The relationship between frontal EEG asymmetry and emotional reactivity is well established in the literature and there is some evidence of a causal link between the two variables (e.g., Allen et al., 2001). EEG biofeedback has been shown to improve depressive symptoms in clinical populations (e.g., Baehr et al., 1997 and Earnest 1999), however concurrent participation in other forms of treatment limits their conclusions. The present study was a double-blind clinical trial of a noninvasive alternative treatment for depression using EEG biofeedback of frontal alpha asymmetry and, of the 19 right-handed participants who were randomly assigned to receive contingent or noncontingent biofeedback, only seven completed three sessions per week for 12 weeks. Since only one participant in the noncontingent group completed all 36 sessions, group comparisons were not conducted. Although self-reported depression as determined by HRSD and BDI scores improved over time, this was independent of biofeedback training, because EEG biofeedback did not produce significant changes in frontal alpha asymmetry. In addition, there were no significant within-subjects correlations between asymmetry and BDI score or target value and BDI score.

Forty participants from an introductory Psychology course were recruited based upon their self-reported beliefs in ESP (High, Medium, Low). Participants answered a packet of self report questionnaires, then underwent electroencephalographic (EEG) recording during eyes open and eyes closed resting baseline. Participants then completed "traditional" and "novelty enhanced" formats, of a multimodal biofield detection battery and a computerized forced-choice precognition task. Results showed no evidence of precognition for any belief level group, or either task format. Biofield detection accuracy was significantly above chance expectation for 2 of the 6 modalities tested, and correlated with self reported "energy sensitivity". Belief in ESP was found to be psychologically related to higher levels of belief in other "spiritual experiences", lower levels of cynicism and rigidity, and increased sense of coherence. EEG findings indicated that strong belief and strong skepticism of ESP were associated with increased frontal asymmetry scores, and that moderate degrees of belief were associated with negative frontal asymmetry scores during eyes open baseline recording. Suggestions for future research are provided.

Protective buffering (PB; Coyne & Smith, 1991), which involves hiding worries and concerns from one's partner, was examined in a sample of 60 congestive-heart-failure (CHF) patients and their spouses. Earlier studies suggest that PB is ironically associated with increased distress for the person who protects (actor effect) and perhaps also for the "protected" spouse (partner effect), though evidence for the latter is mixed (Suls, Green, Rose, Lounsbury, & Gorden, 1997). This study reexamined the PB-distress link, taking into account methodological variations and ambiguities in previous research, including (a) the source of PB ratings (self vs. other), (b) ratings of PB in general vs. a specific stressful situation, and (c) the actor's intentions to protect self vs. partner. In separate interviews, patients and spouses described their own and their partner's PB using Suls et al.'s revision of Coyne and Smith's PB scale; participants also completed the same 25-item HSCL distress measure used in those studies and, for the specific stressful situation, the PANAS negative affect scale. Although PB scores showed rank-order consistency across the general and specific measurement contexts, participants reported higher mean levels of spouse-directed PB in general then in the specific stressful situation. Strikingly, perceptions of one's partner's PB correlated more highly with the respondent's own PB than with PB reported by the partner (suggesting a possible projective process). As in previous studies, data from both patients and spouses revealed intrapersonal associations between PB and distress (actor effects) when these constructs were assessed in general. A somewhat different picture emerged, however, for the recalled specific situation, where partner effects of both PB behavior and protective intentions were implicated more clearly in participant distress. Exploratory analyses also identified marital quality as a potential moderator of links between spouse PB and patient distress: Among couples reporting lower marital quality, for example, patient distress was ironically elevated when spouses intended to protect the patient more than themselves. Overall, the results highlighted the importance of measurement specificity in studying PB and its association with psychological distress.

