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The purpose of this study was to compare the effectiveness of three instructional approaches to an established and conceptually related approach, microcounseling. The subjects were thirty-two graduate counseling students, randomly assigned to four treatment groups. These were microcounseling, modified microcounseling, self-modeling and verbal modeling. The procedure involved an initial 5-minute interview, a 20-30 minute instructional period and a final 5-minute interview. Comparative results revealed that each instructional procedure was equally effective in influencing the dependent variable from the pretest to posttest phases. The author concludes that the four approaches represent a potential for matching modes of instruction to the individual student's type of learning. Further, the existence of a variety of instructional alternatives permits students to employ one or several, as best fits their situation. (Author/BW)

The purpose of this study was to compare the effectiveness of three instructional approaches to an established and conceptually related approach, microcounseling. The subjects were thirty-two graduate counseling students, randomly assigned to four treatment groups. These were microcounseling, modified microcounseling, self-modeling and verbal modeling. The procedure involved an initial 5-minute interview, a 20-30 minute instructional period and a final 5-minute interview. Comparative results revealed that each instructional procedure was equally effective in influencing the dependent variable from the pretest to posttest phases. The author concludes that the four approaches represent a potential for matching modes of instruction to the individual student's type of learning. Further, the existence of a variety of instructional alternatives permits students to employ one or several, as best fits their situation. (Author/BW)

The purpose of this study was to compare the effectiveness of three instructional approaches to an established and conceptually related approach, microcounseling. The subjects were thirty-two graduate counseling students, randomly assigned to four treatment groups. These were microcounseling, modified microcounseling, self-modeling and verbal modeling. The procedure involved an initial 5-minute interview, a 20-30 minute instructional period and a final 5-minute interview. Comparative results revealed that each instructional procedure was equally effective in influencing the dependent variable from the pretest to posttest phases. The author concludes that the four approaches represent a potential for matching modes of instruction to the individual student's type of learning. Further, the existence of a variety of instructional alternatives permits students to employ one or several, as best fits their situation. (Author/BW)

Motivational interviewing (MI), a humanistic counseling style used to help activate clients' motivation to change, was integrated into a basic counseling skills course. Nineteen graduate-level counseling students completed the Counselor Estimate of Self-Efficacy at the start and conclusion of the course. Significant differences were found between students' pre/post measures of self-efficacy (t(18) = --7.055, p = 0.0005). Qualitative data collected concerning students' experiences learning counseling skills in the context of MI are described by four main themes: (a) valuable and relevant learning experience, (b) more self-assuredness in working with challenging clients, (c) uncertainty in applying technique, and (d) feelings of restriction with MI application. Implications for integrating MI in skills courses and future directions in research are discussed.

A diagnostic-prescriptive teaching module on basic interviewing skills for first-year medical students is presented. The goal of the module is to help students refine interpersonal communications skills relative to the medical interview. The module provides information on the following skills: eliciting patient responses, interviewing techniques and terminology, observing and interpreting patient's methods of expression, and awareness and management of feelings evoked during an interview. Specific objectives include the following: (1) identify examples of interviewing techniques that are facilitative; (2) identify examples of open-ended questions, clarifying statements, recapitulation, focused questions, and empathic statements; (3) consider both the specific content of the interview and modes of expression when listening to patients; (4) identify kinds of linguistic communication and paralinguistic communication; (5) list four types of behavioral communication and five typical feelings expressed by patients; and (6) support the rights of patients to their own feelings, philosophies, moral codes, and life styles. Test items are included. (SW)

A diagnostic-prescriptive teaching module on basic interviewing skills for first-year medical students is presented. The goal of the module is to help students refine interpersonal communications skills relative to the medical interview. The module provides information on the following skills: eliciting patient responses, interviewing techniques and terminology, observing and interpreting patient's methods of expression, and awareness and management of feelings evoked during an interview. Specific objectives include the following: (1) identify examples of interviewing techniques that are facilitative; (2) identify examples of open-ended questions, clarifying statements, recapitulation, focused questions, and empathic statements; (3) consider both the specific content of the interview and modes of expression when listening to patients; (4) identify kinds of linguistic communication and paralinguistic communication; (5) list four types of behavioral communication and five typical feelings expressed by patients; and (6) support the rights of patients to their own feelings, philosophies, moral codes, and life styles. Test items are included. (SW)