Expert modeling, self-observation using videotape, and acquisition of basic therapy skills.

Abstract

Self-observation and observation of an experienced therapist were evaluated as aids in learning listening skills. Forty-eight female college students interviewed mock clients before and after training. Training groups observed a videotape of an experienced therapist lecturing about listening skills, an experienced therapist modeling listening skills, a novice therapist attempting to use listening skills, or the subject's own pretraining interview. All groups' skills improved significantly. Subjects completed measures regarding feelings during interviews and about training. Trends indicated that subjects observing themselves improved least on all measures of both skill and feelings, and yet expressed most positive reaction to their training. Subjects observing the experienced model improved most of all the groups in use of skills. Results raise questions about the usefulness of videotaping and support greater use of expert modeling.Videotaping has been used extensively in the training of psychotherapists, with substantial benefits claimed as a result of self-observation. Most of what has been written in the literature, however, is anecdotal, not based on controlled experimentation. The majority of the studies (e.g.,

More Practice, Less Preach? The Role of Supervision Processes and Therapist Characteristics in EBP Implementation

“…There is a growing evidence base supporting the use of active learning strategies to augment the traditional training structure of continuing education workshops (Baum & Gray, 1992; Miller & Mount, 2001). This study supports the use of these same strategies in ongoing community practice supervision in order to increase the likelihood that practices will be executed in session as planned.…”

“…Candidate variables associated with effective training and supervision include educational role-plays (Milne, 1982), defined as enacting or rehearsing the practice elements from either the perspective of the therapist or the client, and modeling or demonstration (Baum & Gray, 1992), which includes watching others demonstrate a strategy (Bennett-Levy, McManus, Westling, & Fennell, 2009). Because it appears to be the primary method of addressing practice use in supervision meetings, discussion of practices should also be considered (Accurso et al, 2011).…”

The Role of Instructional Design and Technology in the Dissemination of Empirically Supported, Manual-Based Therapies

“…In the realm of clinical training, investigators have examined the role of videotape in providing novice therapists with expert modeling and feedback regarding individual therapy skills (Baum & Gray, 1992), in demonstrating differential approaches to marital and family therapy (Fine & McIntosh, 1986), and in identifying the ways in which video products can enhance the training of group therapists (Brabender, 2002). In fact, the use of audio-and videotape to facilitate supervision and training has become a common feature of many clinical psychology training programs and is an important mechanism for rating therapist adherence and competence in psychotherapy outcomes research.…”

Experiential Training in Group Counseling: Humanistic Processes in Practice

“…Responding to recommendations (Baum & Gray, 1992;Clement, 1988;Cummings, 1992;Norcross & Halgin, 1997) that faculty use themselves in the classroom to demonstrate counseling skills and practices, we have chosen to lead the initial fishbowl groups conducted in our classes. This differs from Kane's (1995) fishbowl demonstration wherein students assumed the leadership roles.…”