Clinically it is well known that negative affect influences the quality of human social, romantic, and sexual relationships. Conversely, it is well accepted that the quality of these relationships influences both positive and negative affect in humans. Few studies, however, have attempted to formally characterize--or to examine the clinical implications--of this phenomenon. Hence, the present study used a Structural Equations Model (SEM) approach to examine relations among self-reported Negative Affect, Mate Values, and Mate Retention Behaviors. Multiple measures of these latent constructs were taken from 238 undergraduates males (N=99) and females (N=139). An extant model (Kirsner, Figueredo, & Jacobs, 2003) was used to generate a priori predictions upon which an initial SEM was based. The fit of the initial model to the data was compared to that of seven alternative theory-driven models using Chi-squared difference tests and practical indices of fit. These comparisons were used to eliminate the least parsimonious of the models. Among the models eliminated were the original model, which claimed both indirect (Kirsner et al., 2003) and direct effects of negative affect (e.g., anxiety and depression) on mate retention behaviors, those claiming only indirect effects among the latent variables, and those claiming that negative affect have a 'general suppressive effect' on the outcome variables (e.g., Beck, 1967). The model that explained the data pattern most parsimoniously claimed that negative affect directly increases mate retention behaviors, decreases personal mate value, and indirectly, by way of personal mate value, decreases partner mate values. This model is useful at two levels. Theoretically, the model provides a basis for an ultimate (functional) explanation for causal relations between negative affect and reproductive behavior in humans. Clinically, the model predicts the occurrence of a rich pattern of specific mate retention behaviors, including retention behaviors that may disrupt ongoing social function, in response to spontaneous or clinically induced changes in negative affect.

The purpose of this paper is to examine questions about the role of the hippocampal formation in spatial cognition and spatial navigation. Specifically, Study 1 and Study 2 show that patients with unilateral language nondominant anterior temporal lobectomy (ATL) show impairments on tasks assessing cognitive mapping. Study 3 shows that the ability of these patients to navigate a virtual environment (VE) by means of cognitive maps is disrupted. Study 4 shows that, under normal circumstances, healthy adults have a choice of at least two spatial navigation strategies (navigation by means of heading vectors, or navigation by means of cognitive mapping), and that they will likely choose the optimal strategy for task solution. Study 5 suggests that patients with unilateral language nondominant ATL are able to successfully navigate by means of heading vectors. The data from these studies are generally consistent with predictions derived from cognitive mapping theory (O'Keefe & Nadel, 1978). The data are also consistent with other empirical and theoretical work in pointing to the hippocampal formation of the language nondominant hemisphere as the neural substrate of a cognitive mapping system.

The relationship between childhood maltreatment, depression, anxiety, and neuropsychological performance was assessed in a two-part study of healthy college students. The primary hypotheses predicted that more severe self-reported histories of childhood maltreatment in this population would be correlated with: (a) increased current symptoms of anxiety and depression; (b) poorer attentional performance; and (c) that anxiety and depression would moderate the relationship between maltreatment and attentional performance. Phase 1: In the first college student study (n = 202), moderate associations were found between self-reported childhood maltreatment and current depression symptoms (r = .348, p < .001), as well as current anxiety symptoms (r = .286, p < .001). Performance on the Digit Symbol test, used here as a measure of sustained attention, was significantly correlated with sexual abuse (r = -.157, p = .013), but was not correlated with total maltreatment, punishment, or neglect scores. Depression and anxiety symptoms neither moderated nor mediated the relationship between sexual maltreatment and Digit Symbol test performance. Phase II: In the second college student study (n = 71), multiple measures of attention and other domains of neuropsychological function were added to better understand the potential relationship between maltreatment, attention, and depression and anxiety symptoms. Total self-reported childhood maltreatment was found to significantly correlate with depression (r = .315, p = .004), and anxiety (r = .271, p = .011) symptoms. Scores on neglect/negative home environment and punishment subscales also significantly correlated with depression and anxiety symptoms. Surprisingly, sexual abuse did not. No maltreatment scores significantly correlated with performance on neuropsychological measures in this sample. However, the multiplicative interaction of anxiety and sexual abuse significantly correlated with a factor-determined index of verbal fluency. No other of the multiplicative interactions of abuse scales and depression or anxiety symptoms were correlated with any other factor-derived indices of attention or cognitive functioning (total of 40 correlations examined). These findings highlight the relationship between childhood maltreatment and anxiety and depression in an otherwise healthy, high-functioning sample. Within such a sample, however, there is little evidence for significant effects of maltreatment on attentional or other aspects of cognitive executive functioning. These results are discussed in relationship to previously reported research and the methodological limitations of the present study.

