Effects of Different Strategies within a Microtraining Situation

Abstract

The purposes of this study were to determine whether teaching and supervision had an impact on reflective‐communication development. The experimental strategy included an analytic approach in which various components were systematically varied among four groups of undergraduate students. Evaluation was through multiple measures representing three sources: counselor behavior and client participation and evaluation.

Integrating research on the microcounseling program: A meta-analysis.

“…The differences may be a function of the appropriateness of the dependent variables for making fair comparisons, and the number of studies where comparisons were made with alternative programs is small enough to recommend caution in generalizing. (Irwin, 1981) 1 High-status model > low-status model (Kloba & Zimpfer, 1976 (Stone, 1981) 1 Written, video models, practicing, and feedback > written and video models, practicing, feedback, and remedian > written and video model and practicing > written and video models only (Peters, Cormier, & Cormier, 1978) 1 Microcounseling components and practicum > microcounseling components > practicum only (Pinnas, 1976) 1 Microcounseling components in cognitive-behavioral context > microcounseling components in behavior context (Richardson & Stone, 1981) 1…”

Microcounseling and Beyond: A Dialogue with Allen Ivey

“…Research in microskills has focused far too much on single skills. More work is needed, such as that of Stan Baker and his colleagues (Baker, Scofield, Clayton, & Munson, 1984) and Jerry Stone (1981), in which skills are chunked together in meaningful cognitive units. There is a need to look at the results of skills in client verbalizations.…”