Evaluation of modeling–role-playing and lecture-discussion training techniques for college student mental health professionals.

Abstract

This study investigated the efficacy of experiential modeling-role-playing and lecture-discussion training techniques for 45 college student mental health paraprofessionals. The Helper Response Preference Inventory and ratings of empathy and global counseling skills based on the interpersonal interactions of the Group Assessment of Interpersonal Traits revealed significantly better counseling skills for the students trained with the modeling-role-playing program than untrained controls. The findings support the use of modeling and role-playing training techniques for enhancing paraprofessionals' counseling skills.The widespread practice of training paraprofessionals to deliver mental health services (Brown, 1974;Karlsruher, 1974) focuses attention on the need to develop and document effective training strategies. One approach to understanding and improving training programs is to identify their potent elements and submit these to careful scrutiny (D'Augelli & Danish, 1976).A salient dimension in training is the relative emphasis on experiential versus didactic components. Reports of existing programs indicate considerable diversity along this dimension, but empirical results are mixed. Newton (1974) and Rapaport, Gross, andLepper (1973) found that their experiential training programs increased paraprofessionals' counseling skills. Cook, Kunce, and Sleater (1974), Paul, Mclnnis, and Mariotto (1973), and Vanderkolk (1973 offer support to the hypothesis that programs with greater experiential emphasis are most effective in training paraprofessional counselors. In contrast, neither Kopita (1974) nor Pancrazio and Cody (1967) found experientially oriented training more effective.In addition to inconsistent findings, an un-This article is based on a thesis completed by the first author under the direction of the second author, submitted in partial fulfillment of the requirements for the master's degree in psychology at George Peabody College.Sincere appreciation is expressed to Paula Block,

Biography and Role Playing: Fostering Empathy in Abnormal Psychology

“…With few exceptions (e.g., France & Gallagher, 1984;Groves, 1990;Teevan & Gabel, 1978), researchers have used only informal student ratings to evaluate the effectiveness of biography writing and role play or have not empirically evaluated efficacy at all. As informal student ratings lack standard qualitative reliability or validity measures (Creswell, 1998;Mertens, 1997;Patton, 1990;Taylor & Bogdan, 1998), student perceptions subjected to more rigorous and systematic, and qualitative analyses combined with quantitative measures of gain would enhance understanding of the pedagogical value of these techniques.…”

Effects of Counselor's Ordinal Position When Involved in Role Play Practice in Triads

“…Role playing as a simulated counseling experience has been used as a standard method for training counselors (Ford, 1979) and has generally been supported empirically (Bailey, Deardorff, & Nay, 1977;Delaney, 1969;Mann & Mann, 1966). Investigations of the effects of role play in combination with other treatments have demonstrated that skill development is enhanced when role-play practice is combined with modeling or instructions (Froehle, Robinson, & Kurpius, 1983;O'Toole, 1979;Stone, 1975;Teevan & Gabel, 1978).…”

The use of paraprofessionals in the helping profession: A look at trends in North America

“…Some earlier studies had indicated specific training programs would improve paraprofessional performance (Newton, 1974;Rappaport et al, 1971). Teevan and Gabel (1978) recently found training programs beneficial, and further indicated that training using modeling and role-playing was superior to lecture-discussion methods. This study supported the point of view that rudimentary counseling skills can be developed in a structured situation, in a relatively brief training period.…”