The response-shift bias in a counsellor education programme

Abstract

Student counsellors' pre-test, post-test and retrospective pre-test scores on the Counselor Evaluation Rating Scale (CERS) were used to investigate the presence of a 'response-sh$t bias', to estimate the overall effectiveness of training and to promote counsellors' continuing self-reflection on their work. Results j?om three groups of trainees spanning 3 years revealed the presence of a response-shift bias, confirmed the effectiveness of the training programme and demonstrated the students' continuing self-analysis of their own counselling skill.

Widening the Disparity Gap: Differences in Outcomes for Racial and Ethnic Groups in Youth Substance Abuse Prevention Programming

“…In other research, Manthei (1997) suggests that the differences he found within the same training program, where some participants displayed response-shift and others did not, might be linked to how the individual actually receives and understands the information as well as the individual's own self-appraisal competence. Pretest self-reports are influenced by individual's perception of what the training (program) will cover.…”

“…Response shift was found on items that reported personal characteristics (knowledge, skill) but not for an item concerned with one's perception of material goods (resources like money, food, transportation). Likewise, Manthei (1997) found that within a counselor training program some participants displayed a response-shift and others did not. In addition, there was a training effect for both.…”

“…From the reviewed literature, RPT is most frequently used in evaluating professional development training courses in such fields as health Steckler, Farel, Breny Bontempi, Umble, Polhamus, & Trester, 2001;Upshaw, Umble, Orton, Matthews, 2000), management (Mann, 1997), teacher training (Cantrell, 2003;Lan & Bengo, 2003), occupational therapy (Lee, Paterson, & Chan, 1994). The RPT is also popular in higher education evaluation in such settings as counselor education programs (Manthei, 1997), graduate psychiatry training (Myers, 2004), and MCH degree program (Umble, Shay, & Sollecito, 2003). It is also being used in the evaluation of a variety of community prevention and intervention programs: nutrition program (Rockwell & Kohn, 1989), healthcare workers training (Ingram et al, 2004), HIV attitude programs (Riley & Greene, 1993).…”

“…However, there is a secondary benefit of self-reports in that the process of self-reporting promotes reflection and learning, often objectives of an adult learning program (Fuque, Newman, Scott, & Gade, 1986). Manthei (1997) recommends collecting qualitative data as part of RPT to better understand response-shift and the different ways participants may view their initial skill levels and impact of the training. The patterns of scores and reasons given suggest that effects of training on individual students are more varied and complex than can be explained by a single concept, such as response-shift.…”

“…The community-based program evaluations appear to be using the RPT + posttest only (Davis, 2003;Gamon, Harold, & Creswell, 1994). Numerous authors recommend the use of multiple methods, not relying solely on RPT-posttest (Manthei, 1997;Pratt et al, 2000;Umble et al, 2000) When precision is required, behavioral and self-report measures are recommended (Pratt et al, 2000).…”