~ '312. '312. '312.

' 31 2.

NOTICE'

The'quality of this miCrofidleisheavily dependent uponthe qualitv:ofthe originalthesis SlJbmittedfor - microfilming.EVIlI)'effort hasbeen ?'lade to ensure the highestqualityofreprpduction,posslble.. ._..:-

lfpa~ a'remissinli;.contllcttheuniv'er5jtywhtch. grantedthedegre&.. . ,",e, .'",

Somepa~^I'n!y~~^{indistiflC't'}'p~inl^especiatly

~~~b~n~~gi~n:~~~:~: ::~s~i'~r~:t:~~.riter

.•Previo LiSly.copyrighted mare';ials (journalerneies,

•piJblishad fests,etc.larenotfilmed. • ReproctU~tion^infullorinP<I'rtofthi~^filmISgoy.

emad by (he,Canadian Copyright Act,R.S.C:1970,. ,c.'(:-JO.Plea.Sf read theauth~izationformswhict)

accompa~yth lsth"is.. .,: .1-

THISOIS SEA't:ATION HASBEEN MICROHlMED . EXACTLYASAEC ~IVEO

. / '

AVIS

. .

La qualilli-decettemicrofiCheIMpendgrandement de ,Ia ,qualite deIathese 50umiseaumiqofHmage.No\lS avons tout lail'pollraS5urerune quilfite'5uperit\Jre

delllptoduetion. ...

S'il.manque:,despages,.veuillazcommunique, aveel'Univers;te,qu'a,confere,lellrada, "-

ta,qu'~te'd' jillPressioo'dece~iines ~~ges~t'• 1,Issar6 deslrer,SUrtout si les pages ori!!inatesont~te dactylograph"'s"Vaided'an ruban u"oJsi"univer.

site1'1005a falt Pllfl/enirunephotocopiedemauvai'te

~ual:te,^{...,.' .:.',,j C} ~.'" ^{:.... •} le!-' documen!squi fontdejilI'objevd'undroit d'"iJteur(articlesde revue, examenS,pllblik ,eic.lne

SQptpasmicrpfilmes, .' , .

Laniproduction ,'jnemepartielle, dece miCrofilm est soumise,a'iaLei canadienne sur Iedroit d'autllur, SRC1970,c.C-JO:IJ:eui(lez prendreconna;ssancedes .formules~'a.~tO~isati.i:Hlqui accompagnenl;~l{ethe~-.

• • LATHES E AETE to'M ICROFILM EETELLE,.pU E~

NOUSL'AVO NSAE~UE

Nl'3~;....,BI"OI

...-Newfouri~l~~d.

"ENHANCINGINTERYJ,EW ING_.

su us .

'

. .

. AHRUCTURAL·APPRgACH.!OTHE"

INITIAL'

FI~lO PLJnIENT ~N

SOCIALI«lRK

. '"

" /.'

~!<

( C:Y ^{'ooi" " ;·) ",'er,}

^B.A.

".

.'

,

AProject Repor~submit tedin partia l fU~fil lme~t·

~f"the rM~~;:~~~t~~~;i~:rr9ree^of~

. ne"partJlentofSoc1 a"Work MemorialUnlversftyofNeli'found land

"

. . ^". '

St.John's:

!

"

,I !

I ,

I,

./ ..

,Abstra'ct

. .:

.< in_ t~i~

projec t an attemptwas Illade

'tD opera~i'ona'1Z'~

^the

coiJ~eptsfnvolVEld'!ni!1t.e~V'1ew1ng,betlavlots <and'teac:~themto s.tude~i.scete tworker s fn as~stelllat 1cmanne r.',Theteach1ryg st rategy-consis t ed'o fan 1ntegrated llpproach,involv i ng components

~iB?01ta'A;Tuck~r '•

of.bot h thed1dactfc llndthe

'experie~tf'lll_

te a.chi ng models.

,. .-. ^," :- ,-

Thr oughoutthe proj ecttherewas cons iderable emphasis plecedon..' :

tti~ .a~qu·i~lt~on

^'(If

1n~~v,fdUll' ~k,11lS.

^and

~he pr,a,ct;~a'apP11~~~~on

of.thes eskips1n simula t ed tntervtess.·_AU~fo' :t,a~e. ~ecordlngs wer:

m~de

^offhe st udents"tnt e rvt ews

;n~ 'th~se ~ere'

^{l:tf'ifzed;or}

feedback and evalua t i on.

design; Thus-eesettne .measur ement swere.cOfld~cteds1mUl taneous1 Yon ...ta:ch.cfthree

dj (ferent:jnterv.j.e~jng '~k_jfl

^{groups ;whil e the}

teaChi'n9,strat egy

or itiie~~ntfon~as :e~uenth~ly apPlfed

^to

e~.ct-i·of\

^..

't hegrou~sc";;nsecutiv e ly.',Eva l uat i o nwas"in·t~rm~^{ot'scor es}on'~

radng s.cal e·

d~VHed.fOr .~he

^{'project .}

Heasure'~ents were .t~·~~n prEf-.

hterv~~tlon .

^:dt:ring

,i,nie:rve~t1 on

^aAd

po~t-tn~~rvent·1~~.

The'resutt so~.'thepr~jectwere genera llyve r ye~OUrag 1ng andthefind1ngs'clear ly demons tra t e theeffi cacyof.the't e achi ng

. . ' . " "

. ,

str ategy .'In each casescores undenre nta positiveescalati~

,(011';" 1'n9'th.e·onsei.'of

int'e:v~ntion

^'and

t~t s'

^trend

:.c~~~tnued

^{int o}

the.f ol low- up#phases .

.."

.;., . ' j

'--:'-'---::--'c----.~---.. -,~7--'

."

, , - ,!"

\CknOW1~'9e:ent~

^"

/" :. , .1 ... , . ~

Iwould"J1ketoexpress.rrf·s1~ereapp~c1.1t.1on,llnd9r~t1tude"

.. :toDr'-,FrankJo"'~onfor.hishelpf~lsupervi~lonand ongoi'n9'~

_en,c~,~~~~nt dur,! ~9

^the

c~~c~

^..,

tt~.n~ ·~.PP.l.i~a'~lon

^"and

wrfti~9

^'of

tn~~ ·

^•

,pr oj ectreport.· '.

r.' _ . , .

·Als0, for,· i~et; .tr~~n·dou~··~Oop·~~ation, ^{, i} e!tpressSj~~re

^'".'

'" .' . '. " ,'. .', '

' , '

.:thankstomy'col 1ea9u~s,.Maureen areee,~atBr.owne;Hary Jardlrie ,

DeniseLawlo r,MarilynMcC~niiackandBecky Roome.

' {,

', . ,.>.

: s:,

"

. . ...

'.~

;p'eciali..a'rm

'ap~~ecl at;I~ ,1S ex.ten~d

^to

~ s·ls~~r .

^{Shar on}

.,Whi te,

~.~~ t;~ed the :~I·~.11 "draft ~f. th.ls· ~ep~tt"

Finally,I extend.I,Wi!11d~StrVednote ofth~nk$and ippreclat10ntoIIlJ'husband'.'John,~forhiscOnstant.enCOllra~nt

and understan ding.

. . :5, .

^{i .}

'f' : '

.. --.

" .•~>.'

.iii

. :

.

~ .'

,.

'. '

. '

'

.!

I

'

i

i.

' j

1·

I '1,

i

r

I

I :

,

26

'" 'J

44

Respondi ng Skl11s ; :., :..

Implicatt'ons ..•. . . .;••.•... .;•..:; . Te~c~i ng·.ln'str,L!'OOnts-:-••.•' , , ..

List of!ab1es..•., ,••: ..••• ••.•. .."..•: ,..,.. :.

Ust

of

F1'~ures ,.,. ; : , , ..

~hapt;rI

THELITE'RATURE : l. .

.~.Exper1~n,t1a.~·Versus_~! d~~t1c Super,visIon .,,: , ,. TheUse ofMedia-V1deoVersus'Audio"Techn1qlJes

,

R~t1'ng sc~i~s-Q~al1ta~_1ve ~veJ;S~s_ Quall"t~,t1v'e 'Dat~ ':: .~

^.12 Chapter'-lii_-,-,THE

:_P~SENT·ST~DY~

..;•..••.

~: ;

••••.•'

. ~: . ; .";~" '~ ' "

..., 15

~dentif1-cat1on0:.~heI-n.terv\ewi ngSkillS,•.: '..;., 16

Hypcithe;es andAss'umpt'i~ns , : : 18

~hapter.IV 'METHODOLOGY:••.. :•••• •••••,•• • ••••••;:.. 21 Des[gn .''.~:.•..;..:'••~.~-::'•.•' :.:•.~.•....•. .. 21 :.TeachingStr at egy,...,·.•...,..•.•. •••..:.•.•;.:••• :.. •'..-23

ROle -flay'S1tuati ons . 24·.

MeaslJr~.ment,~trategy...•"~•. •;.:.•,.•. •.•..•.;.'••.• ..•:; 25

~.ubJ ects.:••. •... ;... :: ".':•••••••••' :,.'..26

FINDINGS· :.· ; •.••..• .. 28

'Ch£Pt er VI CONCLUSiONSANDRECOMMEilDATIONS :. 39 listening

S~i1ls

^{.,..• •....•..:-: :••••.•:•• •'}

~'

^••'\39

Ela borationSk111s••. . ... .• . .•..• . . .• .• .· 40

,'f'-

... f

'Concl Ild1ng'~ma~k~••.-.;••~'.' ;: ••••••: :;. .. .. 47

:::~::;:HY .;;;~;;;~.;;:.~;;;;~ ~. ::: ;: ' :: " : ::: : : : : :: c::: : : ::: :'::

~PPENDIX$ .Rat1~gScales.:: ..-..•:••" •.. . ~'... 77 APPENDIXC

Def1 nft'~s

^of

^the.

