In this study, counselor students' verbal behavior change was viewed as being dependent on the training program components, that is, verbal, written, and model presentations. Specific hypotheses were derived concerning the quantitative production of the target verbal behavior given the training program design. Ninety-two trainees were randomly assigned to one of four experimental groups: (a) control group; (b) lecture presentation; (c) lecture and reading presentation; and (d) lecture, reading, and model presentation. After exposure to the training program detailing restatement, trainees responded to 10 audiorecorded client statements. One-way analyses of variance demonstrated that the lecture presentation produced a significant increase of target verbal behavior, as did the addition of reading. Model presentation after the two symbolic model presentations did not cause a significant increase in production. The implications of symbolic modeling for counselor training and research are discussed.
Recommendations for a treatment mode for learning disabled children and their parents were derived from a questionnaire compiled during a three year period. Recognizing that several approaches in use were ineffective, a new program format was developed. Our revised procedure was based on the family's contracting for service, and it focused on the major reinforcers in a child's life space — i.e., parents, teachers, and peers. Remediation and behavior modification techniques were used, the goal being increased independent functioning of the children. Relating skills also were developed, that is, synchronizing feelings with words. Positive results were observed in both remediation and socialization.
® URING THE PAST FOUR YEARS of servicing perceptually dysfunctional children and their families, we have observed a syndrome in which the family communicative set is geared toward augmenting fantasies, secrets, and distortions; the set also denies appropriate feelings in response to the home and social environments. Learning disability families need a clear, concrete, and consistent routine; but we typically find game-playing, evasion, and manipulation taking place between the parents and children. Parents are unaware of their nonverbal expression of feelings to their children, and they are further unaware of the child's displaced feelings and the reactions of that child to having his feelings ignored. The child usually feels he is a disappointment to his parents; he experiences confusion around the denial of parental frustration and depression; he is typically given the mixed message of overaccomodation or withdrawal; and, finally, he learns to fear and distrust the overt behavior of his parents and to decode and respond to the covert messages instead.As a result of parental denial, the child very early in his development becomes aware of the control he can gain over his parents. He knows he provokes anxiety when he is not within developmental norms, and he is aware of his parents' embarrassment and their most common ways of coping with it. Many times,
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.