the current status of paraprofessional training

Danish, Steven J.; Brock, Gregory W.

doi:10.1002/j.2164-4918.1974.tb03787.x

Cited by 16 publications

(9 citation statements)

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(1 reference statement)

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“…A second goal was that the training stimulate personal growth. Several other authors have noted the correlation in paraprofessional programs between opportunities for personal growth during training and volunteer commitment (Danish & Brock, 1974;Delworth et al, 1974;Fretz, 1979;Frisch & Gerrard, 1981;Rockwell & Dustin, 1979;Skovholt, 1976). In addition, paraprofessional self-awareness and personal growth can enhance similar growth and learning in the client (Delworth et al, 1974;Skovholt, 1974Skovholt, , 1976.…”

Section: Trainingmentioning

confidence: 98%

A Cost‐Effective Training Program for Paraprofessionals at a University Counseling Center

Easton

Platt

House

1985

Jour of Counseling & Develop

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Undergraduate paraprofessionals were trained to administer behavioral interventions to university counseling center clients through a costeffective program that stressed skill acquisition and paraprofessional personal growth.T he use of paraprofessionals in university counseling centers has grown recently partly as a result of an increasing appreciation of the clinical potential of client-peer interactions (Brown, 1974; Getz & Miles, 1978; Spiegel, 1976; Zwibelman, 1977). A review of 42 studies of the comparative effectiveness of paraprofessional and professional helpers (Durlak, 1979) indicated that in certain cases paraprofessionals seem to achieve clinical outcomes equal to or even better than those achieved by professional counselors. Although a controversy has ensued about Durlak's interpretation of some of these studies (Nietzel & Fisher, 1981), both Durlak and his critics have indicated that the strongest support for the efficacy of paraprofessionals is found in studies of structured interactions with college students with specified behavioral problems. Paraprofessional programs can also be cost effective: Allen (1974) found that the time paraprofessionals can contribute to the university far exceeds the time necessary to train them.Our university counseling center found the addition of a volunteer paraprofessional program attractive for both of these reasons. Several years ago group therapy emerged as the primary mode of treatment partly as a response to fiscal cutbacks and partly as a means of using the considerable expertise and enthusiasm for group work of the professional staff (Peterson et al., 1981). Frequently a group client needs to learn about and practice such skills as acting assertively, asking someone out for a date, engaging in conversation with classmates, relaxing, or managing stress. Because a growing body of literature, primarily from the cognitive-behavioral school, has addressed the development of these skills (Carney & McMahon, 1977;Coffman & Katz, 1979; Fensterheim & Baer, 1976; Galassi & Galassi, 1977; Lange & Jakubowski, 1979; Liberman, King, DeRisi, & McCann, 1978; Rainwater, 1979; Smith, 1975; Steinmetz, Blankenship, Brown, Hall, & Miller, 1980;Zimbardo & Radl, 1979), we believed that a worthwhile application of the "more with less" philosophy of the center would be to train paraprofessionals for work as behavioral coaches with group clients. Although this behavioral coaching role was deemed central to the program, some brainstorming by the professional staff turned up several other useful paraprofessional roles: model therapy group member, research group member, and audiovisual aide. Program PersonnelDuring the spring semester before the beginning of the program, 12 paraprofessionals were selected. An attempt was made during the selection procedure to obtain a relatively equal balance of men and women and heterogeneity of major field of study.The leadership for the paraprofessional program was provided by a staff counselor, a doctoral intern, and a master's-level graduate st...

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Section: Trainingmentioning

confidence: 98%

A Cost‐Effective Training Program for Paraprofessionals at a University Counseling Center

Easton

Platt

House

1985

Jour of Counseling & Develop

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“…Although the potential of formal new-career training programs began to be realized in several fields during the late 1960s and early 1970s (Bower, 1970;Brown, 1974;Creation of a..., 1973;Danish & Brock, 1974;Delworth, 1974;Estes & Howard, 1970;Favela & Fuzessery, 1974;Felton, Wallach, & Gallo, 1974;Gartner, 1971;Gartner & Johnson, 1970;Gartner & Riessman, 1971Grosser, Henry, & Kelly, 1969;Guerney, 1969;Holler & DeLong, 1973;Pearl, 1 The program described in this article is supported by Developmental Disabilities -Social and Rehabilitation Services, H.E.W. Grant #59-P-45 21219-01.…”

Section: Gary S Feltonmentioning

confidence: 99%

A new role for the psychologist: Training the pediatric paraprofessional¹

Felton

1975

Journal of Clinical Child Psychology

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“…A few concepts were relevant; the remainder (and majority) were extraneous. Furthermore, the experiential-didactic approach proven successful in training programs for paraprofessionals (Danish & Brock, 1974) and volunteers (Signell, 1975) would have been preferable to the more purely didactic approach that I employed.…”

Section: Putting Theory Into Practicementioning

confidence: 99%

Collaborative consultation: A process for joint professional-consumer development of primary prevention programs

Feldman¹

1979

J. Community Psychol.

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This paper contains a description of a mental health consultation process, Collaborative Consultation, by which professionals and nonprofessionals or paraprofessional community consumers (of psychological services) together can develop prevention services designed for eventual implementation by qualified consumers. The purposes of this paper are: (a) to describe the collaborative consultation process, both conceptually and through illustrative examples, (b) to demonstrate that collaborative consultation adheres to mental health consultation conventions, while combining features of “consultation” with those of “collaboration,” (c) to provide some guidelines on learning phases for professionals, and (d) to suggest approaches for extending and evaluating the collaborative consultation process.

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the current status of paraprofessional training

Cited by 16 publications

References 1 publication

A Cost‐Effective Training Program for Paraprofessionals at a University Counseling Center

A Cost‐Effective Training Program for Paraprofessionals at a University Counseling Center

A new role for the psychologist: Training the pediatric paraprofessional¹

Collaborative consultation: A process for joint professional-consumer development of primary prevention programs

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the current status of paraprofessional training

Cited by 16 publications

References 1 publication

A Cost‐Effective Training Program for Paraprofessionals at a University Counseling Center

A Cost‐Effective Training Program for Paraprofessionals at a University Counseling Center

A new role for the psychologist: Training the pediatric paraprofessional1

Collaborative consultation: A process for joint professional-consumer development of primary prevention programs

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Product

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A new role for the psychologist: Training the pediatric paraprofessional¹