Effect of training, stimulus context, and mode of stimulus presentation on empathy ratings.

Section: Discussionsupporting

confidence: 91%

The Effect of Response and Presentation Modes on Trainees' Responding

Wilmarth

Moracco

Valine

1982

“…The use of typescripts for rater analysis has been found to be reliable and equivalent to the ratings of audiotapes (Fridman & Stone, 1978;Shapiro, 1970).…”

Section: Measurement Of the Dependent Variablementioning

confidence: 99%

“…An audio recording of each student's responses to a series of 16 videotaped client vignettes was made into a verbatim typescript of each student's verbalizations and pauses. The use of typescripts for rater analysis has been found to be reliable and equivalent to the ratings of audiotapes (Fridman & Stone, 1978;Shapiro, 1970).…”

Section: Measurement Of the Dependent Variablementioning

confidence: 99%

A Two‐Study Comparison of Written and Video Modeling and of Written and Oral Assessment

Robinson

Kurpius

Froehle

1981

This article presents the findings from two research studies. In Study I, 21 counseling students were given either a written standard model, written serial model, or a videotape model of how to ask tacting questions. While there were no differences between the written and video models, significant multivariate differences were found between the two forms of the written models. In Study II, 24 counseling students received either the written or video model and then were assessed either by orally responding or by writing reflections of feeling responses to a series of client vignettes. Once again, no differences were found for mode of model presentation. Students who responded in writing, however, outperformed those who responded orally. The discussion focuses on the implications these two studies have for counselor education. Study IDuring the last few years, counselor educators have begun to examine the media employed to train counselors. Stone (1975) compared the impact of high-and low-fidelity methods of instruction (videotapes, lectures, and roleplaying as compared to audiotapes and written manuals) and high-and low-fidelity practice (oral rehearsal versus written rehearsal) and found the combination of high-fidelity instruction and practice to be most effective in improving trainee skill performance. Yenawine and Arbuckle (1971) examined the effects of using videotape and audiotape playback in a counseling practicum. Although their findings were based on the subjective reactions of their students, the videoSharonE.

“…For example, significant differences in ratings obtained from different sources have been reported (Fuqua, Johnson, Newman, Anderson, & Gade, 1984;Kurtz & Grummon, 1972;Mitchell, Bozarth, Truax, & Krauft, 1973). Other studies suggest that ratings may be influenced by the specific type of training received by raters (Fridman & Stone, 1978), by altering parameters in observatibns (Strahan & Zytowski, 1976), and by the order in which performance stimuli are presented to observers ). These arejust a few of the many factors that have been found to influence performance ratings, but they illustrate how factors external to the performance itself can influence observer ratings.…”

Section: Use Of Rater Judgmentsmentioning

confidence: 99%

The Construct Problem in Measuring Counseling Performance

Newman¹,

Scott²

1988

This article describes the role of inadequate construct definition in the current problems involving measurement of counseling performance and suggests potential responses for improving measurement capability.Despite the fundamental role of assessment in counselor training, research, and practice , the development of effective methods for measuring counseling performance has proved to be a difficult task. A variety of factors seem to interact with one another to perpetuate existing barriers to the development of more effective measurement methodologies. Perhaps the most important of these factors is the lack of any clear, consistent, and comprehensive definition of effective counseling performance. What exactly is this phenomenon that we are trying to measure? What are the underlying dimensions that comprise effective counseling performance? Up to now, these questions have not been addressed in any formal systematic manner such that a clear definition of effective counseling performance has emerged. In the absence of an adequate definition of the construct, the delineation of specific assessment criteria, which relates directly to the validation of performance measures, has not been possible.Before substantial improvements in our ability to effectively measure counseling performance can be achieved, basic questions such as those above must be addressed. The purposes of this discussion are to briefly review current problems in assessing counseling performance, to examine the fundamental role of inadequate construct definition in current problems, and to suggest potential directions for enhancing measurement capabilities.