Self‐Instructional Versus Traditional Training for Teaching Basic Counseling Skills

Robinson, Sharon E.; Kinnier, Richard T.

doi:10.1002/j.1556-6978.1988.tb01779.x

Cited by 5 publications

(6 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Además de estas cualidades personales, resulta importante que el voluntario supere un programa de formación con el que se pretende fomentar la sensibilidad hacia los problemas de los demás, además de proporcionar los conocimientos y herramientas básicas para hacerle un asesor efectivo y una adecuada fuente de referencia (Baker, 1986;Lumade y Duífey, 1999;Ridley y Asbury, 1988;Robinson y Kinnier, 1988). Entre los conocimientos teóricos destaca información acerca del funcionamiento de los distintos servicios de la universidad, solicitud de becas, planes de estudio, salidas profesionales o incluso sobre técnicas de estudio.…”

Section: Necesidades De Información Al Inicio De Los Estudios Universunclassified

Necesidades de información al inicio de los estudios universitarios

et al. 2005

View full text Add to dashboard Cite

RESUMENEl acceso a la universidad supone uno de los cambios más importantes que los estudiantes experimentan a lo largo de su formación, por lo que cualquier iniciativa encaminada a disminuir sus efectos indeseables es bien acogida. De cara a mejorar la cantidad y calidad de la información que durante este período los estudiantes reciben, el presente estudio se plantea como objetivo detectar las necesidades de información que presentan los estudiantes universitarios. Para ello, se diseñó un cuestionario que permitiera evaluar dichas necesidades. La versión original del cuestionario de 24 elementos se administró a una muestra de 741 estudiantes, de ambos sexos, de 17 a 25 años. Los resultados mostraron preocupaciones relativas a exámenes (76% estudiantes), planes de estudio (71,7%) y docencia (64%). Posteriormente, se les preguntó sobre las fuentes de las que habían obtenido información, así como, por el valor que concedían a la figura del estudiante-asesor. ABSTRACTThe access to university is a very important change that students suffer in their formation. In this way, any initiative in order to reduce the undesired effects is welcome. The aim of this study was to detect the needs presented by university students in order to improve the quality and quantity of the information that they receive. Therefore, a questionnaire for assessing these needs was designed. The 24 ítems original versión of the questionnaire was administered to a sample of 741 students, both sexes, aged from 17 to 25 years. The results showed worries about exams (76% students), study plan (71.7%), and docence (64%). Followíng, they were asked about the sources of information, as well as, the valué that they conceded to the studentcounselor figure.

show abstract

Section: Necesidades De Información Al Inicio De Los Estudios Universunclassified

Necesidades de información al inicio de los estudios universitarios

et al. 2005

View full text Add to dashboard Cite

show abstract

“…Many students in counselor training programs gloss over specific application of techniques in addressing couples in dilemma. Frequently, the foci of many programs have been to teach counseling skills, techniques, and theories, with the assumption that generic use of counseling techniques and skills will suffice in almost all counseling and related situations (Carkhuff, 1969;Robinson & Kinnier, 1988). This position also takes for granted that students generally have the ability to determine the application of various strands of theories and models in addressing clients' issues.…”

Section: Issues Affecting the Training Of Therapistsmentioning

confidence: 99%

Teaching Beginning Counselors How to Align Couples’ Relationships

Keri

2002

The Family Journal

View full text Add to dashboard Cite

Couples’dilemmas revolve around vantage points in their relationships. Besides personal needs and wants, there are personally competing internally and externally defined forces that mire establishment of meaningful relationships. These competing forces are consequences of role-definition, and in the presumption of leadership (or the lack thereof) as expressed in a partner or both. Struggles for roles (or, to lead or not to) embody internal and external factors. Internal factors are derivations of personal life circumstances, events and conditions of a partner introduced or reenacted within the relationship. These factors are often aligned with a personal ideal to be realized in the other, or stem from a partner’s view of self in relation to the other. External factors include prioritization of needs and wants, expectations, roles, and perspectives of couples. Clinical observations of clients indicate that interaction effects of unresolved intrinsic and extrinsic concerns can lead to separation or divorce.

show abstract

“…The increasing demand for self-instructional (SI) training modules in counselor education stems from the late 1970s (Cormier & Cormier, 1976;Fuhrmann, 1978;Hector, Elson, & Yager, 1977;Robinson & Kinnier, 1988). In self-instruction, there is less structure in the training environment, and students take responsibility for their learning process (Rosenthal, 1977).…”

mentioning

confidence: 99%

“…The potential advantages are clear: Self-instruction can stimulate more active learning and enhance selflearning abilities (Peng, 1989). Another advantage of self-paced mastery is that it leads to a reduction in teacher-assisted instruction time on the one hand and, on the other hand, to more efficient use of valuable in-class time (Robinson & Kinnier, 1988). However, a disadvantage is that students who try to improve their counseling skills by self-instruction lack the interaction with an experienced trainer.…”

mentioning

confidence: 99%

“…A number of studies have shown at least some support for the effectiveness of self-instruction in education in general (McNeil & Nelson, 1991) and more specifically in self-instruction counseling skills training (Robinson & Kinnier, 1988;Rosenthal, 1977). Although SIT seems an effective method for skills training, the literature shows that it might be sensible to combine a self-instruction method with more traditional methods.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Effectiveness of a Self-Instruction Program for Microcounseling Skills Training

Schönrock-Adema

Molen

Zee

2009

Teaching of Psychology

View full text Add to dashboard Cite

This article describes the effects of self-instruction training (SIT) in microcounseling skills compared to those of a traditional trainer-guided program (TT) in a pretest-posttest comparison group design. A sample of 193 undergraduate psychology students participated in this study: 97 students followed SIT and 96 students followed TT. We used video tests and behavioral role-play tests to measure the learning effects. Both SIT and TT generated large learning effects. An important conclusion of this study is that it is possible to realize the same training effectiveness with trainer time reduced by about 50%.

show abstract

Self‐Instructional Versus Traditional Training for Teaching Basic Counseling Skills

Abstract: Three studies revealed that self‐instructional and traditional training were equally effective methods of teaching basic counseling skills to novice counselor trainees.

Cited by 5 publications

References 10 publications

Necesidades de información al inicio de los estudios universitarios

Necesidades de información al inicio de los estudios universitarios

Teaching Beginning Counselors How to Align Couples’ Relationships

Effectiveness of a Self-Instruction Program for Microcounseling Skills Training

Contact Info

Product

Resources

About