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University of Nevada, Reno a DUAL PHASED, MIXED METHODS University of Nevada, Reno A DUAL PHASED, MIXED METHODS APPROACH TO THE EXPERIENCE AND EFFECTS ON EMPATHY WITH A SMALL GROUP OF PARENTS OF PREADOLESCENT CHILDREN WHO PARTICIPATED IN CHILD PARENT RELATIONSHIPS THERAPY TRAINING A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Counseling and Educational Psychology by Andrea Maria Doran Dr. Jill Packman/Dissertation Advisor December, 2014 Copyright by Andrea M. Doran 2014 All Rights Reserved THE GRADUATE SCHOOL We recommend that the dissertation prepared under our supervision by ANDREA MARIA DORAN Entitled A Dual Phased, Mixed Methods Approach To The Experience And Effects On Empathy With A Small Group Of Parents Of Preadolescent Children Participating In A Child Parent Relationship Therapy Training be accepted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Jill Packman, Advisor Stephen Lafer, Committee Member Jennifer Mahon, Committee Member Julie Pennington, Committee Member Nora Constantino, Graduate School Representative David W. Zeh, Ph. D., Dean, Graduate School December, 2014 i Abstract This dual phased, mixed methods designed examined the experiences and the effects of empathy and acceptance on six parents with preadolescent children who participated in Child and Parent Relationship Therapy (CPRT) training. Parents from an experimental and control group participated in a 10-week filial therapy training. The results of the posttest scores of the experimental parent group were compared to the pretest scores of the control group on the Measurement of Empathy in Adult and Child Interactions (MEACI) and the Porter Parental Acceptance Scale (PPAS). Following the training period for both groups parent participants were interviewed regarding their experiences. Parental acceptance of self-direction, involvement and acceptance were shown in the interview responses to be responsible for relationship growth and improved interactions for these parents. Parents were recalled and four out of the original parent participants were interviewed 16 weeks after the completion of their respective training sessions had lapse in order to participate in a closing interview. A narrative inquiry was presented to impart the experiences of these four parents who had participated in filial therapy training with their preadolescent child. ii Dedication This has truly been a journey of self and academic discovery and I have so many to thank for getting me through. I would first like to thank them all for their patience and tolerance of me while I walked this path. I have been completely supported in my efforts this entire way, they lifted me up when I thought I was broken and couldn’t finish and they have cheered me on when I was on a roll. I cannot express enough gratitude for my family for their ongoing support. Next, I would like to thank my chair, without her expertise and guidance this process would have been all the more daunting. She has been a source of academic and personal strength every step of the way and it was her passion for her profession that was the spark to mine. She is the ultimate example of teacher, mentor and therapist and I am better for having known her. Lastly, I would like to thank, very graciously, my entire committee for their continued support and patience on my endeavor to change the world. They allowed me to push a little farther but set appropriate boundaries so I could stay on track and not lose sight of the immediate task. This has been a grueling and enlightening process and I am proud of the person I am for having completed it. iii TABLE OF CONTENTS CHAPTER ONE ...................................................................................... 1 Introduction ........................................................................................ 1 Statement of Problem ......................................................................... 3 Purpose of Study ................................................................................ 4 Design and Theoretical Framework .................................................. 5 Research Questions ............................................................................ 6 Rationale ............................................................................................ 7 Definition of terms ............................................................................. 9 Limitations ......................................................................................... 12 Delimitations ...................................................................................... 13 Summary ............................................................................................ 14 CHAPTER TWO ..................................................................................... 16 Review of Literature .......................................................................... 16 Preadolescent Development ................................................... 16 Social Emotional Development ............................................. 16 Psychosocial Development .................................................... 17 Cognitive Development ........................................................ 18 Preadolescent Development and Parental Interactions .......... 20 History of Play Therapy and Child-Centered Play Therapy .............. 21 Significance of Play Therapy ................................................. 22 Play Materials and Importance of Play .................................. 27 Activity Therapy .................................................................... 29 iv Play Therapy and Preadolescent Children ............................. 30 History of Filial Therapy ................................................................... 31 Significance of Parents as Agents of Change .................................... 34 Efficacy of Filial Therapy .................................................................. 36 Modification of Filial Therapy for Preadolescent Children ............... 41 Overview: Rogerian Person-Centered Theory .................................. 43 Genuineness ........................................................................... 45 Acceptance and Positive Regard ............................................ 47 Congruence ............................................................................ 48 Empathy ................................................................................. 48 CHAPTER THREE ................................................................................. 54 Research Methodology: Phase I......................................................... 54 Purpose ................................................................................... 54 Researcher Background ......................................................... 55 Participants ............................................................................ 56 Table 1: Demographics of Parent Participants........... 58 Table 2: Demographics of Group Members .............. 61 Setting – Phase I .................................................................... 63 Treatment – Phase I .............................................................. 64 Measurement of Empathy in Adult and Child interactions 64 The Porter Parental Acceptance Scale ....................... 64 Child and Parent Relationship Therapy Training ...... 65 Weekly Sessions ............................................ 66 v Procedures .............................................................................. 70 Qualitative Data Analysis .......................................... 72 Integration of Data ..................................................... 72 CHAPTER FOUR .................................................................................... 75 Discussion .......................................................................................... 75 Hypothesis One ................................................................................. 75 Inferential Measures............................................................... 75 Measurement of Empathy in Adult and Child Interactions ... 75 Table 3: Inter-rater Reliability MEACI .................... 77 Table 4: Mann-Whitney U MEACI .......................... 77 Table 5: Raw Scores MEACI .................................... 78 Table 6: Median Results MEACI .............................. 79 Hypothesis Two ................................................................................. 79 Inferential Measures............................................................... 79 Porter Parental Acceptance Scale .......................................... 79 Table 7: Mann-Whitney U PPAS .............................. 80 Table 8: Raw Scores PPAS ........................................ 81 Table 9: Median Results PPAS ................................. 81 Qualitative Measures ............................................................. 82 Interview Data ........................................................... 82 Methods – Phase II............................................................................. 90 Expanded Case Study and Narrative ................................................. 90 Participants-Phase II .............................................................. 94 vi Table 10: Demographics of Parent Participants......... 95 Participating Parents .............................................................. 97 Julie Mills..................................................................
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