<p> This study researched the subjective somatic experience of sensory awareness-trained therapists' interactions with their parents when encountering an issue that first arose during the therapist's childhood. It explored whether and how the therapists are aware of, sense, and identify their own body consciousness, and whether and how they utilize various somatic psychological practices to address present-day familial issues with their parent or parents. In addition to the usual verbal narrative, somatic psychology considers bodily states of consciousness, physical reactions, muscular patterning, chronic tension, speech patterns, breath, skin color and tone, and the use of bodily space in the therapy process. Thus, somatic psychology provides an integrated approach to exploring and healing the complex relationship between the mind and body. Such an approach is appropriate in adult child-parent relationship issues. Sensory awareness is a specific therapeutic technique used to identify feelings and sensations that occur in the present moment.</p>

Relatively few studies have been conducted on orgasm, and several traditional assumptions about its relationship to sexual arousal and pleasure have not been empirically confirmed. The majority of orgasm research has focused on orgasmic difficulties in women. Following a review of our current understanding of orgasm and female orgasmic disorder (presented in Manuscript One), this research aimed to test the following assumptions: (a) clitoral stimulation is very important to women's ability to reach orgasm, (b) sexual arousal (and possibly orgasm) decreases genital pain sensitivity and increases pleasurable sensitivity, (c) men's sexual arousal decreases more consistently after orgasm than women's, and (d) orgasms are more pleasurable following a greater build-up of sexual arousal. In Manuscript Two, the literature on female genital mutilation/cutting and surgical restoration of the external clitoris was reviewed, and found to indirectly support the first assumption. Two experimental studies were conducted to investigate changes in sensitivity and sexual arousal/desire, respectively, with masturbation to orgasm in the laboratory. As described in Manuscript Three, the results of the first study contradicted the second assumption: women's genital pain sensitivity increased rather than decreased following masturbation (on the vulvar vestibule, especially with masturbation to orgasm), and pleasurable sensitivity did not change from baseline. As described in Manuscript Four, the results of the second study confirmed the third and fourth assumptions: men and women exhibited a similar pattern of increased sexual arousal and desire during masturbation, but men's sexual arousal decreased immediately after orgasm whereas women's remained elevated. Orgasmic pleasure was related to the build-up of sexual arousal and desire prior to orgasm in both genders, and in women to a greater post-orgasmic decrease in genital temperature but the maintenance of subjective sexual arousal and desire. In both studies, masturbation enjoyment in the laboratory was similar to that experienced at home, thus supporting the feasibility and ecological validity of conducting orgasm research in the laboratory. The clinical implications of these findings are discussed, as well as areas for future research, which should continue to integrate physiological and subjective measures of sexual experience to increase our understanding of their interaction. / Relativement peu d'études ont été menées sur l'orgasme, et plusieurs hypothèses traditionnelles concernant la relation entre l'orgasme et l'excitation et le plaisir sexuel n'ont pas été confirmées de manière empirique. La plupart des recherches ont porté sur l'étude de difficultés orgasmiques chez les femmes. Après une analyse de l'état actuel des connaissances sur l'orgasme et les troubles orgasmiques chez les femmes (présentée dans le premier manuscrit 'One'), cette thèse présente les résultats d'une recherche ayant pour but de tester les hypothèses suivantes: (a) la stimulation du clitoris détermine en grande partie la capacité des femmes à atteindre l'orgasme, (b) l'excitation sexuelle (et peut-être l'orgasme) diminue la sensibilité à la douleur génitale et augmente la sensibilité au plaisir, (c) l'excitation sexuelle diminue après l'orgasme de manière plus cohérente chez les hommes que chez les femmes, et (d) les orgasmes sont plus agréables à la suite d'une plus grande accumulation d'excitation sexuelle. Dans le deuxième manuscrit ('Two'), la littérature sur les mutilations et les restaurations génitales, y compris les chirurgies du clitoris externe, a été examiné, et celle-ci soutient indirectement la première hypothèse. Deux études expérimentales en laboratoire ont été menées pour étudier les changements de sensibilité et d'excitation sexuelle et du désir, respectivement, avec la masturbation jusqu'à l'orgasme. Le troisième manuscrit ('Three') démontre en quoi les résultats de la première étude contredisent la deuxième hypothèse: la sensibilité à la douleur génitale chez les femmes est augmentée plutôt que diminuée suivant la masturbation (sur le vestibule vulvaire, en particulier avec la masturbation jusqu'à l'orgasme) et la sensibilité au plaisir reste inchangée. Le quatrième manuscrit ('Four') décrit comment les résultats de la deuxième étude ont confirmé les hypothèses trois et quatre: les hommes et les femmes présentent une tendance similaire quant à l'augmentation de l'excitation sexuelle et du désir pendant la masturbation, mais l'excitation sexuelle des hommes diminue immédiatement après l'orgasme alors que l'excitation sexuelle des femmes reste élevée. Le plaisir orgasmique est lié à l'accumulation d'excitation sexuelle et du désir avant l'orgasme chez les deux sexes. Chez les femmes, le plaisir orgasmique est lié à une diminution post-orgasmique de la température génitale, mais l'entretien de l'excitation sexuelle et du désir subjectifs. Dans les deux études, le plaisir masturbatoire analysé en laboratoire était semblable à celui évalué au domicile des participants, renforçant ainsi la faisabilité et la validité scientifique de mener des recherches sur l'orgasme en laboratoire. Les implications cliniques de ces résultats sont discutées, ainsi que les domaines de recherche futurs visant à continuer à intégrer des mesures physiologiques et subjectives sur l'expérience sexuelle.

