Required skills and training needs of recent counseling psychology graduates.

Surveyed 183 recent graduates (mean age 38.2 yrs) in counseling psychology to determine which activities and competencies were important for effective job performance and to what extent doctoral training programs provided adequate training in those areas. Responses indicated significant differences between ratings of importance and adequacy of training for several competencies. Although overall discrepancies between job needs and training needs were moderate, it is suggested that training efforts should extend toward competency building in the less traditional areas (e.g., consultation, special population) without jeopardizing effectiveness in traditional curriculum areas. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of sex role orientation and gender on counseling skills training.

34 female and 13 male 21–46 yr old postgraduate counselor education students, enrolled in 1 semester of counseling skills training, completed the Bem Sex-Role Inventory, taped pre- and posttraining quasi-counseling sessions, and took a videotape counseling skills exam. Factorial ANOVAS indicated that sex-role orientation had a significant effect on counseling skills scores and counselor response effectiveness before and after training. Gender had no significant effect. The masculine sex-role-oriented Ss were rated less effective than the undifferentiated sex-role-oriented Ss on counseling skills. All Ss improved over time; those in the androgynous orientation group, significantly more effective prior to training, were not more effective after training. Results suggest that counseling skills training should consider trainee sources of variation in learning. (25 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)     

Tension-reducing effects of alcohol: Further evidence and some methodological considerations.

Studied the relations among alcohol consumption, self-reported distress, and muscular tension in 4 male 28-45 yr old male chronic alcoholics. Ss were permitted free access to beverage alcohol and were monitored for blood alcohol level, electromyographic response, and subjective distress every other hour of their waking day for 12 days. Pearson product-moment correlations revealed (a) significant negative correlations between blood alcohol level and electromyographic response, (b) a significant positive correlation between blood alcohol level and subjective distress, and (c) no relation between electromyographic response and subjective distress. Results, while supporting a tension-reduction model of the effects of alcohol, reveal a complex interaction between alcohol consumption, subjective distress, and muscular tension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment and training of clinical interviewing skills: analogue analysis and field replication

Two studies were conducted to assess the train clinical interviewing skills. In Experiment 1, eight university practicum students ("therapists") and either role played or volunteer "clients" were audiotaped during simulated interviews. Following the collection of baseline data on both therapist and client responses, training was provided by way of written materials, classroom instruction and practice, and quizzes. Results of a multiple baseline design across subjects showed improvements in therapists' interviewing skills and subsequent increases in client responding. Experiment 2 replicated and extended the research to a hospital outpatient clinic, in which therapists interviewed the parents of children with behavior problems. In addition, four months following the completion of Experiment 2, follow-up data collected during a maintenance condition showed continued high levels of therapist and client behavior. Finally, a panel of expert peers indicated that each response category was judged highly relevant to the behavioral assessment process.     

Effects of cognitive interviewing and practice on children's recall performance.

In Exp 1, a staged event was carried out that involved a private encounter between an unfamiliar man and 2 children. The results show that questioning techniques based on principles from cognitive psychology significantly increased the number of correct facts recalled by both 7–8 yr olds and 10–11 yr olds over that gained with standard interview procedures and without affecting the number of incorrect items generated. These results were replicated in Exp 2 with a different staged event and with 8–9 yr olds and 11–12 yr olds. Exp 2 also assessed the impact of a prior practice cognitive interview, and practice was found to be effective for both age groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Physical attractiveness and counseling skills.

80 college students assumed the role of a client with social skill problems during 3 counseling sessions. Videotaped interchanges between a male client and a female counselor during an initial intake session were presented, and audiotapes with background slides of the counselor were presented during 2 subsequent therapy sessions. Physical attractiveness had an impact on perceived effectiveness independent of the counselor's skillfulness. In contrast, analyses of future expectancy data revealed that only in the good skills condition did attractiveness augment impressions about the desirability of the counselor in treating other social and behavioral problems. Correlational analyses suggested that clients in the good skills condition, who were most influenced by attractiveness in Session 1, judged the counselor most favorably following Session 3 in terms of her potential effectiveness in treating new problems. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching the mentally retarded job interviewing skills.

Examined the most effective usage of videotape in job interview skill training for 24 mentally retarded young adults utilizing the microcounseling model of instruction. Seven (e.g., open- and closed-ended questions and reflection of content) skill areas were modeled to 3 experimental groups for 6 sessions where the method of videotape utilization differed for each group. Data reveal that the microcounseling model is most effective with the 2 skill areas of eye contact and body posture regardless of the method of videotape utilization. Significant differences occurred in both of these skill areas after modeling Session 2 and remained significant throughout the study. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of combined counseling and vocational training on personal adjustment.

To evaluate the effects of combined counseling and vocational training on personal adjustment, the Manson Evaluation test was administered to 85 students during the 1st 2 wk. of training and again near termination. The students, ages 17-21 yr., were generally characterized by previous failure in social, academic, and vocational endeavors. All students and classes received individual and group counseling by skilled counselors. Comparisons of "before" and "after" Manson scores revealed consistent and highly significant gains in personal adjustment. The findings are discussed in terms of current governmental efforts to combat socioeconomic problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapist interpersonal skills: Process, outcome, methodological considerations, and recommendations for future research.

