This study investigated whether a videotaped, modeled-learning experience would facilitate the acquisition and transfer of training of a complex counseling behavior-communication of accurate, empathic understanding. The 111 subjects were assigned randomly to one of three treatment conditions: modeled-learning experience (Ti), consisting of an advance organizer, modeled-counseling interview, and covert practice session; treatment control (T 2 ), which involved reading about the counseling behavior; and control (Ta). Acquisition and transfer of training were inferred by significant differences in group scores in communication of accurate, empathic understanding as measured by the subjects' written responses to the 16 Carkhuff Helpee Stimulus Expressions and as rated using Scale 1 of the Carkhuff scales. Subjects in TV displayed a significantly higher level of functioning and these differences were maintained over time.
The effects of modeling versus no modeling and modeling versus systematic training were examined in brief empathy training. Ninety resident hall advisers were randomly assigned to one of three conditions: modeling-systematic training, systematic training only, and the resident hall adviser program. The modeled learning experience was presented in a 90-minute videotape. Systematic training was provided in five 2-hour training sessions. Significant modeling and systematic training effects were demonstrated.Systematic training does not appear to represent a superior method of developing empathic response behavior when compared to the briefer modeled experience. While the level of communicated empathy was raised nearly one level following exposure to the modeled learning experience, it was still significantly lower than that communicated by the model.
This study examined the relationship between the facilitative dimensions of empathy, warmth, and genuineness and the variables of interpersonal attraction and experience within the relationship known as counseling supervision. A total of 71 supervisor subjects responded to an authorconstructed analogue of supervision, and their responses were rated utilizing a modified version of the Carkhuff Scales (1969). The results revealed that interpersonal attraction differentially affects the three facilitative dimensions and that experience mediates attraction differentially depending on the type rather than the amount of experience the supervisor has had.While a number of new techniques and experimental procedures have been introduced into counselor education programs, the most popular model for graduate education of counselors continues to be the didacticexperiential approach. This model assumes that the counselor trainee, to perform adequately in his role, needs a fundamental understanding of the counseling process, an acquaintance with counseling theory and technique, and an awareness of his interpersonal impact on clients. These understandings are generally acquired through a combination of classroom presentations of academic subject matter and one or more field experiences under the direct supervision of experienced counselors.Although there is ample information available concerning the academic curricula of various counselor education programs, little empirical data are available regarding the actual process of supervision which accounts, in large measure, for the experiential component of counselor education. A number of recent studies concerned with counselor training
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