Effect of instructions and modeling on trainees low in interpersonal-communication skills.

Examined the effects of instructions and modeling in the reflection-of-feeling training of individuals low in interpersonal-communication skills. Participants with low scores on R. Carkhuff's Communication Index (25 males and 25 females) were randomly assigned by sex to 1 of the 5 training groups so that there were 5 males and 5 females in each group. After viewing videotaped training material, each participant conducted a 15-min interview with a volunteer "client" and completed the Communication Index a second time. Interviews were scored for frequency of reflection-of-feeling responses and level of empathic communication displayed. Analysis of the reflection-of-feeling data indicated that instructions and instructions-plus-modeling were facilitative procedures. Ratings of written and verbal empathy demonstrated the effectiveness of the 2 combined conditions: instructions-plus-modeling and modeling-plus-instructions. Calculation of correlations among scores on criterion measures revealed a positive correlation between reflection-of-feeling scores and ratings of empathic communication. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of instructions and modeling on trainees low in interpersonal-communication skills: Erratum to Uhlemann et al.

Reports an error in the original article by Max R. Uhlemann, Gary W. Lea, and Gerald L. Stone (Journal of Counseling Psychology, 1976, Vol. 23, pp. 509-513). There is an error in Table 2 (p. 512). The value given for the mean change score for the control condition is -.01; it should be changed to .01. (The following abstract of this article originally appeared in record 1977-06314-001.) Examined the effects of instructions and modeling in the reflection-of-feeling training of individuals low in interpersonal-communication skills. Participants with low scores on R. Carkhuff's Communication Index (25 males and 25 females) were randomly assigned by sex to 1 of the 5 training groups so that there were 5 males and 5 females in each group. After viewing videotaped training material, each participant conducted a 15-min interview with a volunteer "client" and completed the Communication Index a second time. Interviews were scored for frequency of reflection-of-feeling responses and level of empathic communication displayed. Analysis of the reflection-of-feeling data indicated that instructions and instructions-plus-modeling were facilitative procedures. Ratings of written and verbal empathy demonstrated the effectiveness of the 2 combined conditions: instructions-plus-modeling and modeling-plus-instructions. Calculation of correlations among scores on criterion measures revealed a positive correlation between reflection-of-feeling scores and ratings of empathic communication. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of a Cognitive Adjunct Procedure Within a Microtraining Situation.

The present study examined the generalization effects of three methods of counselor training: cognitive-behavioral (CB), behavioral (B), and programmed learning (PL). Each of 45 low-scoring females, prescreened on empathic communication, was randomly assigned to one of these groups. The CB and B groups received training via manuals, videotapes, and individual supervision, whereas the PL group received programmed manuals only. The CB group was exposed to cognitive strategies in addition to the skill acquisition content of the B and PL groups. Each trainee completed an interview before, after, and 4 weeks after training. The effects of training on different communication skills were examined and assessed by interview, written, and self-report measures. Findings indicated that the CB group was more empathic at posttraining and demonstrated better communication skills than the PL group at follow-up. The B group generally fell in the intermediate position between the CB and PL groups. These findings are discussed in terms of different cognitive strategies and the benefits of programmed manuals within microtraining. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Four experiments on the relative contributions of rehearsal, modeling, and coaching to assertion training.

Reports results of 4 experiments in which nonassertive undergraduates (N = 264), as measured by the Conflict Resolution Inventory, participated in an assertive-training program under various conditions of rehearsal, modeling, and coaching. The training components of rehearsal and coaching both made significant additive contributions to improved performance on self-report and behavioral assertion measures. However, symbolic modeling added little to the effects of rehearsal alone or rehearsal plus coaching, regardless of the particular type of assertive models employed (tactful vs abrupt) or the media employed in presenting the models (audiovisual vs auditory only). There also were no differences between conditions of covert rehearsal, overt rehearsal, or a combination of covert and overt rehearsal. Positive treatment-effects generalized from trained to untrained situations, and there was evidence that the treatment effects transferred from the laboratory to real-life situations. (41 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Effects of diagnostic information on empathic understanding by the therapist in a psychotherapy analogue.