Reviews psychotherapeutic outcomes as they are related to such therapist interpersonal skills as empathy, regard, and genuineness. Professional and paraprofessional training programs that have grown out of the client-centered framework are also discussed. In addition, empirical research concerning confounding variables and the methodological shortcomings of this research domain are reviewed. Conclusions include (a) the idea that Rogerian hypotheses have been only modestly supported, and (b) that the lack of support is due both to the difficulties encountered in sampling and rating therapy sessions and to the failure of client-centered theory to specify more precisely the times when specific conditions (such as empathy) might be most facilitative. It is noted that judges' ratings of audiotape recordings of counseling have not provided better predictions of positive therapeutic outcome than have client perception measures of the counseling process. It is concluded that the efficacy of popular interpersonal skills training models has not been demonstrated. It is recommended that in addition to multiple criterion measures, researchers apply multiple process measures to assess the nature of the therapeutic relationship in outcome studies. (2? p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and training in counseling psychology.

Suggests that employment settings are related to SES trends and discusses their combined impact on the training of counseling psychologists (CPs). Some training models are described, and doctoral programs are reviewed in terms of history, setting, and training emphases. Certification and licensing issues are considered, along with related issues such as retraining. The ever-changing identity of counseling psychology is presented as an obstacle to reaching a consensus as to what constitutes appropriate training for CPs. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dietary interviewing by computer. An experimental approach to counseling

A computer-based dietary counseling system was tested by sixty-four volunteers from the Boston area. Most of the patients seemed to benefit from their interaction with the computer, and the two participating nutritionists frequently found that the program was useful as an antecedent to their own one-to-one sessions with the patients.     

Further extensions of methodological diversity for counseling psychology.

Discusses the state of the art of research methodology in counseling psychology, which consists of the use of diverse methods. However, the diversity is limited to methods consistent with the values and logical framework of science as developed by the physical sciences. A further extension of methodology is required in order to include maturing alternative systems of inquiry such as systemic and structural methods, techniques designed to study goal-directed human action, and hermeneutic and phenomenological approaches. External critique from the philosophy of science and internal dissatisfaction expressed by practitioners are providing a renewed impetus to explore research strategies based in nonformal systems of logic. The need for and theoretical justification of diverse systems of inquiry are becoming more evident, yet a body of research examples or training strategies has not yet developed. It is important for the discipline of counseling psychology to support the development of alternative research strategies and to assume leadership in creating training methods for their use. (65 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empathy research: Some methodological considerations.

Calls for a systematic inquiry into the construct of empathy and suggests that improved definitional and methodological consideration in research will lead to more persuasive findings about the alleged relations between empathy and client outcomes. A category system is proposed for analyzing methodological deficiencies. The system is applied to 4 different measures of empathy and 3 studies having different findings but purportedly similar designs. Renewed attention to the construct of empathy is advocated. (93 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in counseling skills during graduate and undergraduate study.

Compared 13 graduate students in a 1-yr counseling psychology program with 13 psychology undergraduates. 20-min counseling sessions were held on a pre- and postacademic year basis, and counselor verbal responses were analyzed using the C. E. Hill et al (1981) counselor verbal response category system. Undergraduate and graduate Ss both decreased their use of minimal encouragers and increased their information responses, closed questions, and restatements. Graduate-trained Ss used more open questions and more confrontations and tended to use fewer interpretations than did undergraduates when postinterview responses were compared with preinterview responses. Undergraduates increasingly used other responses, whereas graduates virtually eliminated these irrelevant responses from their postyear verbal behavior. In addition to changes in verbal behavior, graduates increased their inner-directedness and self-acceptance as measured by the Personal Orientation Inventory. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contextual considerations in social skills instruction.

Comments on the review of social-skills training programs by G. J. DuPaul and T. L. Eckert (see record 1995-07692-001). It is suggested that a contextual analysis of social behavior has implications for teaching social skills: that students may learn social skills best in the company of people with whom they would typically establish relationships. A need is seen for further development that considers a broader perspective on influential environment and contextual variables related to social-skills acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maintenance of specific counseling skills over time.

Conducted naturalistic observations of the frequency with which 7 female and 6 male counseling trainees used specifically trained counseling responses across time. Frequency measures were based on the 1st 30 min of audiotaped interviews with clients, taken at the end of prepracticum, during practicum, and at least 3 mo after training. Seven response categories were identified as trained in prepracticum: goal setting, confrontation, reflection/restatement, interpretation/summary, structuring, probe, and minimal verbal. Two more categories arose from the data: self-disclosure and information giving. A 10th category, "other," served for otherwise unclassifiable responses. Responses were classified by 3 trained raters working independently. Data indicate that males make more responses overall than females. All responses occurred in the trainees' repertoire to some degree, but confrontation and goal setting were used with decreasing frequency, and probes increased across trials. Effects of supervisory expectations, as well as the tendency to internal consistency for a single individual across trials, are noted, and training of specific skills is affirmed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Theoretical and methodological considerations in the age-job satisfaction relationship.

Research investigating the form and magnitude of the relationship between age and job satisfaction has produced mixed and generally inconclusive results. Potential explanations for such results relate to the largely atheoretical nature of research in this area as well as the inconsistent application of proper statistical and methodological controls. Our study addresses both areas of concern in an effort to permit more accurate and informed interpretations of both the form and magnitude of the age–job satisfaction relationship. We conducted hierarchical polynomial regression analyses, controlling for three different tenure measures, to examine several forms of the age–job satisfaction relationship for an all-female sample of registered nurses (N?=?81). Results supported both a U-shaped and a linear relationship between age and job satisfaction. Implications for both theory and research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neuropsychobiology of affective disorders. Some methodological considerations

Amine hypothesis is neither an adequate nor a sufficient postulate in understanding the neuropsychobiology of affective disorders. Interactions and balance between various mechanisms and factors may be important. Better techniques and methodology need to be used and a more comprehensive approach seems to be necessary in formulating meaningful research strategies. The present paper reexamines someaspects of the available data and suggests a few approaches in the sutdy and elucidation of neruophychobiology of affective disorders.