Many adults assume children are colour-blind, but the research literature indicates a rise in prejudice in young children between the ages of 4 and 8 years, which then declines after. As prejudice can have detrimental effects on children's intergroup relations and academic performance, interventions that address it early on are pivotal. The present studies examine the effectiveness of two interventions to improve attitudes towards Black children in young children between the ages of 4 and 8 years, for whom previous interventions have been largely unsuccessful. Reasons for the failure of previous interventions include the lack of sophistication of the theories on which they are based, which do not account for the complexities of children's own cognitive constraints. As such, the interventions here were designed using theoretical frameworks and related research on intergroup contact, persuasive communications, and children's sociocognitive development. In both Study 1 and Study 2, the intervention involved exposing young children to an antibias message communicated in an entertaining format by either an ingroup White or outgroup Black adult. The antibias message in Study 1 consisted of cross-ethnic friendship stories along with the communicators' positive evaluations (strong message) or the stories alone (weak message). Since young children tend to assume all others share their prejudice, children's inferences of the communicator's Black and White attitudes were assessed before and after the intervention (pre- and post-test), and their own Black and White attitudes and cognitive elaboration of the message were assessed at post-test. The intervention in Study 1 was implemented with ninety-three children in Kindergarten, Grade 1, and Grade 2. At pre-test, children's cognitive skills, i.e., role-taking and reconciliation, were assessed along with their inferences of communicators' attitudes. Although the majority of children were found to possess role-taking skill, very few could reconcile perspectives differing from their own. Results revealed that children inferred communicators to hold more positive White attitudes at post-test, and the change was largely due to the persuasive influence of the weak antibias message delivered by the ingroup communicator. Furthermore, no effects were found for children's own attitudes and cognitive elaboration of the message. These findings indicate that children distorted the antibias message from an ingroup communicator in line with their pro-White bias. Given the distortion of the antibias message shown in Study 1, Study 2 investigated whether providing children with training in reconciliation prior to hearing the antibias message would enhance their receptivity to it. Two hundred and sixteen kindergarteners and second graders listened to stories along with the strong message delivered by ingroup or outgroup communicators. Results revealed that second graders, but not kindergarteners, inferred communicators to hold more positive Black attitudes. The outgroup communicator was found to have a greater effect than the ingroup communicator on children's cognitive elaboration of the antibias message. No training effects were found, but secondary analyses of children's performances within each training condition indicated more positive Black attitudes in trained reconcilers vs. children who remained non-reconcilers. Overall, these findings contribute to the literature on prejudice reduction interventions for young children in demonstrating the remarkable challenges imposed by children's age and cognitive constraints on their processing of antibias messages. Younger, more egocentric children distort messages from both ingroup and outgroup communicators consistent with their pro-White bias, while older children are more receptive. Encouraging cognitive development through training may be beneficial depending on the readiness of the child. Theoretical and practical implications are discussed. / Beaucoup d'adultes assument que les enfants ne prêtent pas attention aux différences raciales, mais la littérature scientifique indique que les préjugés augmentent entre 4 et 8 ans, et déclinent ensuite. Les présentes études ont été conçues pour examiner l'efficacité de deux interventions visant à améliorer les attitudes des enfants de 4 à 8 ans envers les Noirs, puisque les interventions antérieures les ciblant avaient été infructueuses dans une large mesure. Dans les deux présentes études, l'intervention nécessitait d'exposer les jeunes enfants à un message antiracisme communiqué de manière divertissante par un adulte Caucasien ou Noir. Le message antiracisme de l'étude 1 consistait en des histoires d'amitiés interraciales accompagnées de commentaires positifs du communicateur (message fort) ou pas (message faible). L'intervention de l'étude 1 a été implémentée auprès de 93 enfants de maternelle, première