Presented psychoanalytic, phenomenological, or no diagnostic information about 3 clients to each of 18 graduate students training to be psychotherapists. Ss' responses to a therapy tape of the client then were scored for empathic communication. Ss also completed a Q sort on how they thought the client perceived himself at the time of the interview. An index of accuracy of empathic inference was computed between the Ss' Q sorts of the clients and the clients' own self-sorts. No significant effects of the diagnostic information on empathy were found. Certain clients consistently elicited a greater degree of empathy from Ss. Degree of empathic communication was found to be a relatively stable therapist characteristic. (28 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)     

Modeling and instructions in training for counselor empathy.

Assessed the relative contributions of modeling and instructions to training of counselor empathy in a factorial design incorporating 2 instruction conditions (instructions or no instructions) and 3 modeling conditions (high-empathy model, low-empathy model, or no model). Ss were 68 clergymen from various religious denominations. Ss wrote responses to a taped client in Phase 1, a training phase, and conducted an interview with a client (actor) in Phase 2, a generalization phase. Instructions had no effect on empathy offered by Ss, but Ss hearing a high-empathy model showed significantly higher empathy in Phase 1 responses than all other Ss. Findings were not significant in Phase 2. Reasons for lack of generalization and implications for further research and training are noted. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using principles of social learning in training for communication of empathy.

Examined the effects of modeling vs no modeling and modeling vs systematic training in brief empathy training. 90 university student hall advisers were randomly assigned to 1 of 3 conditions: modeling/systematic training, systematic training only, and the resident hall adviser program. The modeled learning experience was presented in a 90-min videotape. Systematic training was provided in 5 2-hr training sessions. Significant modeling and significant training effects were demonstrated. Systematic training does not appear to represent a superior method of developing empathic response behavior when compared to the briefer modeled experience. While the level of communicated empathy was raised nearly 1 level following exposure to the modeled learning experience, it was still significantly lower than that communicated by the model. (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)     

Modeling, sensitivity training, and instruction: Implications for the training of college student volunteers and for outcome research.

Assigned 59 male undergraduate volunteers to 1 of 3 social skills training conditions-videotaped modeling, sensitivity training, or no training-and later placed them in a small group situation wherein each member presented a personal problem and attempted to understand the problem of another. Half of the groups received general instructions; 1/2 received specific instructions. Under general instructions, modeling- and sensitivity-trained Ss performed better than Ss with no training on both specific behavioral and global qualitative measures. However, under specific instructions, all Ss performed equally well. Results are discussed in terms of implications for the selection and training of nonprofessional mental health workers, and for outcome research on sensitivity training and modeling. (23 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Facilitative training: Acquisition, retention, and modes of assessment.

Examined 10 hr. of didactic-experiential training in facilitative functioning for acquisition, retention, and equivalence of modes of assessing levels of facilitative functioning. 20 prerated moderate-level and 20 low-level functioning counselors-in-training were assigned to treatment and control groups according to a randomized block design. Results confirm previous research indicating that levels of facilitation can be increased, whether assessed from written or oral modes of responding. Prerated moderate Ss appeared more able to use the training for formulating higher facilitative oral responses in a counseling interview than low-level Ss. Posttraining levels of functioning were maintained throughout the 4-wk latency period by both prerated moderate- and low-level Ss. Equivalence in levels of facilitative functioning between written and oral modes of responding was not found for any of the prerated subgroups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-administered masturbation training in the treatment of primary orgasmic dysfunction.

