Effects of modeling, rehearsal, feedback, and remediation on acquisition of a counseling strategy.

Assessed the effects of 4 primary components of the microcounseling training model on the acquisition of a counseling strategy. The 4 training components investigated were (a) written and video models, (b) role-play practice, (c) peer feedback, and (d) role-play remediation practice. 40 beginning graduate students in counseling were assigned randomly to the following 4 treatment conditions: modeling; modeling and practice; modeling, practice, and feedback; and modeling, practice, feedback, and remediation. Written pretest, posttest, and retention test measures and posttest and retention test role-play interview measures were obtained of the dependent variable—the developing goals counseling strategy. Results show that, on the written measures, the performance of all 4 groups increased significantly from pre- to posttest and from pretest to retention test. A 1-way ANOVA revealed that all groups performed equally well on the posttest role-play interview. A repeated measures ANOVA on the role-play posttest and retention interviews indicated no significant differences between treatment groups or across trials. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Microtraining of forensic psychiatric patients for empathic counseling skills.

Assessed the usefulness of a 7?-hr microtraining package for peer counselors in a therapeutic community of forensic psychiatric patients. 10 female and 6 male 17–38 yr old volunteers who were patients in a minimum-security forensic ward were randomly assigned to (1) the skills group, in which they were trained in the cognitive correlate of empathy and counseling skills; or (b) the attention group, in which they viewed counseling films. Multiple modes of measurement—written (e.g., the Carkhuff Communication Index [CCI]), observer ratings (e.g., staff ratings, a feeling checklist), and oral (e.g., a critical-incidents audiotape)—were used to assess knowledge acquisition, counseling effectiveness, and generalization to personality and behavior functioning. In comparison with the attention group, the skills group showed significantly greater written knowledge acquisition on the CCI and significantly greater use of counseling skills in oral responses to critical-incidents audiotapes and in counseling interviews. Effects did not generalize to a personality measure or to ward behavior, nor did increased use of counseling skills affect helpee self-disclosure in peer interviews. Longer training periods may be needed to effect broader changes. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lecturing, reading, and modeling in counselor restatement training.

In this study with a total of 92 Caucasian female counselor trainees, Ss' verbal behavior change was viewed as being dependent on the training program components, i.e., verbal, written, and model presentations. Specific hypotheses were derived concerning the quantitative production of the target verbal behavior given the training program design. Ss were randomly assigned to 1 of 4 experimental groups: (a) control group; (b) lecture presentation; (c) lecture and reading presentation; and (d) lecture, reading, and model presentation. After exposure to the training program detailing restatement, Ss responded to 10 audiorecorded client statements. One-way analyses of variance demonstrated that the lecture presentation produced a significant increase of target verbal behavior, as did the addition of reading. Model presentation after the 2 symbolic model presentations did not cause a significant increase in production. Implications of symbolic modeling for counselor training and research are discussed. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dear Sheila: An experimental study of the effectiveness of written communication as a form of psychotherapy.

42 college students who responded to an announcement for a writing therapy study were randomly assigned to 1 of 3 groups. The writing therapy group wrote letters describing their problems to a psychotherapist whose written replies contained behaviorally oriented responses. Reassuring responses were written to the problem letters of Ss in a reassurance control group. A 2nd control group was asked to count the frequency of occurrence of specific problem behaviors and mail them to the therapist, who did not reply. 10 Ss in the writing therapy group and 8 in each of the control groups completed the 4-mo treatment period. The decrease in the number of problems (as measured by the Mooney Problem Check List) was significantly greater in the writing therapy group than in the 2 control groups. Analysis of demographic data revealed that more males than females dropped out of the study, and a significantly greater proportion of the dropouts were from lower-class families. It is concluded that writing therapy may be useful and appeal to students who do not feel able to use traditional student counseling services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reinforcement potency of children's reading materials.

