Self-as-a-Model: A Cognitive Social Learning Technique

Hosford, Ray E.

doi:10.1177/001100008000900113

Cited by 65 publications

(50 citation statements)

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“…In much the same way that widely differing feedback can be generated in triadic supervision, the supervision peer may offer entirely unique insights. Observational and vicarious forms of learning (e.g., see Bandura, 1986;Hosford, 1980) were also an important facet of the peer's contribution in this regard. Through their peer, supervisees were able to gain exposure to new client populations, counseling techniques, and solutions to counseling issues.…”

Section: Discussionmentioning

confidence: 99%

A Qualitative Investigation of Supervisees' Experiences of Triadic Supervision

Lawson

Hein

Stuart

2009

Jour of Counseling & Develop

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Although triadic supervision has existed for some time, few studies have focused on this form of supervision or its effectiveness. In this qualitative study, the experiences of 6 master's-level students from a counselor education program who participated as supervisees in triadic supervision were explored using in-depth, open-ended interviews. The data analysis resulted in 5 major categories, which are discussed. Implications of the findings for clinical supervision and further research are also addressed.

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Section: Discussionmentioning

confidence: 99%

A Qualitative Investigation of Supervisees' Experiences of Triadic Supervision

Lawson

Hein

Stuart

2009

Jour of Counseling & Develop

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“…The emphasis in today's training programs is no longer on confronting participants with images of themselves. Instead, "positive selfmodeling" approaches focus solely or primarily on successful interactions by the participant in order to reinforce the desired target behavior and to give the participant a positive selfimage (see Dowrick 1983;Hosford 1980). Tying in with Bandura's social learning theory (Bandura 1969(Bandura , 1978(Bandura , 1997, Hosford (1980) and Dowrick (1983Dowrick ( , 1999 have emphasized that positive empowerment is pedagogically preferable for VF training programs because this kind of feedback boosts self-efficacy and leads to the behavior being displayed more frequently.…”

Section: Variations Of Video Feedbackmentioning

confidence: 99%

“…What makes the feedback in the video feedback method unique is that it allows course participants to look at themselves "from a distance" and with space for reflection, thereby giving them a realistic picture of their own skills, or self-image (Fuller and Manning 1973;Hargie et al 1983;Hosford 1980). Through repeated playing of the videotape, this method also allows a detailed analysis of a person's behavior.…”

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confidence: 99%

Video Feedback in Education and Training: Putting Learning in the Picture

2010

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This meta-analysis demonstrates that the video feedback method has a statistically significant effect on the interaction skills of professionals in a range of contact professions. The aggregate effect, calculated on the basis of 217 experimental comparisons from 33 experimental studies involving a total of 1,058 people, was 0.40 standard deviation (SE=0.07). The effects of training were greater for programs working with a standard observation form of target skills that were central to the program. Results were more positive for outcome measures that measured positive skills rather than negative ones. In addition, molar outcome measures, which were obtained by means of an assessment scale, showed larger effects than micromeasures, which were scored using event sampling. Finally, recommendations are made for video feedback design and for future research.

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“…Ayrıca, bireyin kendini videoda izlemesi, videoya dikkatini yöneltmesi ve sürdürmesini artırabilir (Buggey, 2005;Hosford, 1981).…”

Section: Videoyla Kendine Model Olmaunclassified