Training related changes in the ways that group trainees structure their knowledge of group counseling leader interventions.

Pathfinder Network Analyses (Schvaneveldt, 1990) was used to examine changes and convergence in the knowledge structure of group counseling interventions, for 33 group counseling trainees and three experienced group therapists. The similarity of each pair of 19 group interventions was obtained by examining the co-occurrence of these interventions across 21 situations depicted in the Group Therapy Questionnaire (GTQ; Wile, Brown, & Pollack, 1970). The Pathfinder analyses of these similarity matrices were used to infer the knowledge structure of group counseling interventions of the trainees (pre and post group practicum class) and the three experienced group therapists. Analyses of the structural features of the pre- and post-training knowledge structures suggested that prior to the practicum class, novice group counselors’ knowledge structures were linear and simplistic and contained fewer circular patterns among the interventions compared with the knowledge structures of the experienced group therapists. As hypothesized the novices’ maps became more complex, hierarchical, evidenced more circular patterns, and were more similar to the experienced therapist’s knowledge structure after the practicum class. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Knowledge structures and the acquisition of a complex skill.

The purpose of this study was to examine the viability of knowledge structures as an operationalization of learning in the context of a task that required a high degree of skill. Over the course of 3 days, 86 men participated in 9 training sessions and learned a complex video game. At the end of acquisition, participants' knowledge structures were assessed. After a 4-day nonpractice interval, trainees completed tests of skill retention and skill transfer. Findings indicated that the similarity of trainees' knowledge structures to an expert structure was correlated with skill acquisition and was predictive of skill retention and skill transfer. However, the magnitude of these effects was dependent on the method used to derive the expert referent structure. Moreover, knowledge structures mediated the relationship between general cognitive ability and skill-based performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Team cognition in group interventions: The relation between coleaders' shared mental models and group climate.

The relation between the convergence in group coleaders' mental models of their groups and group members' perceptions of group climate was examined. Coleaders of 8 intergroup dialogue groups provided paired-comparison ratings of the similarity of their group members, and group members provided group climate ratings, following each of 7 sessions. The paired-comparison ratings were analyzed using pathfinder network analysis (Schvaneveldt, 1990) to examine the structure of each coleader's mental model of her or his group, and to compare these mental models within coleader pairs to determine degree of similarity in coleaders' mental models for each coleader pair for each week (i.e., how similarly coleaders of a group view their group). Growth curve analyses of the degree of similarity and group climate data showed an increase in similarity of coleaders' mental models within groups across sessions, and that similarity in coleader mental models was related to increases in the engaged and decreases in the avoiding aspects of the group climate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does ethnicity explain functioning in group counseling? The case of Arab and Jewish counseling trainees in Israel.

This study compared the functioning in group counseling of two ethnic groups--Arab and Jews in Israel. All participants were counseling trainees in a university program, led by one group leader. Variables included self-disclosure, goals for therapy, client behavior, and therapeutic factors, measured repeatedly (at least twice), either through questionnaires or through analyses of transcribed sessions. Statistical analyses were performed by means of a hierarchical model (mixed), with the individual nested within the small group and the ethnic cohort. In contrast to our expectations, results indicated more similarities than differences between the two cohorts. Moreover, Arab trainees intended to disclose more in group and actually did (based on a questionnaire) compared with their Jewish counterparts. On the Client Behavior Scale (C. E. Hill & K. O'Brien, 1999) there were a few differences revealed: Arab trainees displayed more simple responses, more cognitive exploration, and less resistance, insight, and therapeutic change. Two differences were revealed also on the therapeutic factors. The discussion cautions against unnecessary modifications made in interventions with different cultural groups in counseling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experiences of novice therapists in prepracticum: Trainees', clients', and supervisors' perceptions of therapists' personal reactions and management strategies.

The experiences of prepracticum trainees were explored with a combination of qualitative and quantitative methodologies. Specifically, changes in trainees' anxiety, self-efficacy, countertransference management, and therapeutic skills were investigated over the course of a semester. Trainees', clients', and supervisors' perceptions of trainees' reactions during counseling were also examined as well as the strategies that trainees used to manage their reactions. Quantitative analyses indicated that trainees became less anxious and developed greater skills over the semester. Qualitative results suggested that trainees experienced a range of reactions during sessions, some of which interfered with their ability to provide maximally effective counseling, and that trainees most often managed their reactions by focusing on the client, using self-awareness, and suppressing their feelings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of procedural fairness and leader support on interpersonal relationships among group members.

