Can Counselor Trainees Apply Their Skills in Actual Client Interviews?

Abstract

The authors compared a skill‐based training method (Carkhuff's human relations development model) with a conceptual‐based training method by measuring (a) trainees' skill application in actual client interviews and (b) client outcomes. Participants were 14 male and 34 female master's degree trainees. Counseling skills were measured by rating segments of audiotaped sessions with field placement clients. Interrater reliabilities of .94 and above were achieved. A self‐report instrument measured client outcome. Although the groups did not differ in responding skills at pretest, the skill‐based group exhibited greater skill application in client interviews and superior client outcome ratings at posttest. Results support the use of skill‐based training methods to increase trainees' skill application in applied settings.

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.…”

Training Counseling Students to Work More Effectively with Short-Term Clients

“…The lack of research on the direct clinical benefits of basic attending and listening skills (Roffers et al 1988) does not invalidate the importance of a strong counseling relationship in facilitating client change. Decades of research have clearly demonstrated the value of the counseling relationship in predicting client improvement in both short-and long-term counseling (Lambert and Barley 2002).…”

“…Yet though reasonable, research has not yet established the therapeutic benefits of basic attending and listening skills in the context of very short-term counseling. While it is has been demonstrated that basic attending and listening skills can be acquired and even retained by counseling students (e.g., Baker and Daniels 1989;McLennan 1994), little research has attempted to link delivery of these specific skills to validated outcomes with actual clients (e.g., Roffers et al 1988). In fact, nearly all of the studies attesting to the value of very brief therapy (1-3 sessions) are based on solution-focused therapy or some derivative thereof (cf., Bloom 2001;Miller 2008;Perkins and Scarlett 2008;Talmon 1990); models in which problem exploration is explicitly eschewed in favor of quickly working toward solutions to clients' most pressing problems.…”