THE EFFECT OF A SIX WEEK PROGRAM OF SYSTEMATIC TRAINING ON COUNSELLORS

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1 THE EFFECT OF A SIX WEEK PROGRAM OF SYSTEMATIC TRAINING ON COUNSELLORS R. C CONKLIN AND H. A. ALTMANN The University of Calgary T. BOAK Memorial University Abstract A group of graduate students were trained according a popular "helping" model which purports increase ability be facilitative. It was found that graduates were more facilitative after training, were able train ors, and that this type of facilitation ability may be related self-facilitation. Results should be interpreted in light of fact that re was no control group and that measures of facilitation were of a paper-pencil variety rar than simulations of actual interaction. Résumé Un groupe d'étudiants inscrits aux études supérieures ont reçu un entraînement selon un modèle populaire d'assistance qui réclame pouvoir augmenter l'habileté d'aider le client. On a observé qu'après leur entraînement, ces étudiants possédaient cette habileté à un degré plus avancé, étaient capables d'entrainer d'autres personnes, et que ce genre d'habileté pouvait s'apparenter à la facilitation de soi. L'interprétation des résultats doit tenir compte du fait qu'il n'y avait pas de groupe contrôle et que les mesures employées étaient du type "crayon-papier" plutôt que des simulations de véritables interactions. The inclusion of didactic and experiential components has been recognized by most counsellor education programs in Canada as being superior use of only one component exclusively. Didactic components, because y are gained from similar textbooks, tend have a commonality which experiential components do not share. It seems that experiential with counsellor trainees. In a thorough discussion part of a counsellor training program depends of some of problems with research on background and philosophy of those in using Carkhuffs model, Gormally and Hill supervisory positions. One type of experiential (1974) point out that or studies have measured training which is gaining acceptance is one facilitation through use of audio, taped proposed by Carkhuff (1971). The model stimulus statements and volunteer client interviews. Results showed that trainees increased purports increase trainee functioning in "facilitative conditions." The basic conditions on se measures as well as on paper and are empathy, warmth and genuineness. These pencil measures mentioned above. They also are "taught" through a systematic progression say that only through measurement of actual client changes will real utility of systematic of interpersonal skills such as attending, responding, and communicating. Many studies have been done determine if this type of training has effect of increasing ability be facilitative. Carkhuff, Krachvil, and FrieI (1968) reported that a group of trainees increased ir ability be facilitative as measured by 78 Discrimination Index (Carkhuff, 1969) but not as measured by Communication Index (Carkhuff, 1969). In a similar study Anthony and Carkhuff (1970) indicated that a group of rehabilitation counsellor trainees made gains in both Discrimination and Communication Indices. Carkhuff and Berenson (1967) and Boak and Conklin (1975) had similar results training be established. The present study had three aims: replicate previous studies determine facilitativeness of counsellor trainees after training, determine wher trainees could effect changes in ors immediately after training, and finally investigate relationship between two paper-pencil measures of

