A Comparison of Role‐Playing and Lecture‐Discussion Instructional Methods in a Beginning Course in Counseling Theory

Abstract

In discussing the status of counselor education programs, Roeber (1962) seemed to reflect the current situation when he indicated that research has not shown one combination of conditions to be superior to any other in transforming "a counselor candidate into an independently functioning counselor." Hummel ( 1962 ) reinforced this position when he concluded that no one is sure what the curriculum content should be for potential school counselors. The need for research wa\ further alluded to in the suggestion by Johnson (1962) that the counseling profession decide "what can be taught most effectively in didactic courses, wminars. through independent study, programmed learning, and in practicum." In summary, these statements indicate a general need for research which will provide guidelines and direction leading to improvements in counselor preparation.Among the classrooni procedures and laboratory experiences hecjiic,ntly employed in counselor education, role-playing has been practiced widely. Schwebel (1953) indicated the broad caegory which encompasses the use of this term in the study reported here: "In role-playing, the role-player identifies with the person, assuming his attitudes and characteristic modes of behavior." Not only might various forms of roleplaying be identified, but the technique has been applied in various settings. and apparently received general acceptance. In addition to Schwelwl ( 1953), Stripling (1954), and Corsini, Shaw, and Blake ( 1962 have adbocated its use a? a teaching device. Evaluation of this instructional proceedure, however, has been associated primarily with student and instructor satisfaction Purpose of the StudyThe purpose of this study was to compare a form of two freqentlyiised methods of instruction in counselor education. A traditional lecture-James J.

The use of Porter's Test of Counselor Attitudes to discriminate between Adlerian- and phenomenologically-oriented students.

“…However, Porter's Test of Counselor Attitudes (TCA; Porter 1949Porter , 1960 has been used rather extensively. Hunger andCarlton (1960), Hunger, Heyers, andBrown (1963), Kirk (1956), Pancrazio and Cody (1967), Rochester (1965Rochester ( , 1967 are but a few of the investigators who have found the instrument helpful in evaluating attitudinal changes. Yet, little is known about the actual validity of the instrument.…”

Evaluation of modeling–role-playing and lecture-discussion training techniques for college student mental health professionals.

“…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,…”

“…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.…”

Comparison of two mental health counselor training programs

“…The second group was given no training in counseling skills, and therefore was not really a comparison of training methods. A third study (Pancrazio & Cody, 1967) compared a group of trainees who participated in role playing with a group involved in a lecture-discussion class. However, the first group, which was termed "experiential," was also given lectures.…”