Two related experiments investigated the reinforcement potency of children's reading materials. In Exp I, 96 3rd graders demonstrated a listening preference, overall, for heritage, contemporary, and McGuffey materials in that order. In Exp II, listening to tapes of the materials was used as a reward for correct responses on individualized reading exercises. 196 3rd graders were randomly assigned to 5 groups: 3 reinforcement groups, a no-listening control, and a no-intervention control. Listening served as a reinforcer. While individual preferences had an initial effect, the final measure showed the heritage literature to be the most potent, then contemporary, and then McGuffey. The heritage group performed significantly better on a standardized reading achievement test (Science Research Associates Primary II Reading Achievement Test, Forms F and E). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of the problem-solving approach in ethics training.

Tested a specific training model in ethical decision making. 59 undergraduate students in counseling, social work, and child and youth care participated and were randomly assigned to 3 groups. A treatment group received a 3-hr ethical decision-making workshop and responded to a case vignette containing ethical dilemmas. Two control groups responded to the vignette without prior workshops: 1 group was aided by brief instructions and workshop handouts; another group, by brief instructions only. Written responses were scored for decision-making quality on the Tymchuk Rating Scale. The treatment group scored significantly higher than did either control group on decision-making quality; there was no significant difference between the scores of the control groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of separate and combined overt and covert practice modes on counseling trainee competence and motivation.

Compared training programs that incorporated overt, covert, and combined overt–covert practice modes for their effects on developing counseling skills and confidence in training programs among 52 undergraduates. Ss were randomly assigned to 1 of the 3 treatment groups or to a wait-control condition. In simulated interviews, the combined practice group was superior to the control group on attending behaviors and empathy ratings. The overt practice group was also superior to the control group on attending behavior. Equal levels of trainee confidence were generated for all 3 treatment programs. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An application of principles of social learning to training in communication of empathy.

Investigated whether a videotaped, modeled-learning experience would facilitate the acquisition and transfer of training of accurate, empathic understanding. 111 undergraduates were assigned to 3 conditions: modeled-learning experience (T1), consisting of an advance organizer, modeled-counseling interview, and covert practice session; treatment control (T2), which involved reading about the counseling behavior; and control (T3). Acquisition and transfer of training were inferred by significant differences in group scores in communication of accurate, empathic understanding as measured by Ss' written responses to the 16 Carkhuff Helpee Stimulus Expressions and as rated using Scale 1 of the Carkhuff scales. Ss in T1 displayed a significantly higher level of functioning and these differences were maintained over time. (22 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Microskills practice versus mental practice training for competence in decision-making counseling.

Undergraduates enrolled in an introductory counseling course who lacked training and experience as counselors were randomly assigned to 1 of 2 decision-making counseling training groups or to a wait-control (WC) group. Microskills practice (MS) and mental practice (MP) were each separately combined with instructions, modeling, feedback, and review in the 2 treatment groups. Data from independent ratings of the videotapes indicate that MS and MP were superior to WC on 3 of 5 qualitative dimensions and a proficiency measure. Implications for teaching higher-order counseling skills are discussed. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Health outcome improvements in patients with systemic lupus erythematosus using two telephone counseling interventions

OBJECTIVE: To examine the effectiveness of two telephone intervention strategies for improving the health outcomes of patients with systemic lupus erythematosus (SLE). METHODS: Fifty-eight SLE patients were randomly assigned to receive a 6-month telephone counseling intervention using either a treatment counseling (TC) or symptom monitoring (SM) strategy. Health outcomes were assessed using the Fatigue Severity Scale (FSS) and the Arthritis Impact Measurement Scales 2 (AIMS2). RESULTS: At the 6-month followup, the mean AIMS2 Physical Function scale and AIMS2 Social Support scale scores were significantly improved (P < 0.05) for the TC group compared to the SM groups. The mean FSS score, AIMS2 Affect score, and AIMS2 Pain score were significantly improved (P < 0.05) for both groups. CONCLUSIONS: Telephone interventions, especially using the TC approach, can be effective for improving the functional status of persons with SLE.     

Differential effects of the Gestalt two-chair intervention and problem solving in resolving decisional conflict.