2 EFFECT OF SIX WEEK PROGRAM OF SYSTEMATIC TRAINING 79 a response in writing following each of ten client statements. These statements are subsequently rated by judges using same 5 point scale as that used in Discrimination Index. METHOD In this study 3 or graduate students who were previously trained in response rating acted as Subjects judges. An interjudge reliability of.90 was The counsellor trainees were eleven graduate established before rating. A respondee's Comstudents enrolled in a six week summer session munication Score is average of ratings practicum course in counselling at University for 10 responses. of Calgary. A second group of students who became "clients" of counsellor trainees Accurate Empathy Scale (Truax, 1972). This were 53 undergraduates enrolled in same scale was derived from earlier versions of summer session but in an introducry course same scale which have been extensively validated as reported in Truax and Carkhuff (1967). in guidance and counselling. This scale is recognized in research as one Instruments of best available for purpose of measuring The Discrimination Index as set out by CarkEmpathy even though re is currently some huff (1969) was used as one measure of facilicontroversy about its validity (Conklin, 1975; tation. The index is composed of 16 client Chinsky and Rappaport, 1972; Rappaport and statements, each followed by four different Chinsky, 1972; and Truax, 1972). counsellor responses. Respondees are required Program Development. Counsellor trainees rate each of responses according a 5 were asked develop, for mselves, developpoint scale. On this scale a rating of 1 indicates ment programs following guidelines as set that counsellor response does not communidown by Carkhuff (1974). These programs can cate any of facilitative conditions (empathy, involve any area of living including social, emowarmth, and genuineness) whereas a rating of tional, physical, and intellectual development. 5 indicates that all of conditions are communicated fully. Respondee ratings are compar- Graduates were required state ir goals (lose ed keyed ratings established by experts 20 pounds), method of goal attainment (e.g. and a deviation score calculated. For example, diet, exercise, etc.), and a reinforcement conif a respondee rates one of counsellor tingency including what rewards were applicable responses as a level 3 and keyed rating is for what gains in behaviour. Each of a level 4, n respondees score is graduate students were given a rating by difference between two or, in this case a 1. instrucrs of eir 1, 2, or 3. These "subby subtracting respondees rating from jective" ratings were measures of program keyed rating for all possible responses, talling development with a 1 meaning individual was m and n dividing by number of making behavioral gains as set down in responses, a mean deviation score can be estab- program, 2 indicating that individual had lished. This score is individual's Discrimin- written-up a program but as yet had not started ation Score. Carkhuff does not present any on implementing it, and a 3 indicating that a reliability data for this index. Validity is program had as yet not been written. presented in form of normative data on Procedure All data collection and training ok place several groups which indicate that general during a six week period. population scores at 1.5, various groups of Prior systematic training, graduate undergraduate students score , lay student group responded stimulus statepersons score 1.2, teachers score 1.0, beginning ments on Discrimination and Communication psychology graduate students score 0.8, experiindices. They were exposed training following enced counsellors (not systematically trained) score 0.6, and experienced counsellors (systema- procedure outlined by Carkhuff (1971) and modified by Boak and Conklin (1974). Training tically trained) score 0.4. The Communication Index is a modified formwas conducted during a 5 week period, comof Discrimination Index. It consists of ten prising a tal of 30 hours. Upon completion, client statements, but instead of rating counsellor graduates again responded Discriminresponses, respondee is required produce ation and Communication Indices. facilitation, facilitation as measured by a tape recorded interview, and facilitation as measured by self-development.

3 80 R. C. CONKLIN, H. A. ALTMANN and T. BOAK TABLE I Means and Standard Deviation of Facilitation Measures for Graduate Students (N = 11) Empathy (tape recorded interview) Program Development Rating Discrimination Index Pre Discrimination Index Post Communication Index Pre Communication Index Post X S.D. t Sig p < p <.01 TABLE II Pearson-Product Moment Correlations of Facilitation Measures for Graduate Students (N = 11) *p <.05 **p < Empathy (tape recorded interview) Program Development Rating *.67*.28.67* 3. Discrimination Index Pre 4. Discrimination Index Post ** Communication Index Pre Communication Index Post 1.00 After first week of training graduate students were given lessons in Program Development (Carkhuff, 1974) and asked begin work on instituting a self improvement program. They were informed that progress in ir programs would account for a portion of ir course grade. Program Development was rated by two instrucrs of course on last day of six week session. Each of graduate students made a tape recording of one of ir actual interviews with a client. They were encouraged make several such tapes and retain one which in ir opinion best demonstrated ir counselling skills. These tapes were rated by graduates and instrucrs (Inter-judge reliability =.88) on last day of six week session. Tapes were rated according procedures outlined in Conklin and Arnold (1976). In summary, graduate student group responded Discrimination and Communication Indices before and after systematic training, produced a tape recording of an interview, and produced a self-development program. In addition above, graduate students replicated a program of systematic training with undergraduate students. This training was done during sixth week of summer session. Each graduate student was given a group of 5 undergraduates with whom work for 20 hours. The undergraduates were pre- and post-tested with Communication index in order obtain a measure of facilitative ability. RESULTS Table I indicates mean and standard deviations on measures given graduate group. Table II shows intercorrelations of above measures. The data collected for undergraduate group and a test of significance was as follows:

