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

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).