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EFFECTS OF INFORMED CONSENT INFORMATION ON EXPECTATIONS ABOUT COUNSELING (ETHICS)
Abstract
This research investigated the effects of disclosing specific sections of informed consent information on college students' expectations about counseling. Six sections of information were disclosed. They included information about: (a) the process of counseling, (b) the potential benefits of counseling, (c) rights in counseling, (d) confidentiality and the limits to confidentiality, (e) the potential discomforts and risks in counseling, and (f) alternatives to counseling. Each of six treatment groups read information about only one of the topics, a seventh treatment group read information about all topics, and a control group read none of the information before completing dependent measures. Three dependent measures were used. The Expectations About Counseling Questionnaire (EAC) measured counseling expecta- tions concerning personal commitment, facilitative conditions, and counselor expertise and nurturance. The Counseling Preference Questionnaire (CPQ) measured willingness to enter counseling for fifteen problem areas. The Understanding of Counseling Question- naire measured understanding of the informed consent issues studied in the current research. A multiple analysis of variance was performed on both the EAC and CPQ. T-tests were performed comparing treatment group with control group scores on understanding of informed consent issues in counseling. Results indicated that only understanding of confidentiality issues and knowledge of potential alternatives to counseling was significantly greater for students who read informed consent information about these topics. The effects of disclosing informed consent information on expectancy variables about counseling and willingness to enter counseling for a variety of problems were not significant. In general, the research showed that college students have a good understanding of informed consent issues in counseling and that the presentation of informed consent information did not effect college students' expectations about counseling or their willingness to enter counseling for a variety of problems. Professionals engaged in the practice of counseling and psychotherapy with college students, then, can proceed to fulfill the mandate to fully inform. Suggestions for further research were discussed. *All degree requirements completed in 1987, but degree will be granted in 1988.
Subject Area
Psychology
Recommended Citation
FARLEY, NORMAN D, "EFFECTS OF INFORMED CONSENT INFORMATION ON EXPECTATIONS ABOUT COUNSELING (ETHICS)" (1988). ETD collection for University of Nebraska-Lincoln. AAI8715847.
https://digitalcommons.unl.edu/dissertations/AAI8715847