A Comparison of Experiential and Observational Approaches for Enhancing the Interpersonal Communication Skills of Speech-Language Pathology Students

Abstract

The effects of two short-term interpersonal skills training approaches on the verbal behavior of student speech-language pathologists were evaluated during peer interviews. Students who had participated in an experiential program in which they practiced specific verbal skills used significantly more verbal behaviors thought to facilitate a helping relationship than did students whose training had consisted of observing and analyzing these verbal skills in clinical interactions. Comparisons with results of previous research suggest that length of training may be a crucial variable as students appear to need considerable time and practice to master the complex skills necessary for interpersonal effectiveness.

Helping skills training for undergraduates: Outcomes and prediction of outcomes.

“…In contrast to expectations, Volz, Klevans, Norton, and Putens (1978) found that control participants (students in other human services classes) actually performed better in terms of interpersonal communication skills (as assessed through interviews with coached clients) after training than did trainees in communication skills training. In a follow-up study, Klevans, Volz, and Friedman (1981) found that students involved in an experiential program where they practiced skills used significantly more facilitative skills in a helping session with a coached client than did students who just observed and analyzed skills in clinical interactions. Klevans et al attributed the difference in findings in this study from the earlier Volz et al study to more time in training, which supports the meta-analytic results cited above by Hill and Lent (2006) that more training may lead to better outcomes.…”

Videotape Applications in Pragmatic Intervention with Language-Impaired Children

“…For example, videotapes of diagnostic or therapy sessions have been utilized to train students to evaluate their own clinical performance or to familiarize students with varying forms of disorders and/or therapy techniques (e.g., Diedrich, 1973;Klevans, Volz & Friedman, 1981). It is anticipated that advances in computer programming will add considerable sophistication to such training through computer-based video hook-ups (c.f., Levitt, et al, 1978).…”

Learning from triads: training undergraduates in counselling skills

“…Generally, courses providing undergraduate training in helping skills combining theory, skills practice and personal development aspects have been shown to be effective, with even relatively short-term training shown to increase students' abilities to self-manage and help others (Payne & Woudenberg, 1978), and to develop conceptual and practice skills and self-awareness (Korn, 1980). In addition, the practical application of skills during training has been found to significantly increase the use of skills during helping events compared with training in which students simply observe or analyse skills (Klevans, Volz & Friedman, 1981). More contemporary research has focused on the pedagogy of training in counselling skills (Hill & Lent, 2006), and the measurement of outcomes (Hill & Kellems, 2002).…”