année et deuxième année. Avant l'intervention, les habiletés cognitives des enfants, i.e. jouer un rôle et accepter que les autres ont parfois des opinions divergentes de la leur, ont été évaluées en même temps que leurs inférences sur les attitudes du communicateur. Bien que la majorité des enfants possédaient des aptitudes en jeux de rôle, très peu pouvaient se réconcilier à l'idée que d'autres personnes avaient des opinions différentes de la leur. Les résultats ont révélé que les enfants inféraient que les communicateurs avaient plus d'attitudes favorables envers les Caucasiens suite à l'intervention qu'avant l'intervention, et ce changement était en large part causé par la faiblesse du message antiracisme présenté par le communicateur Caucasien. De plus, l'intervention n'a eu aucun effet significatif sur les attitudes des enfants et sur leurs propres réflexions sur le message qui leur a été présenté. Ces résultats indiquent que les enfants déforment le message antiracisme du communicateur Caucasien pour l'aligner à leur biais en faveur des Caucasiens. Étant donné que les enfants déformaient le message antiracisme dans l'Étude 1, l'Étude 2 cherchait à vérifier si entraîner les enfants à se réconcilier à l'idée que d'autres ont des opinions divergentes de la leur les rendait plus réceptifs au message antiracisme présenté ensuite. Deux cent soixante enfants de maternelle et de deuxième année ont écouté des histoires accompagnées d'un message fort véhiculé par un communicateur Caucasien ou Noir. Les résultats ont révélé que les enfants de deuxième année, mais pas de maternelle, inféraient que les communicateurs avaient plus d'attitudes positives envers les Noirs. L'effet était plus fort sur leurs propres réflexions à propos du message qui leur était présenté si le communicateur Noir plutôt que Caucasien. Aucun effet dû à l'intervention n'a été trouvé, mais des analyses supplémentaires ont révélé que les enfants qui s'étaient réconciliés à l'idée que les autres avaient des opinions divergentes de la leur suite à l'intervention avaient des attitudes plus positives envers les Noirs que les enfants qui ne s'y étaient pas réconciliés. En somme, en illustrant les défis posés par l'âge des enfants et les contraintes cognitives à respecter pour qu'ils s'approprient les messages antiracisme, ces résultats contribuent aux travaux sur les interventions visant la réduction des préjugés chez les jeunes enfants. Les jeunes enfants, plus égocentriques, déforment les messages tant d'un communicateur caucasien que d'un communicateur noir, tandis que les enfants un peu plus âgés y sont plus réceptifs. Effectuer des interventions qui favorisent le développement d'aptitudes cognitives chez les enfants peut être bénéfique s'ils sont réceptifs. Enfin, les implications théoriques et pratiques de ces résultats font l'objet d'une discussion approfondie.

The goal of this research was to investigate the relationships between narrative processes and narrative process shifts, alliance, session evaluation, and trainee therapist facilitative interpersonal skills. Study 1 provided evidence that narrative process shifts can be used to track client-therapist interactions and session progress. Study 2 showed that trainee therapist facilitative interpersonal skills relate to client-rated depth, client-rated smoothness, client emotional arousal, and therapist emotional arousal. The participants for Study 1 and 2 were M.A. counselling trainees in their first clinical practicum experience; the clients were undergraduate students. Clients completed the Target Complaints questionnaire (TC) and the Working Alliance Inventory (WAI; WAI-S). Clients and therapists both completed the Session Evaluation Questionnaire (SEQ-C; SEQ-T). Transcripts of middle sessions of therapy with trainee therapists were coded with the Narrative Process Coding System (NPCS). For Study 2, videotapes of the sessions were also rated with the Facilitative Interpersonal Skills - In Session measure (FIS-IS). This research builds on the Narrative Process model. Narrative processes did not appear to be directly involved in the development of the client-therapist relationship, but shifts among narrative processes made a significant contribution to the therapy session. Shifts between internal and external narrative processes, as well as shifts between reflexive and external processes, appeared to be the most influential. The shifts between process modes seemed to have a greater impact than the proportions of any narrative process mode. The trainee facilitative interpersonal skills that were implicated in session outcome were verbal fluency, emotional expression, persuasiveness, and hopefulness. Sessions were more productive when trainee therapists used their skills to demonstrate to clients that they are involved and emotionally invested in the session. Trainee willingness to play an active and involved