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)