This study sought to differentiate between two models of parent training in terms of effectiveness: Parent Effectiveness Training and a behavior modification child management program. Participants were 41 parents who volunteered to participate in a course on how to be a better parent; most were of high educational and socioeconomic status. Several self‐report and observational measures were used. The groups were not found to differ significantly on any measures before the intervention. In addition, participants did not change significantly as a result of participating in either type of training class. The lack of treatment effects may be due to the high educational level of the participants. Parents who volunteer for such training programs may be those who need them least.
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 laboratory analogue investigated the effects of supervisor skillfulness and supervisor-supervisee attitude similarity on the attraction of the supervisee to the supervisor. The subjects were 29 graduate students receiving training in counseling. The experimental procedure varied the similarity of the supervisee with the supervisor by means of an attitude scale purportedly filled out by the supervisor. After the supervisee compared the bogus protocol with his own, each supervisee viewed a videotape of one of two simulated supervisory sessions showing the supervisor working either at a high or low level of skill with two supervisees. Results showed a main effect of supervisor skillfulness on attraction but did not show attraction to vary as a function of supervisor-supervisee attitude similarity. It was concluded that skillfulness was a primary determinant of attraction, but, in contrast to previous findings, similarity did not exert a significant attraction effect under the conditions of this experiment. Supervisor skillfulness appeared to eliminate the similarity attraction effect. The data indicated that the supervisee was willing to tolerate dissimilarity if the supervisor was skillful.If the skills and personal qualities requisite for successful counseling practice were known, questions about training, desiderata would not have to be raised. At present, however, convictions about training tend to reflect theoretical predilections which, in turn, depend largely on personal preference and one's most charismatic supervisor. Thus, analytic apprentices are taught to be aloof and incisive, aspiring humanists are annointed in self-liberating experiential encounters, and neophyte social engineers are shaped to be judicious distributors of This paper is based on the first author's doctoral dissertation.
Counselors rated 166 female and 97 male clients seen at a university counseling center over a 3-year period on four outcome measures. Improvement was studied as a function of the number of weekly sessions for which clients were seen. Results revealed that through 20 sessions there was a strong and consistent (across all outcome measures) positive linear relationship between treatment length and counselor-assessed outcome. After 20 sessions, however, additional counseling was no longer associated with further increases in the rate of improvement. The "failure zone" reported in some earlier studies was not observed. The implications of these findings for clinical practice are discussed.
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