role in sessions with their clients led to deep sessions with strong alliances. Trainees used facilitative interpersonal skills to help clients feel good about their sessions. The results also indicate that trainees may not yet have the skill to use narrative processes and shifts productively. The present research demonstrates that the NPCS and the FIS-IS are both reliable instruments that capture variables that make a significant contribution to the process of psychotherapy. This research confirmed that trainees have difficulty staying with emotion, and may need support to develop an awareness of internal narrative processing and the skills to explore emotion. Training in emotional exploration and narrative processes may help trainees facilitate more meaningful sessions. Also, teaching trainees how to demonstrate involvement may increase the productivity of their sessions. These studies conclude that the power of narrative processes may be found in their quality and in the pattern of narrative process shifts, and that therapists can knowingly use narrative shifts to create a positive atmosphere for their sessions. / Notre objectif était d'étudier les liens entre processus narratifs, passages d'un processus à l'autre, collaboration du client, évaluation de séance et habiletés interpersonnelles des thérapeutes stagiaires. Une première étude a montré que le passage d'un type de processus à un autre permettent de contrôler les interactions entre client et thérapeute ainsi que les progrès accomplis. La seconde étude fait état d'un lien entre, d'une part, les habiletés interpersonnelles des stagiaires – censées faciliter les entretiens – et, d'autre part, la profondeur et la fluidité des échanges (telles que le client les évalue), ainsi que l'éveil émotionnel tant du client que du thérapeute. Les participants aux deux volets étaient des étudiants poursuivant une maîtrise en counselling et effectuant leur premier stage; les clients étaient des étudiants de premier cycle. Les clients remplissaient le questionnaire TC (Target Complaints) et les questionnaires associés au Working Alliance Inventory (WAI et WAI-S); clients et thérapeutes remplissaient le questionnaire d'évaluation de séance (Session Evaluation Questionnaire: SEQ-C et SEQ-T). À mi-parcours, les séances menées par les stagiaires étaient codées à l'aide du système NPCS (Narrative Process Coding System); dans le cas de la seconde étude, on a également évalué les enregistrements vidéo des séances à l'aide de la grille de mesure FIS-IS (Facilitative Interpersonal Skills – In Session). Notre recherche repose sur le modèle des processus narratifs. Les processus narratifs ne semblaient pas entrer directement en jeu dans l'établissement de la relation client-intervenant; par contre, passages d'un processus à l'autre avait un impact non négligeable sur la séance thérapeutique. L'effet le plus marqué s'observait quand on passait d'un processus interne à un processus externe, ou encore d'un processus autoréférentiel à un processus externe. Les passages d'un mode à l'autre semblaient avoir plus d'incidence que les proportions relatives des différents modes utilisés. Les habiletés interpersonnelles des stagiaires qui influaient sur le déroulement de la séance étaient la fluidité verbale, l'expression émotionnelle, le pouvoir de persuasion et l'optimisme. Les séances étaient plus productives quand les stagiaires utilisaient leurs habiletés pour montrer au client qu'ils se sentaient concernés et qu'ils s'engageaient sur le plan émotif. Leur désir de jouer un rôle actif pendant la séance et de s'engager auprès du client conduisait à des échanges profonds et à une étroite collaboration. Les stagiaires se servaient de leurs habiletés d'animateurs pour aider les clients à se sentir à l'aise pendant la rencontre. Les résultats indiquent par ailleurs que les stagiaires n'ont pas toujours la capacité de mettre à profit les passages d'un mode narratif à l'autre. Notre recherche montre que les outils de mesure NPCS et FIS-IS sont fiables; ils permettent de définir des variables qui peuvent contribuer grandement au processus psychothérapeutique. Nous avons également pu vérifier que les stagiaires ont de la difficulté à demeurer sur le plan émotif; ils pourraient avoir besoin qu'on les aide à prendre conscience des processus narratifs internes et à acquérir les habiletés nécessaires à l'analyse des émotions. Une formation sur ces deux plans pourrait les aider à animer des séances plus éclairantes. Ils gagneraient peut-être aussi en productivité si on leur apprenait à manifester davantage leur engagement auprès du client.On peut conclure des deux études que l'efficacité des processus narratifs dépend de leur qualité et de la façon dont on passe d'un mode de narration à l'autre. Il en découle que le thérapeute peut exploiter ce dernier fait pour donner un caractère constructif à la rencontre.