Interviewing-Skills Training

Schinke, Steven P.; Smith, Thomas E.; Gilchrist, Lewayne D.; Wong, Stephen E.

doi:10.1300/j079v01n04_05

Cited by 17 publications

(28 citation statements)

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“…Schinke et al's (1978) study bucked the trend, finding students’ positive attitudes towards their skills were almost three times higher among those who had received CST compared to those who did not. Interestingly, the self‐report instrument used in this study measured clearly specified counselling skills, and thus did not suffer from the conceptual confusion faced by those seeking to measure empathy.…”

Section: Discussionmentioning

confidence: 93%

“…Experiential learning is referred to in the majority of the studies (Collins, 1984; Greeno et al, 2017; Keefe, 1979; Larsen & Hepworth, 1978; Laughlin, 1978; Pecukonis et al, 2016; Rawlings, 2008; Schinke et al, 1978; Toseland & Spielberg, 1982) as the underpinning theoretical orientation of the intervention under investigation. However, the term is not applied consistently.…”

Section: Resultsmentioning

confidence: 99%

“…Six of the included studies made reference to the work of Ivey and colleagues, however five of them (Collins, 1984; Hettinga, 1978; Laughlin, 1978; Rawlings, 2008; VanCleave, 2007) did so simply within a discussion of the wider literature. It is only in Schinke et al's (1978) study where Ivey's work has a direct impact on the empirical evaluation itself; an adapted version of the Counsellor Effectiveness Scale developed by Ivey and Authier (1971) was used as one of the study's measuring instruments.…”

Section: Resultsmentioning

confidence: 99%

“…A total of 743 research participants were contained within the 15 included studies. Of the included studies, seven studies (reported in Barber, 1988; Laughlin, 1978; Ouellette et al, 2006; Rawlings, 2008; Toseland & Spielberg, 1982; Vinton & Harrington, 1994) contained undergraduate students ( N = 352) and five studies (Collins, 1984; Keefe, 1979; Larsen & Hepworth, 1978; Schinke et al, 1978; VanCleave, 2007) comprised Master's social work students as their participants ( N = 285). One study (Wells, 1976) failed to specify student type ( N = 14) whilst two studies (Greeno et al, 2017; Hettinga, 1978; Pecukonis et al, 2016) used a combination of undergraduate and Master's students ( N = 92).…”

Section: Resultsmentioning

confidence: 99%

“…They suggest that students should be exposed to the effective application of interpersonal helping skills in several different courses and be encouraged to practice these skills in a variety of case situations role‐played in classroom and laboratory settings, as well as in field settings. Larsen and Hepworth (1978) and Pecukonis et al (2016) also suggest that CST must be better integrated with practice settings, where students can demonstrate communicative and interviewing abilities with actual clients in real‐world practice settings, ‘the ultimate test of any social work practice skill’ (Schinke et al, 1978, p. 400).…”

Section: Authors’ Conclusionmentioning

confidence: 99%

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

Reith‐Hall

Montgomery

2023

Campbell Systematic Reviews

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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...

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Section: Discussionmentioning

confidence: 93%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Authors’ Conclusionmentioning

confidence: 99%

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

Reith‐Hall

Montgomery

2023

Campbell Systematic Reviews

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Crisis-intervention training with paraprofessionals

Schinke

Smith

Myers

et al. 1979

J. Community Psychol.

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Effects of brief crisis‐intervention training with paraprofessionals were examined by randomly assigning 41 dormitory resident assistants to one of two conditions. Participants in the first received four hours of training in knowledge and skills associated with three crisis‐intervention roles: helper, behavior‐change agent, and referral source; those in the second served as untrained controls. All then completed an assessment battery including knowledge tests, role‐played interviews, and postinterview questionnaires. Results showed trained resident assistants scored significantly higher than did those untrained on substantive knowledge, interviewing skills, recall of interview content, correctness of clinical judgments and referral suggestions, and overall crisis‐intervention competence. Participant evaluations of the workshop indicated high satisfaction with content, process, and trainers.

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Operant Learning Theory

Wong

2008

Comprehensive Handbook of Social Work and Social Welfare

Self Cite

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Interviewing-Skills Training

Cited by 17 publications

References 0 publications

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

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

Crisis-intervention training with paraprofessionals

Operant Learning Theory

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