Fourteen male and 12 female graduate student therapists saw a total of 53 clients in individual psychotherapy for an average of 11 sessions. Second therapy sessions were audio tape recorded and rated for intimacy level of client self-disclosure during a three-minute period in each quarter of the session. Analysis of the distribution of intimate selfdisclosure by clients revealed that for female clients, a disproportionately large amount of disclosure occurred during the final quarter of the session. During the second half of the therapy session, female clients engaged in more intimate self-disclosure than male clients. Improvers, compared to non-improvers, were more likely to be rated by therapists as high in intimate self-disclosure.
This study investigated the efficacy of experiential modeling-role-playing and lecture-discussion training techniques for 45 college student mental health paraprofessionals. The Helper Response Preference Inventory and ratings of empathy and global counseling skills based on the interpersonal interactions of the Group Assessment of Interpersonal Traits revealed significantly better counseling skills for the students trained with the modeling-role-playing program than untrained controls. The findings support the use of modeling and role-playing training techniques for enhancing paraprofessionals' counseling skills.The widespread practice of training paraprofessionals to deliver mental health services (Brown, 1974;Karlsruher, 1974) focuses attention on the need to develop and document effective training strategies. One approach to understanding and improving training programs is to identify their potent elements and submit these to careful scrutiny (D'Augelli & Danish, 1976).A salient dimension in training is the relative emphasis on experiential versus didactic components. Reports of existing programs indicate considerable diversity along this dimension, but empirical results are mixed. Newton (1974) and Rapaport, Gross, andLepper (1973) found that their experiential training programs increased paraprofessionals' counseling skills. Cook, Kunce, and Sleater (1974), Paul, Mclnnis, and Mariotto (1973), and Vanderkolk (1973 offer support to the hypothesis that programs with greater experiential emphasis are most effective in training paraprofessional counselors. In contrast, neither Kopita (1974) nor Pancrazio and Cody (1967) found experientially oriented training more effective.In addition to inconsistent findings, an un-This article is based on a thesis completed by the first author under the direction of the second author, submitted in partial fulfillment of the requirements for the master's degree in psychology at George Peabody College.Sincere appreciation is expressed to Paula Block,
A group discussion program was offered to 89 parents of children in 10 public school learning disabilities classes, and correlates of attendance were explored. Higher family educational levels and more frequent parent‐initiated telephone contacts with teachers were associated with attendance at the parent groups. The implications of the findings for parent programs are discussed.
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.