Enhancing the Effects of Modeling Through Role‐Play Practice

Abstract

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.

The effects of full-day and half-day workshops for health care providers in techniques for increasing resistant clients' motivation.

“…To minimize practice effects, I prepared eight different role-play scenarios, crossing four different presenting issues (cigarette smoking, obesity, marijuana use, and alcohol use) with two different actor demeanors (ambivalent and angry). Role-play length of 15 min was chosen on the basis of precedent in the training literature (e.g., K. Davis et al, 1985;Froehle et al, 1983;Hazler & Hipple, 1981). Each participant was assessed in two role plays before training and two role plays after.…”

“…Research examining the effects of training on specific therapist techniques has demonstrated that a variety of behaviors, such as use of open-ended questions and reflective silence (Froehle, Robinson, & Kurpius, 1983; Robinson & Cabianca, 1985), reflection of affect (Froehle et al, 1983; Hazler & Hipple, 1981), and basic interviewing skills (Hosford & Johnson, 1983; Iwata, Wong, Riordan, Dorsey, & Lau, 1982), are amenable to training. In addition, more complex repertoires of verbal behavior have also been responsive to training.…”

COMMUNICATION SKILLS and SELF-DISCLOSURE LEVELS of COUNSELOR CANDIDATES: GROUP COUNSELING EXPERIENCE

“…Yani bu süreçlerin dikkate alındığı psikolojik danışma oturumları daha başarılı sonuçlar vermektedir. Yapılan araştırmalar, deneyimsiz psikolojik danışmanların iletişimdeki tüm bileşenlere dikkat etmediklerini, yalnızca birkaç beceri ile sınırlı kaldıklarını, danışanların da terapi sürecinden daha az faydalandıklarını ortaya koymuştur (Errek & Randolph, 1982;Froehle, Robinson & Kurpius, 1983;Hazler & Hipple, 1981;O'Toole, 1979;Robinson & Cabianca, 1985). Grupla psikolojik danışma dersini alan psikolojik danışman adaylarının iletişimin tüm boyutlarında aldıkları puanların yükselmesi dersin önemli hedeflerinden birinin gerçekleştiği şeklinde yorumlanabilir.…”

Ethical Consideration of Counselor Education Teaching Strategies

“…Westwood (1994) offered words of caution in describing group-based exercises. First, he pointed out that because of the importance of how exercises are Sampson (1996) Emmett & Harkins (1997; Golden (1999) Barak (1990); Kim & Lyons (2003) Emerson (1995) Colby & Long (1994) Dollinger (1989); Parker (1991); Pedersen (1994Pedersen ( , 1995; Schwitzer, Gonzalez, & Curl (2001); Westwood (1994) Getz & Protinsky (1994; Kane (1995); Kern & Riordan (1995) Goodman & Carpenter-White (1996) Baldo & Softas-Nall (1997) Froehle, Robinson, & Kurpius (1983); Rabinowitz (1997) presented, conducted, and debriefed, counselor educators should be appropriately trained in group-process and experience-based learning approaches. Second, he noted that student safety must be guaranteed by "a clear set of group norms or guidelines, which help structure the learning environment" (Westwood, 1994, para.…”