In this study, the authors examined the effectiveness of instruction in attribution processes and practice in empathic perspective taking in deconstructing dispositional bias of counselor trainees. Videotaped stimulus cases and a clinical attribution scale were used to assess the treatment effects when compared with a placebo control condition. Results revealed significant differences among groups. Counselor trainees receiving either of the 2 interventions showed significantly lower dispositional bias in responding to videotaped clinical cases than did their counterparts in the placebo condition. The study points to a need for a paradigm shift from a person-focused to a system-focused approach in counseling practice. Implications also point to the need for including critical thinking and empathic experiencing in clinical training A call for appreciating the role that social and political contexts play in contributing to client problems echoes throughout the counsel ing literature (Albee
Unlike the four de
facto specialties in psychology—counseling, clinical, school, and
industrial/organizational psychology—consulting psychology is not formally
recognized as a predoctoral training area. In spite of this, many psychologists offer
consulting services as part of their professional practice. To obtain an occupational
analysis of consulting psychology, this study was designed to examine the parameters of
practice and professional identity of 143 consulting psychologists who are members of the
Division of Consulting Psychology. Results suggest that consulting psychologists see
themselves as primarily serving individual and organization consultees in
business/industrial and hospital settings. The skill most important to professional
identity is general problem solving. When the graduates of the defacto specialties were
examined for consultation education and practice differences, few differences emerged,
indicating that no recognized current specialty better trains consultants. Results are
discussed in light of the need for specific course work, supervised experiences, and
professional development in consulting.
The effects of yoking role-play practice to modeling treatments designed to teach the rudimentary counseling skill of reflection of feeling were investigated. Twenty-eight novice counselors-in-training were randomly assigned to one of the four treatment conditions: written model, videotape model, written model plus role-play practice, and videotape model plus role-play practice. Effectiveness was measured by ratings of students' oral responses to 16 videotaped client vignettes. The multivariate analyses revealed that although there were no significant differences between the two modeling conditions without role-play practice, there were significant differences between students who received an opportunity to role-play practice and those who did not. From the results of the analyses, it was concluded that role-play practice significantly enhanced the effectiveness of the written model but not the video model. These results are discussed in terms of counselor skills training.
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