^{NUl'ler'1'ca,1}

'Rat·1·~9S·~

.• • • ••...,••• . APPENDIX0

. I . .

"

\

\

./_.PAge"

LIST'OFTABlES

,.'

""'ltfP1e ·~.BaseTtrM! DeS1gri- ;~s~

.:.••••••..

.t-.::..;...: ;...

23 Lhtenin g Skills -Me'anSCores';••.•••'••••••; ••:•••••••~. :. zg". , EhborattCl!\

S~'tl1S

^-

M e'a-~Scores

^{: -•••• . : 29} Responding

~k111s' :-

^Mean

sco~es ~

^{•• . : : :-.'.:•.:. 29'}

~ ~.tocorrel·,.tton ~~f1C1e.?ts, ^{. ·.'.,. f ;· ..: ·-:;.:· ..: ,.:.}

C~ar fsono~Heans f~~ FourSubjects .:•.:•.•••, , ..

",3.

i ~ ·

1 5.

6.

.i

,1.

I2.

['

I I

I I' , 1

.

^...

"'

^.

I'

^".

··' i·

I

I

-. j " ,t

I'

t,

I

.

~

., ,

lessexpl icttlyevaluat ed.

The'studentin~hefield1's'aSSi~edc11~t~~'ndhis

o wn

self-rePi?rt ~forthe ecstpart.~onsil tu,testnesete~ata.upon'which lea rni09within 't he

;u~er~iSory

process is

·a~sessed. ,

A',a,lot sho rtclJlli ng ofs~chanapprOach'is'that studentsm'ay'C6nscfousl1'o~

"Thetradit1on'a'l'approach

.to'teaChl ~g" l ntervtewtn9,

^skills'

l~'

«:

, ~ ,

," ' .'. ' - ' ",',

.Heldpracticeh.asbe~n 'indi~~t. The'student"i~,taughtin.the ,c~a.ssroom.~~r~t1 c~'lI.Y.what,is, ,i nvOlved1,?'/In~interYiewan~'1tIS .

~opedt~tin^the field hewl11beableto lrrtegrate~heseconceptsin

his·prict1~e..~ear"'ingObject'ive's' are's eldom l!xplicitlystat~aIldeyen'

'.' :, ' ^{" ,'} ',. "

unc~nscl,ous1ytend

to:

di,~tort~tiat^{act ua lly}:oc~ur~. ,~s.tud,Y'bJ,B1 0C~SJIa andPorter:

( U 47 ) 'd~nstrated

^thatthere

wa~

littlerelationship ,

~tWeen

^{what thestud}ents"reporiedthey"would

do:arKl wh.at th~Y

^actually

d1d'd~ '1n an 'lntervi~w. T~1S ~pp~o~c~atso--~~est~e ~~s.uni~t-io.nihat '

-..the',stlJde~tIssUffjcie,~tlj~wa're?ft,h ~pro~'e ~m 1'nvOlved'.~~ ~cord

F his

fnt~r:1~~ur~tel~ and ,~ns.ightf~l l~:>hi~.ls sOOlet,lm~s.a'n ·

incorrect,ammpt i ori1n~lewof htsIeck of se lf-e'lal uathesk1l1sand inexper,le nce; Thereisalso'~questIonof studentresistanc eto the su pervis oryVrQcess·!tself, Thls

~.i c

^N1S

recei~ed"mu~h att ~ntfon

^tn the:f-1el dsuper vision

l 1t~ra,tu~e;. 'cin~ Il\/IjD~ ~ons~uer;c,e

^lif th'ls"'"

re~iStanceisarei~~tanceonthepart of thestlJd'~nttospeci fy

l i~rnl~9' d ff(l~ulties ~b~cause

^{it.might negat'helya.}ffect 'f {eid'"

prectteum'grades,"lhus the'student'mi,ght teri'dtoword'his·recording,s'

.

.

^{' '.}

in'.

~rd~r

^to

.deilo~strat.! ~.h'~~._ill~

^.:hasbee,"

',mor:~

^:

~a~lIit<\1;irig ,l~ ~ti,h

d~e,nt. enc~u~ t~,rs;.,

" "1

s~,.~

fact..the " ",This

~"b edon~,- ~uite ' ,~n'~o~sCl0uSly'on' he _par~'of

thest udent.,bu't

stfll l e~ve;

^{the'ff eld}

~ In.st~~ct~r- '~lib -a~. ·:In:ac~ur~te',.aS;e5;~e!it

^!

:(t~,c: si~de~;;~ perfci~a~ce_

F~n.al1y. t~·emp.h~SlS Jn '.;l~Okln!il-:" atstu~~nt rec?tdlng~

^{'i s}

pften· ~n.: p:rO~1e.m-S01Ytng :~r~'ciis s~s

^'a'Rd

1nter~~~tl.,je 5' trategfes·. rath~r

·~-~t~ ha "": ~'"' ;/ttie" bas\C. -·Skf'i I 5_ 1nvolve~

^{Intheprocess,lIf}1ntervlewfng,

~.- Th1S :,r~ ~, ri_~.~e~sari mph~sfs c'o~~td~~I~_9 " th~:' the, 5tud~nt _i~ '~e~~g-

^:

wlth't he.i

real'

^{.problems,o{,a}'re aJ',c~ ie.nt~',-

It; 15'

felt'th~tmany learningop~rt~n'i't1es'fori~e st~deni'are'n~gle~t~d

,becau se

,o ftile.'

n.eces~ary.- and~eem.i,ngh', .~~~~oidable dlchO~ .be~~ee~' ,l.earnl,~g.need,~. 0 ;\ :

the st~dent,andS~e re~,p~n$ l~i,'ft~esi~h:erent.i,'!eunf cal.pr.a.c tl~e...The resultiso f t e" aninability,on.

the'p~rt

'of the student

to" mast~r

^the' basic'

'i~~e~vieWi ng :

^{ski lls}

.SUCh ~S ~'abl

^tng

~he ~li~nt

^:1;0

fee~

^.

~~for.table

. :

...

^','., -'.,,',.,," ,

"',

^{. '" ' .,,' "}

'"theint erviewing'$,i,tua~ion .:-facn1tat1~g-se.lf-~x,pl o~atlon,0'1thepar t

of'.t he'

~li entl

^{,andperfo ntllng}t.he'S!aetiyltles tn

~ $ystematf~ ,manner.

^'

,..T.rad HlonaHY

,sci~hl ~,~k, su~~v+~!~n'

^,has'

h~d' a ,stron'g

" ,__" ,, " , . I

experientialcom~onentandthestudent':"superv 1 s or::rela.t1ons~1p ~s-se_en.

pr i,marlly-asa

thefap~tic ~ne' f~T"~he

s'tudent.' "Ha'ny

~'speets'

^{of t'n'is,}

;'el atioo~hiP

were vieWed"-,.as'"'be1ng

'a'~~l'ogOtlS't(J 'the is's~es' \IIhich arise beiw~e~" p~t1e~t~ an'~ t~r.ap·ist.

^{, ThU'S.a'}

~a~ge propor~i'~~' o'f~tie

'sup er,vlsor y'.p~Qces~'lnvolved

nel

^{ping the·studen t}to,recognizea~d wor k)

'.

th~ou911-t.ra~'sfer~'~~

^feel

f,~~~

't owar'ds the

su~ervlsol'~, ~mt lt

^was"

;. '3<,p~ct~ 'th~.~,ta

.'ge neral,i zatiO?of thi,S

eX'pet~,ence

^{to the}

.~tu~ent'~. o~n

therapu~t~~:behav1or"withcueres'Wo~ld~ccur. Whilet~ereare:'certe

in

'simil arit'-t e s'betwe entherap~tlca~'educ a ti onalgoals.,thecemphaSi~^1s

diff.erent~ andf requent lythetheraPtlU c.aspec~ ohupervlsion'was ..Q .

.~ "

. .

" ..'..-

..

: ' r I,_prac.ti~ed. t.~ . ~~ ,detr:~~_ o~ ed~a~1onai' 9~lS.;· T~is. c·!"'~e.

':..qnf U.

~ '" and ~'''lted'' ."" c~~.''''lf~''~' . nd,~~ r~ ""' ''''.' ." .

--::-of

ttJe·cOn;~~ts lnV01-t_~n~.ear~~~ ?9,bUf C t_n:~~r~t~i_n .

uu.:. ..

~-Part i a ll y as a reactionaga i nstth1s:exp.erfent alorlentatfC/h,

s~l~l ~~rk : educator~- .

.

~Ye -mo're r~c~~ti;

" '

. . .

