A Critical Reexamination of the Practice Component in Counselor Training

Abstract

This article reviews the existing empirical literature related to the practice component in counselor education. The evidence strongly indicates that the current understanding of the practice component in training is quite limited. The authors discuss several tentative explanations for the discrepancy between the widespread application of practice in training and the near absence of empirical guidelines for its use, present weaknesses in related research methodology, and advance several recommendations for future research in this area.

Therapist Training, Feedback, and Practice for Dream Work: A Pilot Study

“…These results are consistent with the theoretical and empirical literature on the effects of practice (e.g., Fuqua & Gade, 1982). Interestingly, client scores did not change consistently, suggesting that the changes are more in terms of therapists' self-perceptions rather than in behavior.…”

The evaluation of interactive learning modules to reinforce helping skills in a web‐based interview simulation training environment

“…The framework of design research recommends that tests of instructional interventions are best implemented as a means to see the effects of instructional materials in realistic settings (Reeves et al, 2005). This particular research study provided an opportunity to look at different aspects of the CATHIE environment in terms of simulation design (e.g., Alessi, 1988;Cannon & Burns, 1999;de Jong & Van Joolingen, 1998;Thurman, 1993), design of interactive multimedia (e.g., Deubel, 2003;Park & Hannafin, 1993) and training for empathetic communication skills in a situated learning environment (e.g., Brown et al, 1989;Carkhuff, 1969;Fugua & Gade, 1982;Ivey, 1994;Roffers et al, 1988). Results from these assessments will be used to guide future research and development of the CATHIE system and further explorations of empirically-guided design principles in simulation and interactive multimedia design.…”

“…Because the competency of the helper directly impacts the quality of the services that clients receive, much research has focused on the specific skills needed in the helping process (Carkhuff, 1969;Fugua & Gade, 1982;Ivey, 1994;Roffers, Cooper, & Sultanoff, 1988). Instructional methods for teaching helping skills include the use of films (Koch & Dollarhide, 2000), traditional role-play (Shepard, 2002), and the use of paid client actors in simulated treatment team projects (Osborni, Dean, & Petruzzi, 2004).…”

“…Because the competency of the helper directly impacts the quality of the services that clients receive, much research has focused on the specific skills needed in the helping process (Carkhuff, 1969;Fugua & Gade, 1982;Ivey, 1994;Roffers, Cooper, & Sultanoff, 1988). Rogers' (1951Rogers' ( , 1958 work on empathy as a core condition was one of the earliest attempts to assess the quality of helping skills.…”

Role-Playing in Counselor Student Development

“…Role-playing is a pedagogical technique used regularly by counselor educators as a way to provide counseling students the opportunity to practice microskills, apply theory to practice, build skills and confidence, experience common and difficult counseling situations, receive constructive feedback within a safe environment, and demonstrate improvement (Fuqua & Gade, 1982;Seligman, 2005;Shepard, 2002;Walter & Thanasiu, 2011). The roleplay is a simulation of a counseling session in which counseling students are able to practice counseling skills (Barney & Shea, 2007) without the risks that would be associated with counseling real clients (Browning, Collins, & Nelson, 2005).…”