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,
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