^'

ut:;ll~-

^{. '.}

a

^-

h~9hly . 'c~':'n1 t~~~.;

^{-, ,}

:

dlda.ct t"cappr~ac~

in

,'i~'teacllfngof'skfll s"'(lfanSeniPound&Petro, .._"::.•

i97~) . : ~he "impll'~'i

^t

'pa~~~x ,1nh~~~nt :f~- ~h~

^.S?:l.,:'

~~e

^of"

t';'e'd;d'~~t1C

~th~Ol ogy'1"sthit'o'tten,the attftulie:swhic h

th

student",istiught'are

-'_fJ-:-,_'I.~'faci.II1f5S ingJ~--the5UP~~vfSO~-hf mself-....-,Tfle·sIId~nt.·the~l!for~-,

Ov~rt·l; ~n'OUra-g~··~~Mes· a

risky

stt~tt·on,~here·the

^teaching·

"' , ' " : -- _' : .;'1 ; " .

>-.' , " .:."'_"". - . ' :

atmosp hereisnotconducive-to such.,'.The student.iscaug h't tn a.btnd

·;.bi!tw~e~ 'w;a~

^the

s'~p~r~sor

^1'stei

1 1~9 hf~: ·~o d~:

^lindwhat

~~ sUP'e~vISO~ ':.:.".

, .• . ' ... • . . . I . .. .'. .

,··h~s ~ H,dOl!sintile,supervisoryrelat1onsh1p .

./' .

Gen~~all!-.i.~, ~~,~ld .s~'pe~f,~1'O~ pro~es~es .the~~ ar ~ . lnsU.~·f1c1~nt at.~Pts

^made

todi~ectjy bbser~~. t.!!'~ ~tl.ide~t

^{soc:i al}

~Orkel'·s·,be h.iV1or

.wt'ththec'i fe nt: 'Mo r ejmpof.ta~tlY'b~hivf~~~lobj ecti ve's.h~ve not^been

>tateJ' ·ex~l'tc1 ti,Y~·'.

^"One

:ca~ ' O~ly' c~nclud~''th~t, anYdangeS_ 1n',: ,

^.:-,.'':'..:

theraputlcbe'havl,or are due'toin~rnal concep'tual'ch~nges-whlch'^have..

", , ..., ',:" ': ",' ' " . ... . . I" ," .,'-"

eccut-r-edsanewhat myst 1callYandincidently: The,validityof current educlltio narpracticestn socia lworkarebe ingquestionedandtheneed

fO~' empf:r.ic~l J~'>tific'~ti6~ ' ~~ 'befng;'~ncreas'1n;'lY ~ecogn1

^zed

;~>

^.emajor"

l'~~~e : i~'S~ci~l work" 'ed~cat1 ono

^{{Kans en'-}

p~nd'&'

^Petro:

'1 97~~: .

In'.the'~:.eserit~tudY"anattel\1~tIs-made'to'develop:amo'r e"

sy'temat1c., approac~_ ~o.~Upe~I~1on.· 1n ~i ~~as~ ,~n~ a~ea Qf soc,~~

^1.work

~~ati(Jn:t'hat~f tr,a1nl~g fn,1n~rviewln~-

^SUllS',,'

!~e 'p~r~~

^is;

.~----._-,

.._..,. - , f· -r · c ,

I

\1

"

.,1 '

4:'

,",:m . l ·e'lfi. , 'l;,~;;: ^:.. ,~;", ^., ;;~" 1d""Y 1, th""': ~ ^; '-,' '"

~

^I..

~thodl. ~f 11'lter')'fewlng ~

^Ttte

~ k1115

^I<Ib1chare

~ -;ed

^{ar efar.frOOl.}

:.al ~- fnc~s1:-: .but We~e ~ho;e~ ,p,.~

^..

a~ill beciW~e

^{theyrepr esent}

~he

^baste

ski lls.tOO\!paste r-ell before'fur thergrowtllin1nte rv fewl ngandlor'·"'e,

P~ble:..sol·:tng 1s PoS:fbj . e. Hopefu~1y b Y '

brea king

d~

^tile'int erview: :····f ntoits"(;'Il1'Onent~arts•.·sped f1 c~tnJssuch'as'questioning·.or

.'r:ef l ec tfo n of:t ee l/ng'a,r e,focuseduponandlearned, by the,studen.t~.

".The taskfor.theslUdentis to teem oneskill_a~atimeand.

'gr aduall y develop a repertofre: The focuson'spec1fl c·'sk.l1 Js-as "

oppos'elltothe .totalitYof

the.-lnter~iew

all ow'sone

to .~~proa~h

the

. --i ntervieW ~1"e' an~,'Ytl~I"Y

^{andtodeve'lepa}

more"c~prehensive

u~derst~,rid1 ngof~·ne'sownski ll s and limt t at lons . Mostimpo~tantly:

~it

leads.tothedevelopment: Of:explicitlea.r nlngobje cttveson an

. irrdi·rl~Ull :~S1s :

" .; ,,'l:de.ill

Y• .

for

lIaolXi~ ~ffecth'eness\

^the:.',superv1sor

.w~ul~

^{, .,}

.directlyobserve intervlew1ng.sess i ons between the client and the student,

"TtleV;lue,of

u$in~

^actual

C:'11e~''ts ha~'~ t$ lflll1ta tlons.

^{hoWever ;bOth}

,,'pra ctfcaland

e,tl)iCa~"

^Tbereisan

eth~~~l qU~$'tf~ In,;~lY~

^i."

~~

^.

ass i ~ing'.a.naiv e st udent~I client'strugglingwlth·a problem.'iA.that

t~.·probh.

^'hasto·befocuSed upo;

s(llll!~i~es

^{to the}eXClus·lo.nof the'.

processes utilized

in~the i~terviewing

^{behavior.'In the}

p~sent

^study

dt

~s 'fel t '~hat

Slmulat 1ons"woul d\ rov1dethe.teach;ng

~P"POr~u~itie!j,~ .

.

^{. . .}

" " . '

•whUe'lIvo1dingtheethicalconsideratIons in deallngwith realette nts•.:-·

" " ~Y ott'.';;,", "" "i, yS'" cl te nt ' '''lem S!;" tl" s,'th' '''''t::;''~

^is

'pr ovided' to testskf11s·ina"setting~tifchhnotsoan~ l ety-provoktng"-

.. ..

,: :~-.

"

..

'

,

^,

('•..•• \'"x,.

'"

,f" .,

, '

.

,'~or .th~·,~U~·~'nt

^'or,

t~~.·Cl l.e~t.befor~' dtr~:c~ .tr,an~lat1.0~ .l.nto:~pe;ationa'

,p.r act1ce .·Also.'content and str uct ure'canbemanipul~te~topr-oduce~he'

l

, ,

5.

. ^{- -}

^.

.

deSired:

~ac.tice·;jtu~t10~SI:-·_ .~u,S"-:h'e ~tUdents

^neve

"t.~·'oppo,rt~~1tY

^to

practice

Ld

demonstrate'that theyhavelearnedtlle,sl:111inquest10n:

i_ • , : ...' .'..

' : 't _ .

• ' Inaddlt10.".t heteachi ngprogr~.ut~lizes!'ID~eltapeswh,1~hare assl:f11- srectrtcas possib lesottlat· t he st uden! s can look atthe1rown

p.erfonna~ce

^"in,compari son

~o

^{these models; • l '}

'. rnet' ;" ti " ' 1 did"t"

''1'''''1>'

^oft",hi', ,,,,,,,prtnctples ."

~\

and

kn~~edge h~~

^{Tittleefficacy}when used ai,one1n

th~

"te achi ng of ( int er vi ewing skills. "Alternat ely' t he_{. ' .} .expe;ientlal- ' model

-" ,

has'grave

. .

"

_~

limitations in terms ofla~l:of

.

specificity, of teaching.

.' .

^"

.

and-l ear ning goals~ The: proposed teaching'!10de1for,thh,projectatt~pts·to \

lnco~porate

_. ^the-'three'

basf~ strategies

' .

'lrlYO'T~ed

' . '^f'n

'-ear~fng i'~tervieWin9 ,

^{• / '}

skills :

(1) There is a didacticcomponent in tllatthe

itd,1VidU~T

skl1ls areexplfcated'bythe 1ns'tr uct or (r1"di'nfo~tion^ispro;idedo~ their definitionsand~ti1i~Y.~

(2).Ther~is a~exper-ient-ialc~onentinvolved in thatthe fnstructornodeTs~these skfl ls inthesuper vi s or - studentretatlonship.

: l3):

The~

^is',a practica l

c.~p(ment

^{tnvnl ved}

inthat'~ar~i:hr.1\

f teac~ingexpec~ationsrequt r-e-thest~dEmttoict uall y perform the .act .ivt tte s being'explicatedarid roodeTed. The st udents -ar etnval ved in

active participatio;.

In add!tion,t~~reis'astrong'empllasfs onprinciples oflear rii ng theory such asretntcrcenen tc -specfttctty6r1ear~ing9:0a1-S,andquanti~tive .-"assessmentanclevaluation .,

6 ..

REVI EW OF THELITERAT URE'

/

.

•Arevi ewoftheftter e t ur eon,teaching1nt"erv l ewing'-sld115 indicatestbethere was very"littii!written,pri?;'to the,m1d- i.960' s.

This

refle~ts

^{the lack'of}

speCificf t~ 'generallY

ⁱⁿ

counsell n~'

^{educat ion';}

andf s att ribu tedby Mat ar azzo,Wi ensa~dSaslow(1966),

to

the, view

~ha tpsychotherapy1sa private~nteract;onbet weentherapistand

1 . . . ' , ' " , __\

patient andtheref?r e -.slioul dberemovedfrom.pubH cscrutiny. The SUperYfSori,processe~wit hreg~rdtot~.airli~g.i~·~u.ChSk.1l1swa,s 4 there foreseen inthesamelight.