Compared an affective (gestalt 2-chair intervention) and a cognitive-behavioral (problem-solving) counseling intervention used to help clients resolve intrapersonal conflicts related to a decision. 48 16–72 yr olds were randomly assigned to 3 groups: a problem-solving group, a 2-chair group, and a waiting-list control group. Trained counselors saw clients for 2 sessions. Ss were pre- and posttested on measures of indecision and stage of decision making. A 1-way analysis of variance (ANOVA) revealed that the affective intervention was more effective than the cognitive-behavioral intervention or no treatment for reducing indecision. Both counseling approaches were more effective than no treatment in facilitating movement through the stages of decision making. Postsession comments suggested that there were difficulties associated with maintaining a focus on the problem in the cognitive-behavioral treatment and that the 2-chair intervention assisted clients in making broader decisions. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of time-limited counseling on client change.

24 college-student clients seeking help from a counseling center for emotional or personal-social problems were randomly assigned to 1 of 2 treatment conditions: time-limited or undetermined-time counseling. Pre- and postcounseling measures were obtained relating to client status and problems. These included the Personal Orientation Inventory and Strupp's therapist questionnaire. Findings indicate significant improvement in terms of self-acceptance and increased independence as well as on various other self-report statements for clients in the time-limited group over a period of 8 wks. In addition, assessment by clients and the 15 counselors of improvement in both groups was significantly related. Implications of findings in terms of use of time-limited counseling in a time-limited environment, e.g., college counseling centers, are discussed. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do self-control treatments last? An evaluation of behavioral problem solving and faded counselor contact as treatment maintenance strategies.

Notes that in many cases, the effects of counseling do not last. Clients often abandon treatment procedures, and their initial progress deteriorates. This experiment evaluated 2 strategies for enhancing treatment maintenance: behavioral problem solving and faded counselor contact. 69 volunteer college students who were seriously concerned about academic underachievement participated in the study. Ss were randomly assigned to a no-treatment control group, a study skills advice group, or 1 of 4 self-control-plus-study-skills-advice groups. The design also included a no-contact control group of 11 nonvolunteers. Treatment was delivered via a combination of group methods and reading assignments. The major outcome measures were course exam scores and semester GPAs, with follow-ups conducted 6 wks, 12 wks, and 1 yr posttreatment. The results indicate that training in problem solving was an effective treatment maintenance strategy, while a brief fading procedure was not. Results also show rapid posttreatment deterioration on the part of the no-maintenance strategy groups. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of sex of model and media of model presentation on skill development of counselor trainees.

Examined the effect of written vs videotaped model presentation and the effect of a male vs a female model on beginning counselor trainee's production of counselor tacting response leads (CTRL). 65 beginning master's degree students in counseling were randomly assigned to 1 of 5 treatment conditions—videotaped male model, videotaped female model, written model present, written model not present, and control. Each S's responses to a series of 16 videotaped client vignettes were rated for frequency and quality of CTRLs. As hypothesized, no differences were found between male and female models. Significant differences for the 3 qualitative measures of CTRLs were found for videotaped models over control and for the written models over control. No differences between the videotaped models and written models were obtained. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coenzyme A independent acylation of phosphatidylethanolamine in isolated bovine rod cell outer segments

RATIONALE AND OBJECTIVES: The purpose of this prospective randomized study was to compare the long-term instructional effectiveness of a computer-based radiology multimedia textbook (MMTB) with that of a traditional lecture. METHODS: Volunteer faculty/fellows and residents were randomly assigned to either a computer-based MMTB group or to a lecture group. The course content for each instructional group was the same. Pretests, posttests, and 1-year long-term retention tests were administered to both groups. The same 10 questions were on all tests. The resulting data were analyzed using analysis of variance procedures available on the Statistical Analysis System. RESULTS: A comparison of the long-term instructional effectiveness of an MMTB versus a lecture showed that the MMTB computer instructional method was at least comparable in spite of the initial short-term appearance of lecture superiority. CONCLUSION: These results suggest a promising future for MMTB and other forms of computer-based education in radiologic instruction for medical students and radiologists.     

Conservation of resources theory, perceived stress, and chronic fatigue syndrome: Outcomes of a consumer-driven rehabilitation program.

