In:
The Counseling Psychologist, SAGE Publications, Vol. 42, No. 6 ( 2014-08), p. 778-799
Abstract:
After they had learned exploration skills, 128 undergraduate helping skills students were taught to use the insight skill of interpretation. After training, students had higher self-efficacy for using interpretation and were rated by both themselves and volunteer clients as using interpretation more often. Students in a delay condition did not change over a comparable period of time in which they received no training in interpretation. Self-efficacy for interpretation increased after lecture/discussion, a fishbowl exercise in the lecture class, small group practice in the lab, and dyad practice in the lab. In post-training ratings, lab group practice was perceived as the most helpful, the fishbowl exercise the least helpful, and all other components moderately helpful. Students with the highest initial self-efficacy gained the least in self-efficacy but ended with the highest levels of self-efficacy. Students with more prior helping experience increased more in self-efficacy and had the highest final self-efficacy.
Type of Medium:
Online Resource
ISSN:
0011-0000
,
1552-3861
DOI:
10.1177/0011000014542600
Language:
English
Publisher:
SAGE Publications
Publication Date:
2014
detail.hit.zdb_id:
2056679-7
SSG:
5,2
