Incremental effects of modeling and performance feedback in teaching decision-making counseling

Warren G. Wallace, John J. Horan, Stanley B. Baker, George R. Hudson

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

In a replicated study involving 54 randomly assigned counselor trainees, 3 cumulative methods of teaching decision-making counseling were compared (a traditional method, a method incorporating a filmed instructional model, and a method featuring several microcounseling components). In both the original study and in the replication the latter method was found to be significantly more effective than either of the former methods in promoting student acquisition of decision-making counseling skills. Incorporation of a filmed instructional model did not significantly improve the traditional method. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)570-572
Number of pages3
JournalJournal of Counseling Psychology
Volume22
Issue number6
DOIs
StatePublished - Nov 1975
Externally publishedYes

Fingerprint

Counseling
Decision Making
Teaching
Educational Models
Students

Keywords

  • modeling & performance feedback, teaching decision making counseling, counselor trainees

ASJC Scopus subject areas

  • Social Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

Cite this

Incremental effects of modeling and performance feedback in teaching decision-making counseling. / Wallace, Warren G.; Horan, John J.; Baker, Stanley B.; Hudson, George R.

In: Journal of Counseling Psychology, Vol. 22, No. 6, 11.1975, p. 570-572.

Research output: Contribution to journalArticle

Wallace, Warren G. ; Horan, John J. ; Baker, Stanley B. ; Hudson, George R. / Incremental effects of modeling and performance feedback in teaching decision-making counseling. In: Journal of Counseling Psychology. 1975 ; Vol. 22, No. 6. pp. 570-572.
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