Objective: To evaluate the impact of a consumer-driven rehabilitation program on perceptions of loss and gain of interpersonal relationships, energy, material objects, work benefits and opportunities, well-being, and experiences of mastery in persons with chronic fatigue syndrome. Study Design: Participants were randomly assigned to a program group (n = 23) or a control group (n = 24). Outcomes were assessed (a) at baseline, (b) after program participants completed an illness management group, and (c) after they completed one-on-one peer counseling. Setting: A community-based advocacy organization for individuals with disabilities. Interventions: Four months of illness management groups followed by 7 months of one-on-one peer counseling emphasizing goal setting and goal attainment. Main Outcome Measure: The Conservation of Resources Evaluation scale. Results: Significant gains were observed for program participants across all categories of resource gain--interpersonal, energy, material, work, well-being, and mastery resources. Effect sizes were moderate to large. Conclusions: Programs in which participatory action research methods are used may have a positive impact on resource acquisition for individuals with chronic fatigue syndrome. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of practice and some methodological considerations in training counseling interviewing skills.

Studied 3 areas of counseling interview training (the role of practice, the use of modeling, and evaluation procedures) in 51 university students from a counseling class. Ss were randomly assigned to 5 training conditions: (a) audiovisual model followed by practice, (b) audiovisual model followed by no practice, (c) written model followed by practice, (d) written model followed by no practice, and (e) a comparison training group. Ss' responses to an audiotape of structured interview segments were evaluated, and outcome measures were the frequencies of total and preferred use of open-ended questions, tacting response, and silence. The frequencies for both the total use and total preferred use of interviewing skills were significantly higher for Ss in the practice training condition than in the no-practice training condition regardless of the model. The effects of the research methodologies currently in use are dicussed in light of the results of this study. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In-group favoritism and statistical reasoning in social inference: Implications for formation and maintenance of group stereotypes.

The effects of group categorization on statistical inference processes and the consequent effects on group stereotyping were examined in 3 experiments. In Exps 1 and 2, male and female Ss made data-based judgments about gender and leadership ability. In Exp 3, Ss were randomly categorized into groups and then made data-based judgments about the groups' relative intelligence. Results from all 3 studies indicate significant effects of group categorization on Ss' judgments and on their strategies of data integration and logical inference. These results support the hypothesis that group members selectively engage in statistical inference strategies as a means of justifying in-group favoritism. Discussion focuses on the implications for understanding group-serving biases, motivated reasoning, and group stereotyping processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional disclosure through writing or speaking modulates latent Epstein-Barr virus antibody titers.

57 healthy Epstein-Barr virus (EBV) seropositive undergraduates completed a personality inventory, provided blood samples, and were randomly assigned to write or talk about stressful events, or to write about trivial events, during 3 weekly 20-min sessions, after which they provided a final blood sample. Ss assigned to the verbal/stressful condition had significantly lower EBV antibody titers (suggesting better cellular immune control over the latent virus) after the intervention than those in the written/stressful group, who had significantly lower values than those in the written/trivial control group. Ss assigned to the written/stressful condition expressed more negative emotional words than the verbal/stressful and control groups and more positive emotional words than the verbal/stressful group at each time point. The verbal/stressful group expressed more negative emotional words compared with the control group at baseline. Content analysis indicated that the verbal/stressful group achieved the greatest improvements in cognitive change, self-esteem, and adaptive coping strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential effects of three vocational counseling treatments.

Compared 3 treatments which included 2 self-administering counseling modes, Holland's Self-Directed Search (SDS), a modification of the SDS entitled Individual Vocational Planning (IVP), and traditional vocational counseling. 113 undergraduates seeking counseling at a college counseling center were randomly assigned to 1 of the 3 treatment or control groups. Pre- and posttest scores were obtained on frequency and variety of vocational information seeking, satisfaction with treatment, and other measures. In addition, differential costs of providing the treatments were examined. Results indicate that all treatments were about equally effective as measured and the college users appeared equally satisfied with them. Cost analysis indicated that the traditional counseling treatment cost 6 times more per S than SDS and 4 times more than the IVP. Low delivery cost and comparable effectiveness provide evidence for the self-administrable treatment modes as additional alternatives to traditional methods. (PsycINFO Database Record (c) 2010 APA, all rights reserved)