Lecturing, reading, and modeling in counselor restatement training.

Abstract

In this study, counselor students' verbal behavior change was viewed as being dependent on the training program components, that is, verbal, written, and model presentations. Specific hypotheses were derived concerning the quantitative production of the target verbal behavior given the training program design. Ninety-two trainees were randomly assigned to one of four experimental groups: (a) control group; (b) lecture presentation; (c) lecture and reading presentation; and (d) lecture, reading, and model presentation. After exposure to the training program detailing restatement, trainees responded to 10 audiorecorded client statements. One-way analyses of variance demonstrated that the lecture presentation produced a significant increase of target verbal behavior, as did the addition of reading. Model presentation after the two symbolic model presentations did not cause a significant increase in production. The implications of symbolic modeling for counselor training and research are discussed.

Research on Training Counselors and Clinicians

“…Very few studies reported conforming to the latter two guidelines. Many studies also failed to observe the first two precautions, or failed to check reliability at all, or reported low (i.e., less than .75) reliability coefficients on some (Bailey, Deardorf, & Nay, 1977;Berenson, Carkhuff, & Myrus, 1966;DiMattie & Arndt, 1974;Dooley, 1975;Frankel, 1971;Ivey, Normington, Miller, Morrill, & Haase, 1968;Lambert, 1974;Martin & Carkhuff, 1968;Perry, 1975;Rappaport, Gross, & Lepper, 1973;Ryan & Budner, 1970;Selfridge, Weitz, Abramowitz, Calabria, Abramowitz, & Steger, 1975) or on all dependent variables data (Blane, 1968;Canada, 1973;Carkhuff & Truax, 1965;Carlson, 1974;Carter & Pappas, 1975;Delaney, Long, Masucci, & Moses, 1969;Dowd & Blocher, 1974;Gade & Matuschka, 1973;Hountras & Redding, 1969;Kanfer & Pomeranz, 1965;Kingdon, 1975;Kuna, 1975;Miller, Morrill, Ivey, Normington, & Uhleman, 1973;Miller, Morrill, & Uhleman, 1970;Ornston, Cicchetti, & Towbin, 1970;Roark, 1969;Saltmarsh & Hubele, 1974;Schoch, 1966;Silverman & Quinn, 1974;Ward, Kagan, & Krathwohl, 1972;Werner & Schneider, 1974).…”

“…Programmed texts have been shown to be more effective than prose texts (Scherman, 1974), videotape modeling (DiMattia & Zimmer, 1971;Saltmarsh, 1973), lectures (Cormier, Cormier, Zerega, & Wagaman, 1976), or no training (Kuna, 1975;Hart, 1973) in teaching discrimination skills. More experiential-oriented training procedures will probably be superior to programmed texts for teaching actual in-therapy communication skills, although this question has been addressed (and inconclusively) by only one study (Cormier et al, 1976).…”

The use of modeling to teach empathy to nursing students

“…The modeling treatment was effective in most studies in the first group, which employed a variety of dependent variables, including both group and individual skills. Modeling was also effective as measured by a variety of methods: written tests, responses to audiotaped and videotaped client statements, and interviews with simulated clients (Chasnoff, 1976;Eisenberg & Delaney, 1970;Eskedal, 1975;Ivey, Normington, Miller, Morrill, & Haase, 1968;Kuna, 1975;Rank, Thoresen, & Smith, 1972;Rappaport, Gross, & Lepper, 1973;Wallace, Horan, Baker, 8 Hudson, 1975).…”

Effects of Covert Modeling and Written Material on the Acquisition of a Counseling Strategy

“…The efficacy of written material in counselor training has been verified in other studies (Cormier, Cormier, Zerega, & Wagaman, 1976;Ivey & Authier, 1978;Kuna, 1975). The specific purpose of the present study was to compare covert other modeling, covert self-modeling, and written material on the knowledge and demonstration of the developing goals counseling strategy.…”