The Acquisition of Conceptual Skills: An Exploratory Study

Abstract

It was hypothesized that explicit instruction in the use of a conceptual framework would be more effective than feedback about behavior in teaching the conceptual skills of problem definition and goal formulation to beginning practicum students. Counseling trainees received one of two kinds of supervision, instruction or feedback, in written form following an interview with a role-play client. They subsequently interviewed two more role-play clients. After each interview, trainees formulated problem definitions, short-term goals, and outcome goals for the case. At the end of the experiment, they rated the supervision they received and their own counseling performance in the three interviews. Results did not support the hypothesis, but rather the reverse. Feedback was found to be more effective in teaching goal formulation and was perceived by trainees to be more effective.Learning how to conceptualize client problems and formulate counseling goals is an essential part of counselor training. Theoretical knowledge of behavior and behavior change is necessary, but not sufficient, for effective case conceptualization. Counseling trainees must also acquire conceptual skills, the ability to apply particular theoretical concepts and propositions in understanding a client's behavior. Conceptual skills, like interviewing and intervention skills, are acquired in a context of supervised practice. Indeed, the two kinds of skills evolve together: Trainees develop conceptual skills as they endeavor to make sense of information gathered in the interview. They use the resulting conceptualization as a guide for further interviewing and in choosing

Cognitive Differences Between Experts and Novices: Implications for Group Supervision

“…While there have been recent increases in research on cognitive skills and training, Magoon and Holland (1984) still noted the paucity of research on complex cognitive skills acquisition in counseling. Recent research has been conducted in areas such as hypothesis testing (e.g., Holloway & Wolleat, 1980), problem solving and reasoning (e.g., Claiborn & Dixon, 1982), and the identification of cognitive processing variables (Martin, Martin, Meyer, & Sieman, 1986).…”

A Nationwide Survey of Supervision Training

“…Because students were usually working with beginning counselors, this focus may have been appropriate; competence in basic counseling skills is perhaps a prerequisite to more sophisticated case conceptualization skills. Because only one syllabus listed case conceptualization as a topic, there is some additional evidence that cognitive counseling skills receive less attention from counselor educators and supervisors (Claiborn & Dixon, 1982;Holloway & Wolleat, 1980;Loganbill & Stoltenberg, 1983).…”

Current Trends in Practicum Supervision Research

“…In a follow-up study, Hector, Davis, Denton, Hayes, Patton-Crowder, and Hinkle (1981) showed that interspersing verbal practice with modeling videotapes can increase the consistency with which trainees respond to client anger and depression, thus supporting the addition of a verbal practice component to modeling. Claiborn and Dixon (1982) investigated behavioral feedback and explicit instruction techniques in practicum training. They found that supervisors using feedback were able to better promote trainee conceptualization of client goals than supervisors using a didactic approach.…”