Effects of videotape modeling and self-confrontation techniques on microcounseling behavior.

Abstract

This investigation evaluates the effects of videotape modeling and videotape feedback techniques on the counseling behavior of untrained female undergraduates in a quasi-therapy, microcounseling, situation. Their performances were compared to those of control trainees who were given only a written description of the counseling skills in question, emphasizing attention to client feelings. Each trainee (# = 42) briefly counseled a volunteer client three separate times with intervening training periods. Judges rated the proportion of counselor comments directed at client feelings. As predicted, greater improvement appeared after (a) a single presentation of a videotape model or videotape feedback or (6) combined videotape modeling and videotape feedback, than in the control (reading) condition. The results indicated that modeling and feedback techniques were effective in increasing the frequency, but not the accuracy, of counselor focus on client feeling.

Research on Training Counselors and Clinicians

“…Very few studies reported conforming to the latter two guidelines. Many studies also failed to observe the first two precautions, or failed to check reliability at all, or reported low (i.e., less than .75) reliability coefficients on some (Bailey, Deardorf, & Nay, 1977;Berenson, Carkhuff, & Myrus, 1966;DiMattie & Arndt, 1974;Dooley, 1975;Frankel, 1971;Ivey, Normington, Miller, Morrill, & Haase, 1968;Lambert, 1974;Martin & Carkhuff, 1968;Perry, 1975;Rappaport, Gross, & Lepper, 1973;Ryan & Budner, 1970;Selfridge, Weitz, Abramowitz, Calabria, Abramowitz, & Steger, 1975) or on all dependent variables data (Blane, 1968;Canada, 1973;Carkhuff & Truax, 1965;Carlson, 1974;Carter & Pappas, 1975;Delaney, Long, Masucci, & Moses, 1969;Dowd & Blocher, 1974;Gade & Matuschka, 1973;Hountras & Redding, 1969;Kanfer & Pomeranz, 1965;Kingdon, 1975;Kuna, 1975;Miller, Morrill, Ivey, Normington, & Uhleman, 1973;Miller, Morrill, & Uhleman, 1970;Ornston, Cicchetti, & Towbin, 1970;Roark, 1969;Saltmarsh & Hubele, 1974;Schoch, 1966;Silverman & Quinn, 1974;Ward, Kagan, & Krathwohl, 1972;Werner & Schneider, 1974).…”

“…However, the remaining 19 training studies dealt with undergraduate experimental subjects as trainees (Bailey et al, 1977;Berenson et al, 1966;Dalton et al, 1973;DiMattia & Zimmer, 1972;Frankel, 1971; E. Goldberg, 1971;Kanfer & Pomeranz, 1965;G. Kelly, 1973;O'Connell, 1974;Payne & Gralinski, 1968;Payne, Weiss, & Knapp, 1972;Payne, Winter, & Ball, 1972;Rappaport et al, 1973;Reddy, 1969aReddy, , 1969bShoemaker, 1973;Stone & Stein, 1978;Toukmanian & Rennie, 1975;Uhlemann, Lea, & Stone, 1976).…”

“…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).…”

Modeling: Research with Implications for Special Education

“…Therefore, planned use of models offers an especially efficient method for training educational, counseling, or other child-handling skills to naive clients, such as institutional attendants (Gardner, 1972), teacher trainees (Haring & Fargo, 1969), parents (Bernal, Duryee, Pruett, & Burns, 1968;Seitz & Terdal, 1972), and counselor trainees (Frankel, 1971 ). When the teaching objective is for students to learn to perform rather than to verbalize principles, there is evidence (Gardner, 1972) for the superiority of modeling plus guided practice over lectures plus class participation and discussion.…”

The microcounselling approach in the training of school counsellors

“…With regard to the video feedback for counsellor trainees, Frankel (1971) feels that it can be an important adjunct to conventional training for counsellors; counsellor trainees, after viewing videotapes of their interviews, tend to change their self perceptions, gain in confidence and in awareness of personal qualities and experience an increased desire for further self study.…”