Identifies problem of teaching counselor trainees to respond consistently to client negative affect. Describes a means of measuring consistency of affective responding using modeling and didactic teaching procedures. (Author)

Clients admitted to an alcohol abuse treatment program volunteered for social skills training related to difficult on-the-job situations. Modeling alone and modeling plus focused instruction were employed to improve several target behaviors. Addition of focused instructions greatly enhanced treatment effects. (Author)

Compared the separate and combined effects of behavior rehearsal and modeling on grooming skill development of mentally retarded women (N=48). All treatments were superior to the control condition. Modeling and behavior rehearsal were both effective but there was no advantage to combining them. Cost effectiveness favored the other-model procedure.…

Studied the effects of verbal practice training in teaching counselor trainees to respond consistently to two aspects of client anger: form (passive or aggressive manner) and direction (toward or away from the counselor). Subjects in the experimental conditions, verbal practice with modeling or verbal practice without modeling, were significantly…

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…

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…

Assigned subjects to an audiovisual model followed by practice or no practice, or a written model followed by practice or no practice. Results reveal total use and total preferred use of interviewing skills were significantly higher for subjects in practice training than in no-practice training, regardless of the model. (Author/BEF)

Investigated effects of time, task, and order in training college students in reflective responses. Major findings focused on relevance of time and assessment method in evaluating effectiveness of modeling and instructions. Results indicated the superiority of combined conditions and general lack of helping-skill competence of untrained…

Effects of videotaped models in eliciting self-disclosure were assessed for men and women in unsupervised groups of one or both sexes. Videotaped modeling was clearly superior to a control condition in increasing self-disclosure. Females generally displayed more self-disclosure than males. (Author)

Surveyed 75 trainees after supervision sessions to assess working alliances, as well as the trainee's adherence to a treatment model. Found that the trainee's perception of the supervisory alliance was significantly related both to the client's perception of the counseling alliance and to aspects of treatment adherence. Trainees apparently applied…

Evaluated the incremental effects of a cognitive map and a symbolic code in undergraduate students (N=55) learning the modeled social skill of job interviewing. Results indicated that these techniques appeared to be strong in facilitating the acquisition and retention of modeled social skills. (LLL)

Compared model exposure (MOD), role playing (RP), model exposure plus role playing (MRP), and model exposure role playing with videotape feedback (VIDEO). MRP and VIDEO treatments were greater than control procedures. RP treatment was more effective than control procedures on two criteria. (Author/BEF)

Subjects were randomly assigned to one of three treatment conditions: assertion training; discussion; or no-treatment. Roommates of trainees obtained significantly higher assertiveness scores than did roommates of students in the other two groups. (Author)

Graduate students were exposed to a training procedure that enabled them to verbally practice responding to client negative affect and then observe a model counselor's response. When these subjects counseled angry or depressed role-playing clients, they responded more consistently than subjects exposed to other training procedures. (Author)

Investigated the efficacy of experiential modeling-role-playing and lecture-discussion training techniques for college student mental health paraprofessionals. The Helper Response Preference Inventory and the Group Assessment of Interpersonal Traits revealed significantly better counseling skills for students trained with modeling-role-playing…