S~~^{of!he more}relev ant st udiesdone,at this,ti me1;(fact

·'que st ionthe va l idl_tY,ofthec~unseli n9proces s itse lf.''Car khuff and

·

'hi S

·a;soda tes~(CarkhUf~.

_. ^1972.C"ar l:hl,lf f&Berenson .

1~~7)

^found_. ^.

evtdenceTndtc atlnq that many qr-aduatestudents becoreless .not more capable.of,helpi,'ng~ecaus~thei r educational prcs r enswer e>over ly 'cogni t ive and ncnsystenat

. .

^{, .} tc, runbyeducatorswhothemselv es^. ,1~c ked

basichelpi ng

.

sl:ills. Thenow ctesstcst udy by Eys

.

enck

.

(1952) sugges ted'th atpeb~'lei-nnee~fecctat-eacttc nat he,-l pare a·s.lil:elY to":

· be,rehabi11tated wi t hout psychot hera pyas,with'it . Carkhuff{1969j

0). .. , , . '

fpund thatcounseli ng as practiced by. his defi niti on of

a

^Ih?w-leve.1J

·

hel~er

^{not only.has a}

neutra~'

^{effectbut in}

hc~

^{canser ve}

~o 'r~t~~d

the c'ltentIn teresof hisfuncti oning.

Theff r s tlIIaj or deviatio n fromthetrad itional,psYChoanal~t1 c trai nin gfor~t,wasth~toffered byRoger s'0 9S7J . Hisemphasi s011the

.

^{' , , '}

. .

^,'

~l,tent -cent"ered'approachop;ried upthefi eld'topub'ltc scr ut itny'for.what

-.>

7-,

occurs

'.1.;

I!sychotherapy;thereby .pavingthe way for-ecresyst~matic training

prO~7dlJreSfOr thera~ls.ts.

Histra ining

m'Od~r

encouraged ',stUdentsto dtscrtntnatebet we.l'!nfac il itative.ando~n-facili tat i ve behav ior s'.bY having themlistentotape -recordingsofexperienced and

~on-expe~ienCed therap l~ts.

^·Th·lS

proc:~~ ~ot Only a1l 0~e~ , fo r

mor e'

~

.Systemat i c

sup~rviSi~n., but_.~ecOgn'ized

the"acQui ringof

S~11l S as ,~

\ vita~part ofsup,er,v1Sion. Thed 1scrf miriat ,iontralntngprovi ded , hoWever.,was~otas,systematicasit ,might ,havebee~and,,'i ndividual . Sk.!l.l Swere notW~'l·~defined. T,hus"astU(len\ migh.t'be'abl eto d1Scr1~fnate.. ^{bet weenan}ef f ectl veandanon-ef f ective int erviewbut

.

not be-able toidentHyorpr.act i cethespecif;cbehavi or s invol ved':"

Thenext

'~ajor-

'lnriova tlonl n

'te~ch,i ng ' lnterve;'t1've

^skillswas

, (e-

.'t hatProlXlSed byTr uax

~nd car~uff

^(19671,:

,.Thei r pr09ra~~

^•

J ,r.

d1scrimina tedbetween the h1g'h leveland

th~

19w leveltherapi stt.sed: ./

onthe,levels of,empathY." wannth'andgenu1nes sIdlsplayedbyeach. In

f(,

th~

^{first.. , second}

Ph~ses,

^of

~hetral.nin9

^programthe

s~u~ents W9Uld~

^.'

list en,toaudio tapesil lustra~inghigh.andlow level s'of these.thr ee . r:

ingre dientsand.thenrat e the tape s'ona sevenor nt nepoin t scale,' .'\ '

°Tlle'

thi~

^{phase of t}r.ai ni ng ent a i ledhavi ng 'the

~tud~-nt

undergo'a gfoup, ',\, thera py experience himself.t.huSfncorporati ~gan exper ie nt i a l comp'on~n~in the tra'ining formatw.her et~e st~dentcoul:, .aPk~'!th~^ski.l!s learn ed rn thepre vioustwc.phase s, Inthis re spect itis'Slm1l lar to Rogers '

progr~m

^ili,thatit,helpedthestudentstodea lwi thfeelings

arid

I , '"

confl.i ct s el1ci tedby the supervisory experience but ite~pha s i zed,more.'

.... . ' '. \ '

~hariRogers'fonnatthe acqui sitionofs,~ecff1c .fa cl1 i t.a ti ve \./

i~te~ventive '

^skilfs.'

Th~

^specific,behaVi ors.lcoos tf t uti.n?

theglOI~~A

charac te ri stics ofempat hy,warmthand aenutnes s,however.werenot \

. t ' \

( I'

, ,

\~ 8.

,expli citl ydeflned. Theassumpt lon is

~h~t

^{1ft'he'studim'tslearnto}

r reCOgni~e 't~~e. G~~l'ltitt, the~ ~t;ey

^Will,

~.

^{able,. ;}

1~~or~orate'

^them

i~to^th'eirowninterventi~eDe~a~tors.^-OverallCa~khuff's^{great es t}

5,~~r1bUtlO~ t~ 'th e

Ifter-atu r-e

se~s"'~o

^behisemphasis,on eval uating theresultsof counselortrainingprogr ams,and his met hodo'logywhi ch

~ , '"' . '" ,~

.

incor poratedthedi~a ct l c.-,andthe.experient ia lapproachesto sucervtstcn.

The tra'fning progr.amstnt- educedby PhillipsandMatarazzo

, ', . ' ."

(1952) andlater"byr-tatara~zo~I?:hillips,,}iensa'nd Sa,slow'(1955).can be ,co." st rued':as the'fi rstp~6gJ:ainsmeasur i,ngactualstudentthera pist

behaviors: Tlleseprog~am'suti f l zedpre,andpost- t r ai ningmeasurement s .under twosuper visory condit ions. The first'

'depend~d

^on

's~l f~repo~t~

~ . .' . " " , . ", 1

by.t,hestudentsto tlle;.irsupervisors andthe secondconsistedofactual obserVatiO~ ~fthe stUdent,Sin inte rvi ewi/ng:S,it uati ons. Each ses.sio n ,was followedbyaetscuss tc n bet ween tile student,and tile,supervtsc r,

inwlli ch the supervtscrmaderecommendations for,spectrtcbehav t~r:al changes. Results.tnet ceted that

re

^{stud,eritsundergoingthelat ter}

ap,prO,ach iri~reased

^{tllei r,}use of,facititat ingtec.hniques ,

a~d

,were "mer!!

act i ve and.i.nfluenceorient~dJJr1ngthei rtnt ervtews-tbenthestu~ents receivi ngthe Fonnersup~rviSion.'"These'studies ill ustr ete dtile

.pos sfbtlfty of

h~lat1~9. d~flning

^and

~eaCllfng

concret e behavi or s

wit hinthe superv1sorys:essions.'Th~',traini ng'wasnot,asbehavtor-all y specific as eestrebte,though,andthe inst ructf9nalapproac h relied on delayed rath erthen illllledia,tefeedback."

'\ Rer:ich and

Geert'~llIa

^('1969)

~ttempted

^to

compensat~'for thes~'

'deficiences by

ut11izin~'

vide otape demonst r at ionsof des ire d behav io rs

and'seJf~observationbrvfdeota pe<lfeedba.ck .,'~~gan'andKr at hwohl(1967)

also advocatetheuse of videotapeas a means ofproviding

reeneck

tn'-

. ,.

_g.

'\.,

_,as s ist1ng

~t'Udents

^tol",prove

~~r, skfl1s.

^{Kagan(1912.1973&.}

~975) :

has'developec!l

tratntn~ ;un~al ' ent1tl~~ inte~pers~l

Process

Rec~l1

·whichsyste-.at1iall1.uac~5studentsskllls,by-II"'l ngthem observe'

·thenlsehesonvideota pe in. int er vi ewi ngsi t uatio ns~ndsubs eqllently. receiv i ngpoin t-by po1nt..teedbat k not only!~tilesupervisorbutalso from'tlle cli ent.

T he

1II05tto!'1prehenshe and systematic met}lOdol09Yrevi ew~_for

. . . .

theteachi ng offnte~fewin9sldlls"15·th at proposed byIY~Y(1971).and IveY,and Authi er.(1978) .

Thl~.~th~OlOgy.

,ah atalled

'microcoun~el'fn9'

,"by'H saut hor s;

1s. ba~ed

^on

the ·aSSl.rnptl~

^thatthe

Com~lel('

^skills

requ fr~byane'ffecU vehel perarebe"5ttaug~tby breaki ng down"the intervie.... inl o-tt"s'componentpar ts andteachingeechas asepan teskl11 ~

!he,lllOdel incorporat estheeoncenes of rnodelin 9.:feedback,ope.r~nt ^".:

re in forc ement, dldactlclear nin g and extensive·practi ~e. The~aching

•.s~.rategyfor,tti.~projectunder,conSiderati~MS.u,tl1 lz ed,IMny

ff . "

principles- of 'J111crocounsel1n g' fnits fO!'JIUla t l on. - - '"InlOOk1n~'^atthe l tte r ete-eoverall ,se~eral^issuesernerg~

whichareC~S l dered

to

^berelevantin theteachi ng of.intervi ewing.

