American Doctoral Dissertations on Education in Canada

Eells, Walter Crosby

doi:10.3138/utq.25.2.249

Cited by 2 publications

(35 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One study provides an exception to the rule. Collins (1984, p. 67) stated, ‘it was not possible to establish a control group where no laboratory training took place’. This suggests the lecture‐trained and lab‐trained groups were not as distinctly different as was necessary, hence the serious risk of bias rating was applied for this domain.…”

Section: Resultsmentioning

confidence: 99%

“…Independent outcome assessors and appropriate blinding were used in all of the outcome measures used in Collins' (1984) study and in the video‐tape interviews in Ouellette et al's (2006) study, which, with the exception of the timing issues associated with Collins' (1984) analogue measure, resulted in low bias ratings for the outcomes measures in these two studies.…”

Section: Resultsmentioning

confidence: 99%

“…The initial skills considered fundamental for demonstrating empathy were evidently interesting to the researchers of the included studies. Variations of the Carkhuff scales (Carkhuff, 1969a, 1969b), which are widely used in social work education (Hepworth et al, 2010), were employed in seven of the included studies (Collins, 1984; Larsen & Hepworth, 1978; Laughlin, 1978; Toseland & Spielberg, 1982; VanCleave, 2007; Vinton & Harrington, 1994; Wells, 1976). The Carkhuff scales comprise two subsets: empathy discrimination (being able to accurately identify the level of empathy response) and empathy communication (putting that discriminated empathy into a congruent action response) (Carkhuff, 1969a, 1969b).…”

Section: Resultsmentioning

confidence: 99%

“…Large effect sizes of 1.21, 1.37 and 1.77 were found empathy, warmth and genuineness respectively. Collins (1984) concluded that findings from the Carkhuff stems and the Skills Acquisition Measure provide evidence that lab‐based training is more effective for teaching interpersonal interviewing skills for social work students than lecture‐based training.…”

Section: Resultsmentioning

confidence: 99%

“…Through comparing the findings produced by different methods of measurement, Collins (1984) found, ‘students were significantly better at writing minimally facilitative skill responses than demonstrating them orally as measured in a role‐play interview (p. 124). Noting ‘a lack of equivalence between written and oral modes of responding’, the validity of the Carkhuff stems is challenged by Collins’ study (Collins, 1984, p. 148). Schinke et al (1978) acknowledge similar concerns.…”

Section: Discussionmentioning

confidence: 99%

See 4 more Smart Citations

Communication skills training for improving the communicative abilities of student social workers: A systematic review

Reith‐Hall

Montgomery

2023

Campbell Systematic Reviews

View full text Add to dashboard Cite

Background Good communication is central to effective social work practice, helping to develop constructive working relationships and improve the outcomes of people in receipt of social work services. There is strong consensus that the teaching and learning of communication skills for social work students is an essential component of social work qualifying courses. However, the variation in communication skills training and its components is significant. There is a sizeable body of evidence relating to communication skills training therefore a review of the findings helps to clarify what we know about this important topic in social work education. We conducted this systematic review to determine whether communication skills training for social work students works and which types of communication skills training, if any, were more effective and lead to the most positive outcomes. Objectives This systematic review aimed to critically evaluate all studies which have investigated the effectiveness of communication skills training programmes for social work students. The research question which the review posed is: ‘What is the effectiveness of communication skills training for improving the communicative abilities of social work students?’ It was intended that the review would provide a robust evaluation of communication skills training for social work students and help explain variations in practice to support educators and policy‐makers to make evidence‐based decisions in social work education, practice and policy. Search Methods We conducted a search for published and unpublished studies using a comprehensive search strategy that included multiple electronic databases, research registers, grey literature sources, and reference lists of prior reviews and relevant studies. Selection Criteria Study selection was based on the following characteristics: Participants were social work students on generic (as opposed to client specific) qualifying courses; Interventions included any form of communication skills training; eligible studies were required to have an appropriate comparator such as no intervention or an alternative intervention; and outcomes included changes in knowledge, attitudes, skills and behaviours. Study selection was not restricted by geography, language, publication date or publication type. Data Collection and Analysis The search strategy was developed using the terms featuring in existing knowledge and practice reviews and in consultation with social work researchers, academics and the review advisory panel, to ensure that a broad range of terminology was included. One reviewer conducted the database searches, removing duplicates and irrelevant records, after which each record was screened by title and abstract by both reviewers to ensure robustness. Any studies deemed to be potentially eligible were retrieved in full text and screened by both reviewers. Main Results Fifteen studies met the inclusion criteria. Overall, findings indicate that communication skills training including empathy ca...

show abstract

Section: Resultsmentioning

confidence: 99%