In this article, the authors examine the impact of fair treatment by a group leader on people's relationships with and feelings toward other individual group members. Previous studies neglected procedural fairness effects on interpersonal relationships between group members. The authors hypothesized that fairness affects interpersonal relationships and feelings toward another group member only when the leader is regarded as representative and supported by the other group members. In three studies, the authors manipulated procedural fairness (no voice vs. voice) and other group member's support for the leader (full vs. mixed support for the leader). Two vignette studies supported the hypothesis. In addition, an experimental laboratory study showed that this interaction effect between procedural fairness and leader support was most pronounced among those with high belongingness needs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Design of a short-term training program in group facilitation skills.

Describes the program's 3 goals: having trainees develop as a group and examine their own group process, acquiring knowledge about issues in group dynamics, and learning group leadership skills. Feedback exercises to help trainees develop as a group and exercises that focus on conceptual issues in group dynamics are described briefly. The leadership skill, which is emphasized in training, is making interventions in an ongoing group. In a 4-stage process, trainees practice intervening in situations that successively approximate an actual group. A 3-dimensional model for viewing and evaluating interventions is also presented. The training program is intended for use with paraprofessionals or with prepracticum students in professional training programs. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Public health medicine training

Training in public health medicine uses a 'trainer-trainee' model for learning similar to that used in general practice. In order to examine the quality of training in the South Western region of the UK, a questionnaire was devised to assess both adequacy and importance of various factors for training. The results of the survey identified key areas for further discussion and were used as the basis of an interactive study day. One interesting finding was the difference in perceptions of trainers and trainees, possibly illustrating the differences between trainees' 'demands' and trainers' perceptions of trainees' 'needs'.     

Race/ethnicity, color-blind racial attitudes, and multicultural counseling competence: The moderating effects of multicultural counseling training.

Increasing trainees' multicultural counseling competence (MCC) has been a hot topic in counseling. Scholars have identified predictors (e.g., race/ethnicity, color-blindness) of MCC, and educators provide multicultural training for trainees. Using a sample of 370 psychology trainees, this study examined whether multicultural training (a) moderated racial/ethnic differences on MCC and (b) changed the relationship between color-blindness and MCC. Results indicated a significant interaction effect of race/ethnicity (i.e., White vs. ethnic minority) and multicultural training on multicultural awareness, but not on multicultural knowledge. Specifically, at lower levels of training, racial/ethnic minority trainees had significantly higher multicultural awareness than their White counterparts; at higher levels of training, no significant difference was found. Described differently, more training significantly enhanced Whites' multicultural awareness, but did not enhance racial/ethnic minority trainees' awareness. Additionally, there was a significant interaction effect of color-blindness and multicultural training on multicultural knowledge, but not on multicultural awareness. The association between color-blindness and multicultural knowledge was stronger at higher levels of multicultural training than at lower levels of training. Alternatively, the effect of training on enhancing knowledge was stronger for those with lower color-blindness than for those with higher color-blindness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structural representations in knowledge acquisition.

Multidimensional scaling (MDS) and Pathfinder techniques for assessing changes in the structural representation (RP) of a knowledge (KN) domain as a function of learning were compared and evaluated. Relatedness ratings, collected from university students before and after they studied a textbook, were analyzed with both MDS and Pathfinder procedures. Relatedness ratings were collected from the students' instructors, and the similarity between the instructors' structural RPs and those of their students provided evidence of learning. A conceptual test captured the ability of the techniques to predict concept-to-concept learning. Students' networks and dimensional RPs varied depending on whether they had (1) already studied the textbook and (2) learned the material. Comparisons between student and expert similarity measures indicated that multidimensional scaling and graph theoretic approaches are valid techniques. MDS represented global properties of KN, whereas graph networks captured local conceptual relations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Meta-Analytic Review of Behavior Modeling Training.

A meta-analysis of 117 studies evaluated the effects of behavior modeling training (BMT) on 6 training outcomes, across characteristics of training design. BMT effects were largest for learning outcomes, smaller for job behavior, and smaller still for results outcomes. Although BMT effects on declarative knowledge decayed over time, training effects on skills and job behavior remained stable or even increased. Skill development was greatest when learning points were used and presented as rule codes and when training time was longest. Transfer was greatest when mixed (negative and positive) models were presented, when practice included trainee-generated scenarios, when trainees were instructed to set goals, when trainees' superiors were also trained, and when rewards and sanctions were instituted in trainees' work environments. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Changes in trainees' intention use and volunteer clients' evaluations of sessions during early skills training.