sk·l11s. Ge~erallY'^{ther e'isno}et ear.. cute-p1rfcalevteeeceleading ...•

~

^adef 1(11t1;eanswerasto

wh~~~ '

^{Is the}ees t effective

~thodology

^{. .}

but In thefDnlUla~l on?f^theprop'osedteaching'lIOdelttlefollowin g ,issues~wereinfluential:

Exper i entl alversus Dida ct fc Super v1s1on

The experie nt ia l or"gr owt h" or1entat1onin'super v1s i onis

charact,;ril~

^byan

~1T4l~asfs

^on··experi entiallearnfn9an/a

c~uns~1ing-

'type of· supervi s1on. Thismethodologyst ress es the'student's need to

.10.'

.1

. .

..

~

to' _effecti~e

^.workwittl'cli ent s ..

···Ass~sslllent

^of'i'earni ngrel1"e'son

the stude ~t',~s:

^own

self~repo;t

^In'

th~

^;or:m·Of

reCOrdl~gS'

^0';'

-f~t~ry,f~~s; '-Th~

d1fflcult1e~'inhe r ent intheself -re port1ngmethod'~Yealready been

\ - '

-'. .

^{/: ' "; ,.. .," ' ,' .}

pcfnt ed out1n the"~ntrodu,ct i on'of~h1s1repor t .,.EVidenc~pr-ovtded by ,Matarazzo(1971 )among,others,suggeststhatthis case c,onfe ren cestyle

of,supervf S;Ori'ha.s.real.

li~l'tat; ons

ⁱⁿ

pr~uci.ng

^change

'irl stude~~

behavio,:srelatingtotnterviewi ng. Kadush1n(1974)andalso Rosenbl~tt^{andMayer(197Sf}hav~pofntedout~hat^{there is}.1fttle confirmation of.th,eefftcacyOfthismeth~w~enut il i zed.asthe,sofe- methodfortechfngInt er viewi ngskfll s .

.The

d1d~~t1c approa~ht~

^{learni ng}

inc.or~orates strateg'i ~s

^such

as (almodel'lng, (b) feedback,andref~forcement ,(c ) pr:act'ice'and rehe:rsa1

~~d

(d) evatuattcn

a~d

assessment. PayneandGal'lnsky(196B ) d'1da ser-Iesof,studi~s^{cOmparing'didacticto}exp~rienti~ltr ai ni ng .

~nd

^fo.und

g~ner{il1Y

^thatthe

d~d~ctic approach ' p~uc'~

^{,s uperi6r}

resl.l1t~

1n thetrai nees'l'ab1f ity_t o respond·empathically . "!anyst udi eshave beendone.on the., eff'tcacyofeach ofth- . ecomponents~f4 ^{the dtdecttc} met hodanda brief overviewfolloW5 :

(a) M6del1n9and Inst r uct ion.

~

^..Bandura(1969) asserts',t hat

. ' -' '"' ·1'

modelin9ts'one of the fundamenta lmeans by wh1ch newbehavi ors;are

-: . ' ,', ·-' _ .1

acquired.'Several other studies(e9.:Cyphers, 1973. Stone-andVance,

1~76) ,

^have

sho~.

^{tr t'}

behav~oral mo-d~l{ng

^of

,desi~e~ ';ntervie~" b,~~a~'iors

J. . - . . "

is b:1tself,super1otothenon-treatmentcondftfcn, Furthennor~.',

:Wh~odeli~9

^{-is!ai re d}

wit~

^otherstraeectes:thecombine d

CO~dit1.o~

producesevenbet t erresults .,'Goldberg(1970) found··t hat'modelingplus tns truc tion

produc~d ~tter'resul ts tha~ .mode1ing alo~e.

^He

fou~d ~hat

-fn'~t'ructi ons.tendto maketheuestred-jehevto rhfghlydi scer ni bl e'

. ' . . ' ) .'

and'alsoeler-tt the lear ner1n encourag1ngh1mto attend to

I L

I

11.

relevant pt er h 1..

'.(b)'Relnforceme~tand Feedback.'CO~C'IlS1'~~s'd'rawnfrom fe edback and0. • re inf orc ement_ 'stu dies

- are-

sanewha~~" amb19U~USregarding;:the' "

value ofirirnedl acy. aencura'{1969}fo~ndthat,modelingfacil 1t a'tes

re;'pon~e

^_

acquisitiO~'whi l~ fe~d.bac~.·~n'd .·~e·i_~';o~c·e.nent ar~' nef~~;;r~ fO~

^..

responsema f ll~ ena n c e. Reddy (1969 )inhisstudies hasproduced some' support forthe su;er1or1ty.of·frrrnedh cy

,o~ ~ee.dback

as compared to

" . .. I. . •

delayed -fe edback.

It),"Rehear saland.Peecttce v.Ilehearsal'hasrecei vedlittle'

eteenttcn1n

the

l1ter~ture :~O~e^{st udy byStone}a~,dvance (19,76). fncluded rehear sel as atrea tmentcondition whentlley stodf edthe

1m~~~t o f ,fnst·ruct1~.:

^{mOd'eli ngand'}

rehears~l

on learnin gempathi c

," , , ,', " I

respcndtnq. Each cccponen'twasstudied aloneand in'all poss ib le comb'inatio ns"

R~hearsal

^{alo newas}found'"tobe·.least

eff~~tiv~n terms

offacil,itatl nglearn ;ng,

b~t ~ comb'ina~io~Of

^{allthr ee was'}

c~nsidered

",tobe'themost,desirabl ~"

Inassessing the,foregoi ng studi esitseems -that for maximum '-ef f ed: 1veness both the expert enrt et

a~'d

thedidact'ic

tea~~ing m~els

sho~ld

^be

·~tl l l~ed .

^{'Use'of the}

(l1da~tjC~thOd010gY" al9nec;~

^produce

•.".,1.•' ,, ' "

mechanisticresponses whi ch would detractfrom the st udent ' suse of

. . . . .• 0

thesetechniques in anfnsiqhtful and.se' f-eva lu~ti'~emanner . Al so.

. "}

.. ^,

^{." "}

the·imp~rta.nceofrela t i onshipingredie nt sl,ikeempathy ~,wannth.\nd,

nenutneaess in zhe student-supervis orrelationshipisseento be) essen t ia linproduci nga.maximal lyeff ec tiv e lear ningenviron ment.

':.MOstimportantly,a'combina~ionof the,twol1~uld Provf'dethesp;c if lCl ty in lear nin ggoal~and thesysteraatf c{ns~ruction,whlchislackingin the exper il!nt falll1odel.

12;

The Use of Media-Video versus'Audio Technigues

\ "

. ; ~

Generally.it'would,.beag~eedthat video tape.t echniques are invaluabl e

~idS

in ccunselcj-train ing. They pr\QYide'a

r~ehttVelY :

non-obstrus. tvemethod whereby .the supervisor can furnish. tnmed t ete feedbackwHhoutthe disruptiveeffects of interr uptingan interview

"i n,'vi"Vo" and also provide :a,

~eiry

effectfve. methOdof

sei~ observ~tion

bythe

~tudent.

^'One

stu~y bY'"Ston~

^{.( 1975)}pr ovi des evidencefor ';"t he superiority of videotapewhen,compared tomodelsprovi ded by instructf~nal^manuals'a.nd audiota pe,"Itis'al ~ogenera ll yagreed' thatv1deota pefsmore,stimulating_. and can

~rObablY

^{hol dthe}

stud~ntis~ .

aeeenetcnfora lcnqer per tod thanaudi ot ape. The,useof,vi deot ape,' however .has some pract i cal.li mitat ion sintema ot tnegreater expens e1nvolvedandthe:lllckof these facil Hi esl~mos t·agenc i es, Th.e,questf on.t o lie addres sediswtlettle rtheuseof~ud iot~pe,'which hasmanyofthe advant ages ofvi deota pecoul d not·be depl oyed wi th gr ea t erfa ci l ity intra i ni ng programs, Infact~a^studyby ve nevtne and Arbuckle"pg7l)showed that early inthetr a i nin g period't.heuseof

.

/ , ^" : "

aUdio,~a\h~~thanvide~~ed~ aisoptimal. Ward; KagenandK~at~oh l ll 972) f?u,ndnosigntffcantdi.fferencesin counseling effectiveness amongpracticurnstudentsassigned to eithera vtdacdnterpe t-sonalprocess

. '

reca llgroupor a~roup u~ l ngthe,a udi o medi,a.,Inareview of research Han~en;~oundand~etro(1976" p,,112) found that these studies

"revealedno significantd1fferencesbet ween audloand videotec hhi ~es. "

RatingScales-Qua:J..it~tive·versus Quantitative Da t a

In a\nyteachingstrategymuch depends,onth~,efficacy'of the measurementlns t r;rnentchose n't o evaluate the outcomes, In many

. , ;...

;)

t ~

\._ 13...

\' . ., . i

S1Qlle-Sk ll l-traln1 ng prOgramsr~t lngscal esaresee~tobethem~st _,I

·effect~eanS Of asseSSn!nt. '

^{" ,}

\ :.

The:reli·~b111ty._'of ' r~t'1'ng sca-le~

^hiis

~1v~n

^rise,tp'

sfvera~ "

st udiesinthe fiel d. The"is slle.ar i singin thisareaisJhet her .

