Compared the effects of microskills practice (MS) and mental practice (MP) in 44 counseling students. Analysis of posttraining simulated counseling interviews indicated that both MS and MP were superior to controls on three of five qualitative dimensions and a proficiency measure. (JAC)

Reports the development and validation of a questionnaire designed to assess reflective skills, the Counselor Response Questionnaire (CRQ). CRQ, designed for measuring skills of beginning counselors, differentiates trainees with some reflective skills from those who have little. Internal consistency is good. Validity data are encouraging.…

Twelve human relations training subjects received training in Carkhuff's seven core counselor conditions. Twelve microcounseling subjects were trained in use of attending behavior, minimal activity responses, verbal following behavior, open inquiry, and reflection of feeling. Microcounseling subjects gained significantly more on empathy than did…

Results indicated that IPR, when compared to traditional supervision, did not produce differential effects on counselors' empathy level, client satisfaction, supervisor ratings, or clients' self-reported inhibition. Method of supervision, however, did effect significant change in clients' level of self-exploration over time. (Author)

Interview behavior of trainees was rated by trainees themselves and by peers on intended and actual interview behavior. Counselor trainees perceived no significant differences, while peers found a gap between intended and actual behavior. (CJ)

Assessed the effects of four components of the microcounseling model in acquisition of a counseling strategy, measured by a written test and role-play performance. Components included video models, role-play practice, peer feedback, and remediation role-play practice. All methods of training were equally effective promoting acquisition of…

Subjected 81 research studies on Ivey's (1971) microcounseling program to a comprehensive meta-analysis, assessing the relation between effect size and the sampling distribution of several important methodological and substantive characteristics. Results suggest that the microcounseling program is educationally effective for teaching simple,…

High school sophomores (N=104) aspiring to be peer counselors were studied to determine whether trainees, blocked on variables of dependency-independency, would learn helping skills of open-ended comments more effectively from microcounseling using a high-status model or one in which no special status was attributed to the model. Results are…

Investigated the value of increasing a microcounseling trainee's exposure to positive modeling by having a supervisor cocounsel with trainee during the first of three practice interviews. Analysis of interviews revealed that cocounseling trainees achieved significantly higher ratings for each skill than did standard microcounseling trainees…

Absolute ratings on the Microcounseling Skill Discrimination Scale (MSDS) confound the individual's use of the rating scale and actual ability to discriminate effective and ineffective counselor behaviors. This note suggests methods of scoring the MSDS that will eliminate variability attributable to response language and improve the validity of…

The effect of supervision on the learning of basic clinical interviewing skills within the microcounseling format was studied. Subjects were 12 paraprofessional counselors. Analysis revealed only one significant effect indicating more frequent use of microcounseling than opposite skills. No significant differences were found between training…

Examined the most effective usage of videotape in job interview skill training for 24 mentally retarded young adults utilizing the microcounseling model of instruction. Data revealed the microcounseling model is most effective with the two skill areas of eye contact and body posture regardless of the method of videotape utilization. (Author)

Results from a 2 x 2 factorial design with a single control group revealed that microcounseling subjects gained significantly more in criterion performance than the control group. There was virtually no difference in the effectiveness of the two micromodels, and behavioral supervision was somewhat more successful than recall interrogation. (Author)

Subjects in all three experimental groups maintained eye contact for a significantly longer period of time than did controls. Reflection of feeling responses were recorded a significantly greater proportion of the time for the lecture-discussion and lecture-modeling treatments than for the control group. Males in the lecture-modeling treatment…

Examined the generalization effects of three methods of counselor training: cognitive-behavioral (CB), behavioral (B), and programed learning (PL). The CB group was more empathic at posttraining and demonstrated better communication skills than the PL group at follow-up. (Author)