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The Acquisition of Conceptual Skills: An Exploratory Study
Author(s) -
CLAIBORN CHARLES D.,
DIXON DAVID N.
Publication year - 1982
Publication title -
counselor education and supervision
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.608
H-Index - 40
eISSN - 1556-6978
pISSN - 0011-0035
DOI - 10.1002/j.1556-6978.1982.tb01690.x
Subject(s) - practicum , psychology , conceptual framework , exploratory research , outcome (game theory) , the conceptual framework , applied psychology , conceptual model , medical education , pedagogy , computer science , medicine , art , philosophy , mathematics , mathematical economics , epistemology , database , sociology , performance art , anthropology , art history
It was hypothesized that explicit instruction in the use of a conceptual framework would be more effective than feedback about behavior in teaching the conceptual skills of problem definition and goal formulation to beginning practicum students. Counseling trainees received one of two kinds of supervision, instruction or feedback, in written form following an interview with a role‐play client. They subsequently interviewed two more role‐play clients. After each interview, trainees formulated problem definitions, short‐term goals, and outcome goals for the case. At the end of the experiment, they rated the supervision they received and their own counseling performance in the three interviews. Results did not support the hypothesis, but rather the reverse. Feedback was found to be more effective in teaching goal formulation and was perceived by trainees to be more effective.