q;~i~iUtlve rat1ngsca'~s

^{'can( bf:applied'1nthe}same manner by

differen t judges. Howh igh 1sthe f nter:rater re l1ability? Also ,

h~1 ttl~rou9hlY

^{does onehave}to fnst ;u ct{n const ructs

~

Ike 'eflllatl\y' to obtainInte r-jud ge agreementastothe behevtot-s'coII,sti tutfng that const_iruct . One_'.'study

do~e b~

f ^areas.. ^a'ndHeck (975) of.Trua x 's

(l97~)

~

~mpalthr. r~tl n!l,scalespctntedou~thatthedifferent1~lratin gsby

!

dl~f!!rent.judgesindicatethatresponse~arebe in g made to'C01.l nSeHn g,_

l

stYl~'

^rather,than to thespecHiclbehavlorswhi chmaybe'

fa~il1t~tjYe I

or

~n~faci~itatlve.,

^Several

~~e~rchers 'in

^{thi s}

a ~ea

^have

ind~cated

^/

t~tl~a -Sig~ificant

^portion

of"tt;e 'sour~e

^of'

dlf~-:re'n~es

^between'rate r s,.!

I, _ ." _ :. , : , I '.

.is'at 1

t ri butabl e to inadequateo~d1f.ferential~ra in~ngcre a.till9 a / f dJ f fe;entawarenes s. Itwasfo~n~by,~i!land K1ng(1 97~ ) ~tlatw~en

alljudgeswere taugtltthe'~ af!ll!sl:fl ls"thesedjffe~encesdisappeared '~ndt~e1lIOre't learlyoperati ona;1zedtbe scalewas the greaterthe

interj udgereliability. Toavoi d suchproblems with rating scal e s direct betlavjor al coonts_ _ have been1 utiliz edby resea rchersl1k~1 Aldrld geand Ivey (1975). Fl'eq~ency,counts ha.ve veryreallil1itation s,

.

.

however,in that theydonot pr ovi de anyinf ormat i on enthe

r: -. , , ' ., , ' ItP-

appecprfatenatu r e of theres ponse. .Lea(1975) foundttla~'exP l1clt,..

instruct ionst~elves(ncrea s edthe frequencyofreflectionoffe~.11r1g responsesbutriottherat edl eve1ofempathy. ,In-s t udtesfocus1ng' on.

impro~~ n~

eye contact,thede pendentmeasur etsbreeesineyeconta ct

~.nd .aperfectscoreus i ng thtscrft e ri Ofl,alo ne WOUld,~e,prod ucedbya

14.

.

^.

_'( onst en.t'sta r e .cel"tai n~ynota'deS irab~eoreffective.:1nterVi ~:W'hig techni que.

An'al te rnat iveIs_to use acOIlbl nat i onoffrequency countsand~

- also

r~~lA9s on qUal 1tIl.~Ve'-dl~~llslons

^•.This

proce~ure,~"eVla~es .

much ofthecriticismoffrequencycount sbutaga l ndepends onthe'>'

. . .. . . I . . " .

clarity andre lia bili ty ofthe scale s .~Gl nger1c h(1979) stat esthat

, . -' /

thebestmeas ures areusual ly a"sl lJlll1efrequencycount.or a proport ionof occurrence

durln~ 'a speClf1ed 't1~. f~ame .

F·ormul ating'~ cOmprehensi ve·relhblerat ingscale for }valuat fon, isa problemati calprocedure. The

IIIOst

si mple solut lonw oul dbeto uti11z,eascalewhichtasa'r~a.dYbeen....st andardi zed:''Jlowever , as '.Gi ngeri Ch-'(979)poi ntso~t^{thesetest'sar.e}usuall y~otst.dtabie for

si,ngl e-Subjectresearc h: 'The normative.apprcechutfltzedinsuchtes ts 1s t he~i ~ec£oppos tteof the1dtogr4phlcfocusof tnestudy'in-\ ,.;.

slngle-su~jectdesi gns. St andar d1zed tests' .are:.al sooft eninadequat e' becausethe r:ange of estu ttes Which.theY measure istoo broad and tlu:iyareno.tsufflc1Emtly se'!,s1t.1ve't omeasurespecificbehaviors.

~,.

.' .

.1:

I· ., I

J,

!

,

.

'J' .

__...,.":.."._ . ,_,-:-,,._o-__., ~..:- .•.-r-,.

15•

.

""" -.

CHAPTERJII

";1

.. . ' ""rHE

~RESOO,.~TUDY

^{, .}

.

. . ^{. , \ . .}

^{..': .}

, 'Thepntj ect,underconsi derati on,\vOlves thebreaking

down"

" ~f ~:"'P1U'

^verba\and

.n~~~erba~. ~~hrVi1~g 'beh~v1ors

^fnto

~r; ' ,.

.'eas ilys~ecf~fab leunits. TheobJecttve'fS\,to !laketheconce pt s.,' :?f;ntervlewfn~,^;htCh.arefllPlicitl,r~nderstood^{byIIIOstpr actloners} intom~re eJ(pli~i tandmeasurabl efom~."ThiS" 15assumedto promote'- thelea rn-t ngof theseskillsfnseveralways :

-'\' 1

'.1

. '

^{," ' .}

0) It'will provide'arelattvely saf e tra friing ground where

. ',

. '

~.

tlle,tudentm.iypractfcetheskl1ls.-

(2) 'It1Il1ll

co~trfbut~'to tll~ siud~n~~s': profeSs~.onal

^St!lf-.

..confidenceasheseJ!:s_h~llself1l11Pro~·ing.. (3) JtW\~llprovidea,n'oppo,rtun1'ty for1nriledia:eand

*

sk111·spec1ft c

,

feedback;^{. .}

(4) a,willencouragegenerallyamore .nalyt i C1I'approach

The'purpose ofthis study."1sto design

and

test.1lM!tllod~f

'teacbi~'

inte"; iewfng

~kills wht ch i~orporates tn~i.r~ant el~nts

~f

^{the didactic.}trai'nl ng lIIOdel wtththeexperientialceecnenr.

. i'

•'Thedidacticportfon of.the,progrillll cons,htsof the1nforNt1on. sheet sexplicatedbythe supervisorand readbyt'h~st udent.as well as,therkferences madeto'outsi de sources. T1;ese.1nstruc~lonal.sheet s gener all ydescdbe thesk111 andprov1dearat fonalefor its use.

. -, , ' , '."' ,." , . ,:. A '. .'.

Co~1es,of the',sheet s'are provided1n·~pend11l..,D.' Bot~1ns~ructlon~1 mater ial'andthelIIOdelaud10 tapesweredevelopedtoenable tlle,'s tudent

\

.

... .

".,

"to'discr imi nate

,how

^andwh~ret,he^{sk1l1'jsactuallyuS etj}and alsQ the

" ,".. . " 'j, " "

.'appropr ia t elevelsoff'usage. The use,oftheaudi orediaall ows,f orthe il'm1e~iate^feedbackstres~ed ~yl~arni~g t~or:ists^{fc.. itS}:posithe'effec ts onlearni~g. Ital so~l1owsfor the df.v1sionof the1nter;tew"into

•small er concrete unitsfor the pur posesof teachfng~ithoutthe

/. i ' .

di srupt iveeffe ct s inherentin cont tnuous fnterriJpt ions "dur i ng actual interviewing sessi ons.

.In addi tiontotfiedi dacti cteaching method\llogy. the experientia l

. .

. ' . '

:

tomponentis als o util i zed. Thesuperviso rdemo nst ratesby.his oWn eXil:l"plethe

u~e of these~l:tl1sh

^teaching ses's1lms

~nd a~s~

^{emp,has'izes,}

'th:_, "

~latio~~hlp

~

. '

^{' , ' ,}

1ngr~dlerits

^{' :Of,}

~mPathy.'·warmt~

^,'-"~;-and,

g~nUineness

^{in his}

^..

^:

r~ l~~ ~nsh iP.with/the &;,Udents, " ":the teecbtns~rogram,,f,~'not sfmp,lyimechani calprccess-cfexpl tcet tcn and1nstruct~onbut

t

^s,'r

dependent to a;cert ainextenton',thert~nner^{1nwhic h}it,i s Cooduc,ted ,

T~fs

^is,s.i mi i lar to." ,

mod~"

^'.'n

m"any"~t

^..he

",."" , .hi .

^{P sk11ls'}

expected'ofthestu dentfn his

worker~i+t. relatio.n~hi'PS'

^,,"

"

,~,~~:--~-,,-~,.:.-:---~,-~,-,'3~

.

Ident1f i cation-cof-theInter viewing Skfl ls

Stud ies'byZinmer,and

Cowl~s (19'~2)

a?d Zimnerand Peppyne(1971)

')'

"'--found t hatthe gl obal dimensfons.of~athy;wannth~ 'andgenllineness~

can bespecified more preci sely interms'ofspecific responses'which

. " '

.

are the ccnpchentsof' thesedilllens"io'ns sucnasrefl ect1on"0( feel 'i ngs.

open-ended

~uesti~ns

^{anda'ttend1ng}

b~,~avfors .

^the'skil ls chosen'for 1ncll1s1o:ninthisprogramare' similtar'to those emphas ized in teacb1ngmodels'proposed by Egan(1975).Bramn~r^(1973).Ivey(1971) and hey andAut hi er(19781":·.Arevi ewof tlte literature'inthis resp~ctrevealS"~hatmos't'authors,agreeon the generaltypesof'skHls

sktllsinclude:

.'(a)

:.Que5tl_o~~_:.~ -_~~

^{a m},a,nne;,"whic h

~l1c1tS,</IlaXimu.mdn~oi-m.atl0n.,

from thecl1ent.--typ1callyreferredtoanopen-endedquestioning.

