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Enhancing the Effects of Modeling Through Role‐Play Practice
Author(s) -
FROEHLE THOMAS C.,
ROBINSON SHARON E.,
KURPIUS WAYNE J.
Publication year - 1983
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.1556-6978.1983.tb01736.x
Subject(s) - psychology , feeling , counselor education , reflection (computer programming) , applied psychology , medical education , social psychology , higher education , medicine , computer science , political science , law , programming language
The effects of yoking role‐play practice to modeling treatments designed to teach the rudimentary counseling skill of reflection of feeling were investigated. Twenty‐eight novice counselors‐in‐training were randomly assigned to one of the four treatment conditions: written model, videotape model, written model plus role‐play practice, and videotape model plus role‐play practice. Effectiveness was measured by ratings of students' oral responses to 16 videotaped client vignettes. The multivariate analyses revealed that although there were no significant differences between the two modeling conditions without role‐play practice, there were significant differences between students who received an opportunity to role‐play practice and those who did not. From the results of the analyses, it was concluded that role‐play practice significantly enhanced the effectiveness of the written model but not the video model. These results are discussed in terms of counselor skills training.