No abstract

Evaluated the relative efficacy of three approaches to teaching mental health professionals how to do social skill training (SST). All three conditions received a minimal of a common reading package and videotaped modeling of competent SST. Ss in a structured learning format (SLF) as well receive instructions, rehearsal and feedback for a total of 20 hours (N = 39). Therapists in a seminar format (SF) condition discussed topics associated with SST raised by the readings and films for 20 hours. In addition to modeling and the readings, Ss in the workshop format (WF) condition received concise instructions on how to carry out SST during 6 hours of training. All three conditions showed equivalent and significant pre‐ to posttraining improvement on a questionnaire measure of familiarity with SST; however, only the SLF and CW conditions improved significantly on a test of the therapists' evaluative skills. Finally, on a measure of therapist behavior during a simulated SST session, the three groups showed roughly equivalent improvement. The results were interpreted in terms of the particular ingredients present in each condition, and directions for future research were discussed.