-psychological program evaluation for
North Korean refugees (Kim et al., 2015)
Research purpose
To select a counseling model that can be used to address both
psychological and daily living issues in the North Korean
refugee clients, then develop an educational program to
quantitatively assess the education satisfaction of professional
counselors as well as counseling efficacy
Program development
Surveyed about the training program for professional counselors
for North Korean refugees
- Focus group Interview
Assessed the education satisfaction after the training program

Counseling efficacy
• 56 professional counselors working

Participants with North Korean refugees
• 166 clients
Number of sessions ana-
• Total of 738 sessions
lyzed
Outcome assessment of
actual counseling cases • Session ORS (Outcome Rating Scale,
of North Korean Miller & Duncan, 2000)
refugee clients
Counseling efficacy of counseling for North Korean refugees
Results from counseling efficacy ORS rating assessment

• Session average rating increased for every domain
• Showed stagnant or slow increase after Session 4
• Increased again after Session 8
[Changes in the session counseling efficacy rating of North Korean refugees by domain]
Counseling efficacy of counseling for North Korean refugees
Comparison of pre & post counseling

• The clients of the professional counselors who participated in
the educational program significantly improved in terms of
their personal well-being, interpersonal relationship, work
functioning, and overall well-being.
[Pre & post counseling ratings of North Korean refugees by domain]

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Counseling Practice and Research

Week 13. Counseling Research

2 Counseling Research Cases

1 Purpose and Functions

“My friend, science, is made of mis-

Learning a way of thinking

“Research is not an ac-

“Science is a great antidote to the

“The most exciting thing we can hear

Creating based on existing knowledge

Counseling research: science and humanities

Gathers empirical data, standardizes them, then analyzes socio-

Natural science research methodology can be applied to socio-cul-

Types and limitations

Experimental Predictive Survey re- Time-series Meta-analy-

Types and limitations

- the studies needed to compare more than one kind of therapies

Out of 375 studies, 833 effect sizes were calculated.

Let’s Face Facts

Research on the factors that bring counseling effectiveness (Wampold, 2001)

• Assumes that since components are independent factors crit-

• Emphasizes the interaction that occurs between the

• The degree to which one believes that one’s psychotherapy is ef-

• The counselor characteristics within a given intervention condition

2 Effects and Mechanisms of Counseling

- 80 college students, with an average age of 20.64

Cyberball game to provide so-

• Competes with another person to see who • The participant is received

Control group a neutral narration about the game

Reflection Empathic narration that reflects feelings that the

• Level of aggression reassessed (Noise-Blast game)

‘Reflection + validation’ group

[Negative mood] [ Aggression]

Positive Mood Negative Mood Reflection + valida-

How does affect change after repeated usage of either accep-

What differences exist in the two groups after a month, in re-

• 1st experiment  2nd experiment after a week  online post-ex-

• baseline emotion measurement  emotion activation (trauma

• Participants listened and responded to the recorded voice of a

Emotion activation manipula-

Immediately • Negative emotions increased • Negative emotions decreased

• Negative emotions signifi-

• the more negative peer schema of ele- 118 5th graders at

- 26 people with Arachnophobia, 25 people without

- The participants were exposed to a total of 160 photos that were

- 사진 노출 이후 , 참가자들은 자신들의 느낌을 ‘흥분 (arousal), 유의성

As the result of the CBT for arachnophobia, the medial or-

It can be concluded that this

• 15 male adolescents diagnosed with internet addiction and 15

Assessment • The participants’ cortical thickness were assessed using the

This is consistent with the results from pre-

Also, the results implied that changes in

4 Qualitative Research and Others

Conducted individual interviews (1~3rd round)

Characteristics of Korean group master counselors

Assessed the education satisfaction after the training program

• 56 professional counselors working

Counseling efficacy of counseling for North Korean refugees

Results from counseling efficacy ORS rating assessment

Counseling efficacy of counseling for North Korean refugees

Comparison of pre & post counseling

[Pre & post counseling ratings of North Korean refugees by domain]