Volunteer clients (N = 96) evaluated sessions conducted by prepracticum trainees prior to and after the trainees received instruction in interpersonal–psychodynamic therapy. The relationship between changes in therapeutic style, measured by intension use, and changes in volunteer clients' session evaluations were examined with growth curve analyses. After training, trainees increased their focus on client emotions and on the therapeutic relationship and decreased their verbal activity. Increased session smoothness was related to decreases in trainee verbal activity and to increases in trainee flexibility. Increases in volunteer clients' perceptions of trainee expertness, attractiveness, and trustworthiness were related to trainees' increased focus on client emotions and increased focus on the therapeutic relationship and to decreases in confrontation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Microconsultation and behavior analysis: A method of training psychologists as behavioral consultants.

Reports the experimental evaluation of a training procedure, termed microconsultation, for transmitting a set of interview skills for using behavior modification with teachers. An 8-wk summer workshop for experienced school psychologists was conducted with a randomly selected group of 30 trainees who underwent the experimental training procedure. Posttest measures of interview techniques at the end of 8 wk. And after a 2-mo interval in the trainees' home school districts found significant changes in the predicted direction over control groups receiving videotape exposure and no experimental contact. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association of personal, process, and outcome variables in group counseling: Testing an exploratory model.

This study measured relationships among personal, process, and outcome variables in a student population (n = 205) participating in group counseling. Personal variables included intention to disclose, self-esteem, risk taking, and interpersonal relationships. Process variables included bonding with group members, bonding with leader, impression of therapy, self-disclosure, and resistance. Analyses were conducted with hierarchical models and Mplus. Results indicated gains in interpersonal relationships, which were associated with their own initial scores, with intention to disclose mediated by impression of therapy, and with self-disclosure. Three of the four personal variables (risk taking being the exception) were associated with the process variables of bonding with group and leader and impression of therapy, all moderately interrelated. Self-disclosure was unrelated to any personal or process variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An Investigation of Group Leaders' Intentions.

Stimulated recall methods were used to assist 34 group leaders in recalling their intentions (i.e., purposes, plans, goals) in relation to interventions they made in a group session. A total of 835 intentions were reported by the leaders and were categorized into 6 separate intention categories by trained judges. The categories included directing the group, gathering information and assessing members, challenging members, attending to and validating members' experiences, directing self, and promoting connections and interactions among group members. Multidimensional scaling procedures revealed 4 intention clusters: Promoting Insight/Change, Planning and Guiding, Attending, and Assessing Growth. Limitations of the study are addressed, along with implications for future research and group leader training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceiving group members: A comparison of derived and imposed dimensions.

Three studies with 54 18–55 yr olds compared 2 methods for spatially representing the perceived internal structure of small groups. R. F. Bales's (1980) Systematic Multiple Level Observation of Groups (SYMLOG) imposes 3 a-priori dimensions of interpersonal behavior—dominant vs submissive, friendly vs unfriendly, and instrumentally controlled vs emotionally expressive. Multidimensional scaling (MDS) derives dimensions on the basis of perceived similarity of group members. Each of the 3 studies demonstrated substantial and statistically significant overlap between the SYMLOG and MDS dimensions. In particular, the 1st MDS dimension was highly correlated with the axis of greatest differentiation in the SYMLOG space. Findings are discussed in terms of psychological salience and the behavioral attributes underlying the 3 SYMLOG dimensions. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapist, trainee, and child verbal response modes in child group therapy.

The Hill Verbal Response Mode System was adapted to examine the verbal responses of a therapist, trainees, and participants in child group therapy, as well as to identify the verbal responses most effective in producing self-disclosure. Results indicated participant differences in most verbal responses, no time effect, and several Time?*?Participant interactions. Boys and girls were similar to each other but different from the therapist and trainees, and trainees were different from the therapist, during the stages of group development. However, there was movement in different directions during the group process: Children increased most verbal responses and trainees increased some, but the therapist decreased her use of most verbal responses. Self-disclosure was the dominating behavior in these groups throughout the group process. Other frequent responses were feedback and questions. The verbal responses that most affected self-disclosure were structured activities and questions. Implications are discussed for training child group therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring group processes: A comparison of the GCQ and CCI.

This study verified and compared the factor structures of two frequently used measures of small group climate, the Group Climate Questionnaire (GCQ-S; MacKenzie, 1983) and the Curative Climate Instrument (CCI; Fuhriman, Drescher, Hanson, Henrie, & Rybicki, 1986) at both group and individual levels. Data included third session assessments of 124 group members in 20 university counseling center groups. Confirmatory factor analyses partially supported the GCQ factor structure, but indicated that the Catharsis subscale of the CCI was not independent of the other two CCI subscales. Factor analysis of the six subscales from both measures yielded two higher order factors, representing positive (Engagement, Cohesion, Insight, and Catharsis) and negative (Conflict and Avoidance) group processes. Findings provide guidance for interpreting and comparing group processes using these measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)