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Impact of Model-type, Anxiety and Self-efficacy on the Acquisition and Performance of Counselling Skills

出版	Curtin University of Technology., 2002
URL	http://books.google.com.hk/books?id=jX3CtgAACAAJ&hl=&source=gbs_api

註釋Previous studies of microcounselling training have shown microcounselling to be a potent training methodology that is most effective when all components (instruction, modelling, practice, and feedback) are included. However, research has neglected to investigate how the impact of each training component might be optimised. In particular, it is unclear what type of modelling display is most helpful to trainees. Specifically, the role of positive (correct) models versus negative (incorrect) models remains ambiguous. The major aims of this project were to explore the effect of different types of videotaped models on counselling skill acquisition, and to determine if the effect of model-type varied from a simple counselling skill (Open Questions) to a more complex skill (Confrontation). Modelling tapes were developed for both the skill of Open Questions and for Confrontation responses. Definitions of each skill and written learning points were also included. Performance was assessed via videotaped interviews using coached role-playing clients in a counselling clinic setting. Responses were rated using the Hill Counselor Verbal Response Category System (Hill, 1993). The effect of different types of practice on additional learning, in conjunction with similar modelling combinations, was also assessed. An additional aim of this research was to determine if the type of modelling intervention had any effect upon trainee anxiety and self-efficacy, as well as exploring the relationship between anxiety, self-efficacy, and performance. A task-specific self- efficacy scale was developed for each study. Each of the scales was factor analysed and found to be uni-dimensional. The scales also have high internal consistency and validity.¹è.