'(~) _-'-F~~US1~9 benav1~r~ w~fch

ent ai l"'Pi llPQ,i nitng'

th~

lntera~tfon^onth~'re'evant~det~l1 ;'of^thl!!client connu'nfcatlon,also'J

I , "',,. ' i;-- f " " " "1,' "" . , ,''. "..

part1al1z1n gprob l~even~sintosm~l1er~,moreworkableuni ts:

51\111<Groupj~Responding Skills .--- . . ' ~ /

Th~sJ~re.-defined a~ worker~'1~it1~ted '·stat'emen~.~·',le'a(lt~.g ~~the

.

bUl1di~~ ^?f ~r~~~'~n" ihe reiatiori~hi~

^and'sel: -eXP10T'd1o.n

o~ ~he·,.p\rt

r:

__________-'.L --- - - - --- -- , 0

T-t- ~-

• I -----~ -'

'. . _ ,' , <> \...

(_17" -

! ' / -J

JnY01.Yed1n interviewi nganddiffer.ences.oCC,If1I~lnlY," the individu al;

c:

classi fica tio nsandspe.9f1cJty ofbehavl o.ral,'components;"" /

•' .

Theprese'~t

project·involvesthe teacht'ng"ofthreegloiJpsof

. . ., . . - '. " " , ', i -'. : '

fiitervlew1~gsktlls .whi ch arefurrher-$ub~iYl~ed"tn~~ ~h';;~~1l0W1~9~

cOOl~n!,!n~s: ^{. ' ." '::/ ,"}

Skil'Groll?1- ListeningSkIl ls, . _ '

': 'Thesetnvctveresporidfns't o the

.cl1e~\:b~i~'verb·al'Y-·

^{oCt."n- .}

","'''y,; , m,,,,, which''''''"',,',, in';" ;'''' '-"'1' I ~o,. ^T

, '-:,' (ai " ~~f~ecti~

^o,f'

f~i1n~~ 'sta~ement~ whic~~ ar~ des19n·ed "t~ ,

enable !he clientto,becoot aware of~ndaccepthisOW!'l.somet1';Jeshidden

;feelings . .In,~dditi~n;~em,onstrauonof worker'understandi ngre!ectedin (. ,such statementa encour aqes the buil dingoftr ust,in the~e l.atfons h fp

alid.inthewor ker'sabfli.tytohelp-.

. (b) SUmUarizationstatements'which',ar e'seen-tobe,esse'nt'ial

. ,

for.pr~~idin9cont)nui.tywHhinthetntervtevandserve as

a

sfl mulus.

.forfu~ther....discussionanddirect ion.

Thef<li-egoingc1a~si~i c~~,lon^is.notmeant'to.beaneXhaus~iveo~

al l~emc~paS Singone,ratheritfsdee~ed,\to·tncfudethose sk111swhich areconsidered by writers inthefield(eq~Branner,1973.hey',1971

&Egan,1975)to be

!OOstba~lc

^{to the}

fonna~ion

^ofatrust in grappor.t .

.'with't he~l ient^and'tour.der~i:.andin~ghis problem bothasheseesitanJ;

··mor eobj ectively.,Theseare consid!'lred'to.be

the

primaryskins'to be'

.-' ' '

.

masteredbefore.any work,ispbssible.Tn theereesof problem-sotvlnq ,•

~eCision-~ak:ing,.contrectfnqorevetuet.tooofoutcomes ,

\Thefo.ll owingdSSulllptions filrm aoecessarypr-erequtstt e't o thi s proH ct:

t.:

,(.ll Itisposs i ble tolessen the behavioralcOltplexityof the

, .

fnief~iewi ngp~oCessbyfocu~jngon si ngle'skil ls andformulafi ~g

"s pectffcqcals . . ' ,.

(2)

Th)~'-;;ethod

^{provides·.1mpo·r}t ant opportunitiesfor

sel f~

~bser~atio~

on the part

o~ t~e

^{st udent. Inrnedi"acy}

~f fe~back :1s '~ls'.o

~r'o~i.~ed

^{by utll iz iit}

g

theaudiotapes. AtanY.,point thetape canbe

Q.

S.to~ pedand.:.di~ cu s sionof the.point"t n.questioncanensuewith out

dls-ru~tlng.the^process

o f

^{the'in'tervlew; . .}

"0' \.\ ' . " <,:

(3).TIle fact that,the_lnterview~-ar e'simula t'tdhave s·everal

)·:·_advant~9~~i~-les~se~ ing^the'a~xi ety^{of'thestudent tllere by'enebli"g}

'h1m'tobecomeincreasingly

o pen

to,thelearnin~opport~n1ti~:

provi ded. In-addition,'et hical~onSfd~at ionsⁱⁿte.m;~^{ofus in g}

a~~a l7Hentsas'gui neapigs'are avoidM. ., .,'

L/

^{(4)' Even th oughthe}pr oble m,'s i tuations aresi~~'ated^or r~'le""PlaYikl._the51:. 1115 Ie emed.shoujdbefairly"readily' transferrab l e

to

'r ealllfe"counse l 1ngsi t uation s;

. ' , . .

(5) These ·l8.ndsofsklll s are"earnedmost,effeetivelyby¹¹

. .

c~inationof e;perle~tfal^{,anddidact ic}teachln9 $trategie~^ra'ther ,t hanby e[the r-st r a t egyus i din iso lati on. Whilecog~tivemat e r ia ls

areprovi ded·interms ofexpli cation andreferences,themajor

.

^/ ' . . ', . .

.

emphasiswithin the,progra mis onpart i cipation,practiceandbehavior,

~'(6 J EThemethodolog,y.providesadvantages'for bot hthe st udent

.: , . .

^{' ,}

^{: . . '}

.and the supervis orwhich may notbe apparent tn alterna tiveteac hing

~,. .

sttuattcns, Thereisademand:for ecttve1nvolve menton,the part,of thest udentand a co nsequentdemandforexpllcftinstruc tion oli the

·P"t Of th. '""~';."" .i>>

If the seas sumptions are va l id,it,_is:r e ason abl etoposethe foll owin.ghypotheses forthtp~oje cti

1. Post - inti";y entio n'scoresof eachindiVidual tnvc tvectn the s~udyw1llbesigni ficantlyhi ghe r thanbasel inescore s. Int erve ntion is

her~ ~ef1ned'

^{as't hete a ching}

stra~e9Y

^{iJtil!zedin, the}

~roJect·.

v _

/" - ."'.

.

The greatestinit ialgai nsinscores wfllc()i ncjd~wtth the ~ teachi ng stra;egyin eachp~t.i~ularski llgr oup . / 3. The use,ofthis model hasviable researchpos s ibi liti ~ sin promot1ng understandingof thepr ecesse s'invol ve d'andfurther del1natfo n ctene relati onships between one skilland another.

f.

.f·I

!

21.

CIlAPTER IV

•METHODOLOGY

)11'~his sect,ionadescriPti.~~.of the expe,:imenUlde~i,gn ,the subjectsand theteachingstrate9yor1ntervention ispresented.

.

,. " .

"~

The'pr ocedures followedareexplainedand therating1et hod is described.

~'

The desigtloftheproject1s't hatofasingles~b~ect.time ser!~s"typeut.1l1~in9^{a I!u}l t i ple baselineap proach :' .The reasonsiot tile'utilizati onofthe~lng le~subj~ct^{desi gnare asfoll ows :}

(1) E~chstudentllrocedes.fT'OII adiffer'entlevel tnfactors suchasmatur i ty,'and abili ty toconceptualize,the ref oi-e ,his learni ng

~eds

ar: specific t1Jhima£an

i ~d1vidual .

(2) By ustngeachst ude~ tashis owncont r olany ' stat ist1cal l /

s1g~i~i

^{centresultis.more}

j ustHla~l y ~t'~.rib~table

^.to

the int e r venti o nproce durerather then

t?

external factors.

• .(3)The

'llllgo~ng, moni to~ing

^{'of/i:t erviewingskillsis}

POS~1b1e

ina sirlgle-suJ:;lject'de sign andisno tpractlcali n a largergroup . Thereby,imediatefeedbackconcerningthep ropres sof'theteachi ng strategy ismoreread i ll-aJai

labi~'

^botllto:the

sup~rvisor ,

^and'to

the st udent.

l --

(4) ~tprcaoties in eachstudenta senseof..!esponsi bi lity and..

1n'v'0)vern~tin the pr oj ect arydencourages self-correctivebehaviors. '(5)Thep~oject'<'Is"develope d pri maril yto revea~patter ns .c t behavior'cha nge overtine andthis design~VOid~the cr-obtees

/

,. . ^-.

. ,

pract l cesituation .

'.in herent ~!,a';eragtn~OYe rgroup.swhtc h tendsto obscuresuchcllanges. (6) The ut11llatton of oilcontrolgroup designwoUl d_hawe nea nt withholding the

teachill!l _stra~egy te:

^{ace rt aingroupof}

..indhidua.1s.tfi1s...wass~ntobeeit ht callyunacceptabl einthefi eld

.. . . .

