Learning from triads: training undergraduates in counselling skills

Abstract

Background Research has shown that counselling skills training in undergraduate programmes is effective. However, there is potential that premature intimacy and disclosures during triad work may impact on relationships which must be maintained out‐with the counselling component of the course. Little research has examined individual pedagogical practices within training. Aim The aim of this research was to explore the experience of the practical skills training component of a counselling course for a cohort of undergraduate students, and the impact of this learning experience. The objective being an evaluation of the use of this approach for this group and of the impact of personal sharing within cohorts of undergraduates. Method Semi‐structured interviews focusing on the experience of skills training and self‐disclosure during training were carried out on 12 undergraduates taking counselling skills modules as part of their BSc Psychology and Counselling degree. Thematic analysis was carried out on the interview transcripts. Results As a result of engagement in skills training and acting as ‘clients’ for one another, individuals perceived the formation of a positive group identity with implicit ‘rules’, but also an impact of training on relationships within the group which relied on the ability to maintain boundaries and personal identities with peers, and this influenced the learning experience. The ability to manage their engagement on the programme was dependent on ongoing support and guidance from tutors. Discussion While this pedagogical approach appears appropriate for facilitating learning and potentially provides a rich learning journey for undergraduate students, tutors must act proactively to ensure a safe learning environment.

Student therapists' experiences of learning using a machine client: A proof‐of‐concept exploration of an emotionally responsive interactive client (ERIC)

“…Students felt they learnt from ERIC via reflecting on the answers they got wrong and the tutor input throughout. The triad approach ERIC provided is an established way students practise their counselling skills (McLeod, 2018; Smith, 2016). The addition of the tutor therefore provided these counselling students with a familiar way of learning/practising their counselling skills.…”

“…One of the most common counselling training exercises is to engage in triad work. Such exercises involve students taking on one of three roles: a therapist, a client and an observer (McLeod, 2018; Smith, 2016). Students are then asked to practise their therapeutic skills with one another and receive feedback from the observer.…”

Educating Engineering Students to Address Bias and Discrimination Within Their Project Teams

“…Different strategies feel more accessible to some people or in some situations, so I suggest that students use this opportunity as a “sand box” to experiment and try out responses that they do not usually use. This 3-person activity is informed by work in counseling and psychotherapy education (Crowe, 2014 ; Smith, 2016 ). Each round of the role-play typically takes 2–3 min (see Table 3 ), and participants often need to be encouraged to keep their discussion short and to dive back into another (uncomfortable) round of practice.…”