30 married and 30 single nonorgasmic women (mean age 29 yrs) participated in a clinical outcome study of sexual dysfunction. Ss were randomly divided into 3 groups: videotape modeling, written instructions, and waiting-list control. Both treatment procedures involved a 6-wk, self-administered masturbation-training program. After the pretest interview, treatment was carried out without direct contact with the experimenter. Of the Ss receiving treatment, 60% became orgasmic by the end of the treatment period. Four additional married Ss became orgasmic by the time of the 1-yr follow-up. For those Ss who failed to transfer orgasmic capacity to coital intercourse, the role of partner dysfunction is discussed. Although no significant differences were found between the videotaped modeling condition and the written instructions group, the overall effectiveness of the treatment compares favorably with other treatment programs. With respect to cost–benefit assessment, however, the self-administered treatment is clearly superior. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Causal attributions of hyperactive children: Implications for teaching strategies and self-control.

The combined influence of attribution and self-control training on the short- and long-term maintenance of strategic behavior, impulsivity, and beliefs about self-efficacy was assessed in 77 underachieving, hyperactive children. During 4 sessions, children in a self-control condition received self-management training and instructions in the use of interrogative and clustering rehearsal strategies. Children in a self-control plus attribution condition received the same instructions plus training designed to enhance general and program-specific beliefs about the importance of effort in improving performance. Children in a control condition were given strategy training but received no self-control or attribution instructions. Analysis of short-term treatment effects showed that children who received attribution training used more complex strategies, demonstrated higher personal causality scores endorsing effort, and displayed reduced impulsivity. Ten months following training, children in the self-control plus attribution condition persisted in their use of acquired strategies, maintained beliefs about the importance of effort, and displayed more mature memory knowledge. Severely hyperactive children, who had received the attributional boost, showed decreased hyperactivity in the classroom and improved self-control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modelling and instructional effects as a function of conceptual level.

Investigated the effects of conceptual level (CL) and training mode (modeling and instructions) on 3 problem-solving skills: problem definition, generation of alternatives, and choice behavior. 32 high and 32 low CL Ss (female undergraduates) were randomly assigned to 4 training conditions: instructions, modeling, instructions plus modeling, and control. Data indicate minimal support for the matching model. Modeling was an effective method in facilitating alternative generation. All 3 training conditions were effective in choice selection. Results are discussed in terms of the importance of including task variables in a matching model paradigm. Recommendations concerning future matching model studies are made. (French summary) (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An information feedback program for the development of assertive behavior.

Developed and compared "high" and "low" information treatment programs for assertiveness. The high information program consisted of a highly structured and sequenced procedure involving modeling, videotape feedback, behavioral rehearsal, and several other components, while the low information control program involved a less elaborate procedure with fewer components. The effects of coping vs mastery model were also studied. 40 female undergraduates were assigned to a balanced 2 (information level)?×?2 (model type) ANOVA design. The primary dependent variables included the Conflict Resolution Inventory (CRI) and several behavioral measures. Results revealed that all groups produced gains on most measures, but the high information group proved superior, especially on the behavioral indices. The high information effects also generalized better to both similar and dissimilar role-playing situations. Type of model yielded weak effects on the CRI and no effects on the behavioral and generalization measures. Further, groups did not differ at posttest in responding to a reasonable request, and all were in the appropriately compliant range. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relative effectiveness of instructions, agreements, and reinforcement in behavioral contracts with alcoholics.

Evaluated the effects of the components of behavioral contracting on drinking in 40 chronic alcoholics. Ss were divided into 4 groups matched on age, education, length of problem drinking, and initial operant drinking responses. They were then exposed to 1 of the following conditions: (a) verbal instructions to limit alcohol consumption, (b) signed written agreement to limit consumption, (c) verbal instructions plus reinforcement for compliance, and (d) signed agreement plus reinforcement. Pre- and postoperant analog drinking sessions, in which leverpressing was reinforced with alcohol on a fixed ratio reinforcement schedule, served to assess effects of the experimental conditions. Results indicate that while instructions and signed agreements had limited influence on drinking, both groups receiving reinforcement for compliance significantly decreased their operant drinking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)