A Comparison of Self-Observation,Self-Modeling,and Practice Without Video Feedback for Improving Counselor Interviewing Behaviors

This study evaluated the effects of three different feedback procedures on counselor trainees' interviewing behaviors that were judged by their supervisors as being inappropriate in a counseling session. In addition to informing each trainee in writing of the specific target behavior(s) he or she was to attempt to improve, the feedback conditions consisted of either (a) self-observation of edited videotapes of appropriate-only behavior (entitled self-as-a-model), (b) self-observation of unedited videotapes of appropriate and inappropriate behaviors, or (c) practice without video feedback. The results indicate that all three feedback strategies promoted the reduction of inappropriate interviewing behaviors. Only the self-as-a-model technique (self-observation of appropriate-only responses), however, completely extinguished the occurrence of inappropriate interviewing behaviors. Of the seven inappropriate behaviors monitored for the group using self-as-a-model, five were completely extinguished after only three practice sessions.     

PREDICTING GRADUATION WITHDRAWAL AND FAILURE IN COLLEGE BY MULTIPLE DISCRIMINANT ANALYSIS

An illustration of using multiple discriminant analysis and nonintellective data in predicting graduation, withdrawal and failure in a college of liberal arts. The nonintellective factors are qualitative content categories derived from candidates' personal application statements. Procedures are described for comparing the effectiveness of the nonintellective data with that of intellective data in differentiating among the three criterion groups and on accuracy of predicted group membership.