Co-counseling supervision in microcounseling

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Abstract

18 male undergraduates were randomly assigned to (a) standard microcounseling, including a manual describing open-ended questions and accurate reflection of feelings, a model audiotape, a skill-practice interview with a coached client, supervised audio replay of the interview, a 2nd practice-replay cycle, and posttest interview; (b) microcounseling with supervisor co-counseling during the 1st interview; or (c) a description of target skills with instructions to practice during 3 subsequent interviews. Trained independent raters rated posttests using investigator-designed instruments measuring the target skills. Two-way ANOVAs with 3 treatments and 2 supervisors as fixed effects showed, for each skill, that training produced significantly greater skill use than did informed practice, that co-counseling did not improve upon microcounseling significantly, and that identity of the supervisor was a significant factor. Post hoc analysis of 1st interviews revealed that co-counseling trainees achieved significantly higher ratings for each skill than did standard microcounseling trainees. (26 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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