MicrocounBeling" is a video method of training counselors in basic skills of counseling within a short period of time. This research studies the effects of microcounseling training procedures upon 3 groups of beginning counselors. 3 different skills, "attending behavior," reflection of feeling, and summarization of feeling, were the focus of research. Central to all studies was attending behavior, which is the counseling skill of attending or listening to a client both verbally and nonverbally. These studies suggest that attending behavior and its related concepts may be described in behavioral terms meaningful to beginning counselors. Implications of the attending behavior and microcounseling frameworks are discussed.Teaching beginning counselors and therapists "how to counsel" is one of the more complex and challenging issues facing counseling psychology (Krumboltz, 1967;Matarazzo, Wiens, & Saslow, 1966;Wrenn, 1962). Most would agree that counselor training has not generally been efficient or 1 This research was supported by a grant from the Charles F. Kettering Foundation.
COMPARED THE ORIGINAL FACTOR STRUCTURES REPORTED FOR THE COUNSELING EVALUATION INVENTORY (CEI) ADMINISTERED TO SECONDARY SCHOOL PUPILS AND 2 FACTOR ANALYSES BASED ON DATA OBTAINED FROM COLLEGE STUDENTS. 1 ANALYSIS REVEALED FACTOR STRUCTURES VERY SIMILAR TO THE FACTORS REPORTED IN THE ORIGINAL STUDY. A DIFFERENT ANALYSIS RESULTED IN FEWER FACTORS. FINDINGS INDICATE THAT WITH A COLLEGE POPULATION THE CEI SHOULD BE INTERPRETED IN A MORE GENERALIZED MANNER RATHER THAN STRICT ADHERENCE TO THE ORIGINAL FACTOR INTERPRETATION OF THE SCALE. THE STUDY DEMONSTRATED THE CONTINUED USEFULNESS OF THE CEI IN ITS PRESENT FORM FOR BOTH COLLEGE AND SECONDARY SCHOOL POPULATIONS. (15 REF.)
Micro‐counseling techniques were used to train 10 beginning graduate students in communicating test results. Training emphasized listening and responding to cues given by the client, brief and concise statements about test‐related information, and relating the information to the client's experiences and needs. Training aids included programmed materials, brief videotapes of positive and negative models, role‐playing, and videotape feedback of the role‐playing and test interpretation sessions. Judges' ratings of trainees in the experimental group were significantly higher than their ratings for the 10 trainees in the control group. Client ratings of counselor effectiveness did not differ significantly for the two groups. Changes in clients' pre‐ and post‐test attitude scores and knowledge scores were statistically significant. An enthusiastic response to the micro‐counseling approach was evident from both inexperienced and experienced graduate students.
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