Abstract
Micro‐counseling techniques were used to train 10 beginning graduate students in communicating test results. Training emphasized listening and responding to cues given by the client, brief and concise statements about test‐related information, and relating the information to the client's experiences and needs. Training aids included programmed materials, brief videotapes of positive and negative models, role‐playing, and videotape feedback of the role‐playing and test interpretation sessions. Judges' ratings of trainees in the experimental group were significantly higher than their ratings for the 10 trainees in the control group. Client ratings of counselor effectiveness did not differ significantly for the two groups. Changes in clients' pre‐ and post‐test attitude scores and knowledge scores were statistically significant. An enthusiastic response to the micro‐counseling approach was evident from both inexperienced and experienced graduate students.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