,Theadvan~tagesgatned by utlltztngthemult1plebase

line

'des ignere-es-follows:

(1) Itwou1dallowone'toinferllOI"e expllc1t1ythe :c"!l~l.rel ationsh tpbe~weenthe fnterven~lonandchanges1n be havior

ref l ectedin the scores'onther,atingsca.~es.

1~

(

.•o' "._,__."' ';"' ~' _ '~_ .••• .•

22.

1 _I

If

aftl!rint e rvent i onlias occu rred.

(2) Timellr.lltatt(ms -ma~.ethi~des1gn morede~ab~e tha'~

'o'thers tn~hat in terven tt~neculdprncedew:'t h oneg~ouP,Ofskflls while bes e'ltneneas weents couldbeobtainedonothers.Thereby,

• .1 ,

inf on;atto ncoul dbegat he r ed concurrentlyon allthreesktll ~rllUps . l{3) ItallowsfortheclJllllariso~^of·s co re slbe fore.duri ngand

. I '

. (4):Inf onn atlo n t"s

,

avallab1eregard1nggeneral1'zat i cin e~fectsor"'"theteachi ngint e rventi o nin one groupofski)1$can ef'fect pe r foraance inothe rs.

·'THeIIethOd~logy^{empl oyed}i!lWolved the sillUlta neous llleasurement

of baseli nedataon all three skillgroups,whilesequentl ally app lyi ngtheteachingstrategyto onegroup'atII tillleat-bl-weekly interval s. Table1depictsthe sequentialapplication.o~the te a chingst rategy forthed~rat1onoftheproj ec t.

List enin gSk.111s

'Ela.borat ion Skf11s ,RespondingSkills

Mult.ipl e-.Baselin e Design Phases

-

,-

Ba se li ne Intervention Follow-up

We eks1-4, Weeks 5- 6 ^/ Weeks7-12

Weeks1~6 \ .'Weeks 7-8· Wee ks 9-12

Weeksl-S Weeks9-10 llee ksil l-1 2

J

Teac hi nqS t r a teqy

- <> -

:/ Theteaching str at'egy'consistedof'the·s'ame'st eps'fo r'each skl1l groupandproc"e1:led'~sfoll ows:•

0) Anlnftial expltcattcaoftheskil l. This pre sentatfon-

-,!iener~lIY:(ai int r oduced a def1n;.tl ,on oftheskill, (b) ide ntifie d

t~eb:ha ViO? whi ch,const1 tute.~heskill ,(c)provld ed:arati onal~ . foruse ofthe skil l,.and(d)prese nt ed g.uldel!nesandinstructi on for<"

its use'and somepr act ic ee;ample's. thstruc t t on she etsWere'9ive~^-to tile~t~ents·f orfut ur erefere ncec~taining.tte~~veinfo rmation.

·' Thes e'sheetsarepresentedfnAppendi.llB;

. . , '' . I

(2) Anaudio tape waspr~sentedwhich111.ustra ted..effecttve

;use'~ftheSkil,lIn practice : Df,Scuss10n"fOl·lowedan.d ca'ts tde referei)ces weresugges t ed.

- r \

.

,.;'.

24.'

(3) Each st y dent then perforllJed-arole playofaninterv1e~

in wh ichheplayedthe part of

a

^{socialworker:}

(4)'At thenext session areplay1$prese nt ed of.tile student's, prevfcusly r-eccrded role-play. Thesetapes had.~e.en,p re\liOll~ J Y rated by the superviso randfeedbac kand ;e1nforce mentwas provtded at thisyme.with the/emphasisonpositivere l ~forcementof desiredbeha vi ors ands~ge s tionsforpossiblechangesin,respo.nses.

Inth1s.sesstcntbeemphasiswason~yonthepar ticular sklltin

:qUeS_~iDn.

~ ,

15) Eachstudentthenper-tomsanother role-playof an .lntervie:.,.dealingwith a different:~~t~atiDn.

(6) Eachtepe is subsequentlyratedby the super visor.and'at tilenextses s ion feedback and reinforcementare provided,tothe

" • ,I

studentonhi sper f ormance•

Ea~ho~tnese~tepswasrepttcat ec d.urfngthei'WDweeks (or. fo~ r/'teachingsessions)assignedforexplicat ion ofeachs.klll group.

orce~1Ie tea~hlngs.trategyhad beenimplementedt~e student_w~'sleft towork ontha~.part'icul arsktll'!O!roup,on hr own endas fewreferences as possiblewer~made(to'it in subsequent'"te ach1ng~,ss1 ons.:Th1swas

.seentobenecessar yinv1.ewofthe attempt fe mak.ethesasstcnees

"skill-specif ic as possible.

Role-PlaySituations

Wherever

P~sSible

these

si ~uations

were drawnfrom the: student 's, own,cases. Others. hbwever, weredrawn,fromIiWide,rangeofcl lent

, I

pro blemsituations .

\\

Thes1t~at1onswer evariedso thatall possibl e 25.

'

typ es ofcli entcontactscould be,incl uded fr om. fnft1a l1nter v lews

thr ough conUnuin gtreat ment totemtne linterv iews,so

,

that.students cou ld experi enceeach.'Therewasan emphasis on problemsituations

, -

"·1nv olvlng alcohol ism,si nce all fourst udentswere involvedfn

agencies providingprimary servicestcetcchcttcs., ....

The sltuattcnsto berol e-played were chosen

b y

thes uperv1sor.

arida briefsynops is wasprovidedfor thestudent tore adover ~nd reh earsefif teenmi nut es before

hepe~forfed

the actua"lrelle-p.lay.

These"synopsesar~.presen~ed^InAppendixA',",The,teach ingtime alloted for eachofthethreeski llgro upswas eighthours.,These

! . . • • .

,weresuh-dtvldedtnto fourtwO~hourses si ons extend1ng'over,atwo~wee k period.

~ .

.MeasurementStrategY

Evaluation'wasinterns

~f theS~Udent

',5 ab11ityto,d,emonstrate the'diffe rentskill sduri ng rc'le-pleysof approx1matelyfjfteento twenty"mi nutesdurat lon. Each ofthe twostude~'tsi'n'e achi1,gency, performed firstasthe~sochkworker,j^{and thenas}the 'client'.The.

.'OJ ~ erofwhoWOU1.dpJa! the,part~f the"sectal~rk.er " f1rst was

"consistentlyvar iedto'con trolfordifferent i aleffects,inscores

~r1s4~gframt llfs metllodO\Ogy: ,

1\ ..

Measuremen t of ab i litieswasi~terms ofscor e s ona'rat1fl9 sce 'te

de~~S'd

^bythe supervisor for

ea~h

separate skill with.ineach ,~k.~11^{gro up.} Thes~ rattn~_scal e~,~r~.present~,ln Appen'dlx'Co,'The ,rat1 ng Scal~ ~ook,theform ofillstatement madeinrel ation toa

26.

des1~ed^{behaviorassumedto}

b e '

~^co'nstftuentof eecnper-t.tcular-ski 11.

Rat i ngs were on ascale fromone tofive. Aratingof 'one' indicated

.thatthe,s t udent exhibitedno percei vableabl11tytodemonstra tethe'

skill .wht le .1rat in g cr.' five'indicatedthatthestude nteXh 1 b1~

·<anext remely'hi9hde9ree.~fcompe tencelindcO!'lsisfency.i n

demo~strat i ~.~the relevantskil~':_~~xp)anat.tonofal ln~lleri cal ratingstspresent ed in,Appendix D. Si nce there was alsoanemphasi s on rica-ver-ba!behaviors.in.theproject.rat tngs-.re}attngtothese , behaviors were di r e"ctly recordedbythesupervisor

at

^{thetime ofthe}

actua1 .rOl ~~.la.y. ,~

Tea c hingInstrumen t s "

" Generally. thel~ s trllctionalsheetsvtneJl~el tapes .the

•studentsI owntape s an'dthe supervi sorser ved'asthecore,teaching

·ins trull

,

ent s for

'

the

. I:JI'Ojer!-.-~ ' ;:r .

Thesubjects for thisproj ectwerefour underg rad uate social wor k stude nts. The se student swere,in the'proce ss ofcompleti ng,th17ir fourth-yea r'f;eld pract icum

r~Uil'ement:'a"1

^teach;ngsessfons took.

place in the agencysett ings..The students wereassi gnedto""he agenciesfor aper:iodoftwo days each weekfor,a tnrtteen-seek dur atio n whtcb

cQn~st;tuted

tile,Winter

~~ester ~f 1~80 .

^{'Ther e weretwo}

stud,ents.in eachOftwo agencies. Teachingstrateg~was.lmple mented.In a triadco nsfst1 ng,in each agency,of thetwostudents.andthesuper visor . Student

mot1va~io~

^{wasgenerallyofa}

VerYhig~ '

^{cal ibresince}

t~e

opportunitiesIn these agencieswerer.elatl~elYfew'forongoing

" ,.

.~

I

27.

one- t o-one 1nterv1,ew.lngprecttcewH lIlI.c i ualclients. In.nneagency contac tswereof anextr emely short-te rmdurati on,and'inthe,ther, the students were pr i nc ipal lyengaged,inthe'area~fcoirrnun1tyeducation and devel opmentutilizing relativ elylarg e groups ofclients. The studentssawtheproject asco""rh lng averylarge'partof.the i r prepar at ion forf1fth- year.field. pr acticeandevent ualwork 1n tne., field.~^{Itwasexpl ainedtothe stud}ents that thlSprojectwas tobe

usedas a~hesl sproje ctforthesup~rvts orarid they,gavewrit ten

permfssfcn-forltsusarcr-tntspurpose .

r-;