Using video simulation of counseling for training counselors.

Abstract

A video tape was developed to present each of 40 high school age clients. For the first 20 clients two separate sections of the video tape were developed. In one section the clients appeared alone. In the second section an experienced counselor appeared with each client. This counselor made an appropriate counselor tacting response lead (CTRL) to each client. Using this tape, several procedures were compared to test their effectiveness in facilitating the acquisition of CTRL for Ss (trainees in counseling). These procedures included: presentation of a model, systematic reinforcement, and a combination of both. Transfer effects were also assessed. The most important finding was that modeling procedures were demonstrated to have the greatest effect on Ss' use of CTRL to clients on video tape. 'This article was accepted for publication by the previous editor, Francis P. Robinson.This article is based on the senior author's doctoral dissertation completed at the University of Illinois. In addition to the co-author, the committee included: Merle M. Ohlsen (chairman), J.

Research on Training Counselors and Clinicians

“…It should be noted that feedback and instructions are not interchangeable labels: the latter precedes and the former follows the target response, although both may involve instructional information. Feedback seems to be more effective than modeling alone (Eisenberg & Delaney, 1970;Hutchcraft, 1970), but equivalent to modeling plus cueing (Eisenberg & Delaney, 1970). Videotape feedback and modeling, each in combination with role-play behavior rehearsal, are equally effective (Bailey et al, 1977).…”

“…The message may be a simple "right" or "wrong" (Carpentier, 1970;Dowd & Blocher, 1974;Eisenberg & Delaney, 1970;Hellervik, 1969;Kanfer & Pomeranz, 1965;Lee, 1969), or it may include specific discriminative instructions, explanations, and/or modeling (Canada, 1973;Miller, 1969;Payne, Weiss, & Knapp, 1972;. These two types of messages have not been directly compared through empirical experimentation.…”

“…Feedback plus modeling (Eisenberg & Delaney, 1970;Hutchcraft, 1970), instructions (Carlson, 1974;Dowd & Blocher, 1974), or programmed texts (Hart, 1973;Saltmarsh, 1973) are all significantly more effective than feedback alone. It should be noted that feedback and instructions are not interchangeable labels: the latter precedes and the former follows the target response, although both may involve instructional information.…”

“…Goldberg, 1968;Grzegorek, 1971;B. Miller, 1969;Rye, 1970;Ward et al, 1972), the Microcounseling Behaviors Scale (MCBS) (e.g., Authier & Gustafson, 1975;DiMattia & Arndt, 1974;Eisenberg& Delaney, 1970;Frankel, 1971;Guttman & Haase, 1972;Ivey et al, 1968;Miller et al, 1970Miller et al, , 1973, and the Hill Interaction Matrix (HIM) (e.g., Dowd & Blocher, 1974;Hellervik, 1969;Lee, 1969) are other frequently used observer-rating scales that have received, at best, tentative validation (e.g., Lake, Miles, & Earle, 1973).…”

“…The medium through which feedback is presented may include videotape self-confrontation (e.g., Frankel, 1971;O'Connell, 1974), visual signals via a system of colored lights (e.g., Canada, 1973;Dowd & Blocher, 1974;Hellervik, 1969;Lee, 1969), audio signals via a wireless transmitter (e.g., Carlson, 1974;O'Connell, 1974), written numerical evaluations (e.g., Carkhuff & Truax, 1965;Leitner, 1973;Ward, Kagan, & Krathwohl, 1972), or verbal evaluations (e.g., Eisenberg & Delaney, 1970;Hutchcraft, 1970). The different media have been systematically compared in two instances.…”