Systematic Training of Graduate-Level Counselors

Abstract

This study reviews research on Carkhuff's Human Resource Training/Human Resource Development (HRT/HRD), Kagan 's Interpersonal Process Recall (IPR), and Ivey's Microcounseling (MC) programs, in all of which the trainees were graduate-level counselors. Both narrative and meta-analytic reviewing approaches were used. What has been accomplished thus far in each program is summed up, and future directions for training and research are suggested. All three programs were found effective overall with the meta-analysis categorizing the effects of HRT/HRD as large, of IPR as small, and of MC as a medium. Beyond overall effects; the narrative and meta-analytic reviews tended to focus on different variables, calling reviewer and reader attention to differing concerns and recommendations. It was concluded that there is more work to be accomplished with all three training programs when used with graduate-level counselors, and both methods of research integration should be understood for what they do and do not offer and used accordingly.

Training Undergraduate Students to Use Insight Skills

“…In a meta-analysis, Baker and Daniels (1989) found a large effect size for undergraduate trainees (1.18) and a moderate effect size for graduate trainees (0.66) for Ivey's MC training. In an additional meta-analysis comparing MC, HRT, and IPR for graduate trainees, Baker, Daniels, and Greeley (1990) found a large effect (1.07) for Carkhuff's HRT, a medium effect (0.63) for Ivey's MC, and a small effect (0.20) for Kagan's IPR.…”

Impact of a Didactic and Experiential Sales Training Based on Empathy: A Quasi-Experimental Study

“…It is empirically acknowledged that empathy can generally be enhanced through training (Lam, Kolomitro, & Alamparambil, 2011;Dexter 2012;Butters, 2010). The processes of its development have been researched in a wide array of disciplines such as medical education (e.g., Stepien & Baernstein, 2006), helping professions (e.g., Dexter, 2012), or cognitive sciences (e.g., Baker & Daniels, 1990;Baker & Daniels, 1989;Hill & Lent, 2006). Nevertheless, the data from current studies does not provide a definite understanding of the trainability of empathy because they lack a clear and consistent definition of empathy and the training provided across studies (Lam, Kolomitro, & Alamparambil, 2011).…”

Role-Playing in Counselor Student Development

“…Role-playing has been shown to have many positive benefits including increases in students' empathy (Truax & Carkhuff, 1967), enthusiasm and class participation (Balch, 1983), academic knowledge and empathic understanding (Anderson, Gunderson, Banken, Halvorson, & Schumutte, 1989), performance (Baker, Daniels, & Greeley, 1990;Larson & Daniels, 1998), and reflection of feelings (Robinson & Cabianca, 1985). According to Seligman (2005), role-play practice groups can lead to professional, as well as personal, development in students.…”