4 EFFECT OF SIX WEEK PROGRAM OF SYSTEMATIC TRAINING X pre-test 1.18 X post-test 2.74 S.D, pre-test t = 34.6, p <.01 S.D. post-test.27 uses of se Indices as measures of empathy. The finding also confuses an already complex The first purpose of study was inissue (i.e. wher empathy is a unitary vestigation of effect of training on phenomenon or is composed of facrs). This facilitation level of a group of students taking study may or may not lend support a graduate course in counselling. The present Conklin and Hunt (1975) study which found a study confirmed earlier results (Anthony and generalized empathy facr and several specific Carkhuff, 1970) by showing that scores on facrs, one being diagnostic acumen. With such Discrimination and Communication can be ina small sample (n=ll) correlations must creased significantly through a program of sysbe very large before y reach statistical tematic training. These results must be intersignificance, thus minimizing possibility of preted with caution because design of confirming result in Conklin and Hunt, or study did not include control groups. As a of detecting any or relationship. result, one cannot be certain that increases were Previously, little evidence had been reported due solely or even partly treatment effects. for reliability of Communication and In addition, criteria (written responses Discrimination Indices. The present study shows written statements) cannot be considered moderate correlations (stability coefficients) for same as helping clients and measuring changes Discrimination (r =.78) and Communication in client behavior. (r =.54). The second purpose of study was Up this point no known study has reported determine if after systematic training gradu relationship between self-improvement and ates could have effect of increasing or variables of facilitation. As can be seen facilitation level of ors by giving m relationship between Program Development same training. In order answer this question and Discrimination is a strong one as indicated undergraduates were systematically trained by by correlation of.73. The ability disgraduates and tested on Communication criminate levels of facilitativeness does not appear Index. The data show that undergraduates have anything in common program increased ir scores significantly on this index development. A reason for moderately high of facilitation. At end of 20 hours y correlation could be proposed. It could be that were able write responses which were more self-facilitation (i.e. ability help oneself) facilitative. The same cautions should be applied is related ability be facilitative here as above. That is, re were no control ors. However, this result should be considered groups and ability write facilitative reshighly speculative because of small sample ponses is not necessarily related ability and subjective rating of program development of verbalizing responses in an interpersonal used in this study. relationship. It is necessary replicate this It must be assumed that all findings in this study with inclusion of control groups and study are tentative and that investigation criterion measures closer actual counselling should be considered as explorary. Some and interpersonal relating. Such a study is now previous findings were confirmed indicating that in progress. "systematic training" can increase skills. It is The third purpose of study was exnot known wher this type of training is ploration of relationship among several superior in this regard or types because facilitation variables. One unexpected finding no control or alternative treatment groups were was lack of a significant relationship between included in design. There is some evidence empathy and or measures of facilitation indicate that systematic training has imas measured by Communication and Discrimmediate effect of increasing one's ability train ination Indices. This result, if upheld in future ors. In addition, facilitation as measured by studies, could call in question a number of DISCUSSION

5 82 R. C. CONKLIN, H. A. ALTMANN and T. BOAK one's ability discriminate among counsellor responses may be related oretically selffacilitation. References Anthony W. & Carkhuff, R. R. The effects of rehabilitation counsellor training upon discrimination, communication, and helping attitudes. Rehabilitation Counselling Bulletin, 1970, 13, Boak, R. T. & Conklin, R. C Interpersonal skill training. Unpublished manuscript, The University of Calgary, Boak, R. T. & Conklin, R. C The effect of teacher's levels of interpersonal skills on junior high school students' achievement and anxiety. American Educational Research Journal, 1975, 12, Carkhuff, R. R. Helping and human relations: A primer for lay and professional helpers. Vol. 1, selection and training. New York: Holt, Rinehart, and Winsn, Carkhuff, R. R. The development of human resources. New York: Holt, Rinehart, and Winsn, Carkhuff, R. R. How help yourself: The art of program development. Amherst: Human Resource Development Press, Carkhuff, R. R. & Berenson, B. G. Effects of systematic training. Unpublished Research. State University of New York at Buffalo, Carkhuff, R. R., Krachvil, D., & Frial, T. The effects of professional training: The communication and discrimination of facilitative conditions. Journal of Counselling Psychology, 1968, 15, Chinsky, J. M. & Rappaport, J. Brief critique of meaning and reliability of accurate empathy ratings. Psychological Bulletin, 1972, Conklin, R. C. The nature of empathy. Unpublished manuscript, The University of Calgary, Conklin, R. C. & Arnold, R. The relationship between two vocal cues and empathy. Unpublished research, The University of Calgary, Conklin, R. C. & Hunt, A.S. An investigation of validity of empathy measures. Counsellor Education and Supervision, 1975, 15 (2), Gormally, J. & Hill, Clara E. Guidance for research on Carkhuffs training model. Journal of Counselling Psychology, 21 (6), 1974, Rappaport, J. & Chinsky, J. M. Accurate empathy: Confusion of a construct. Psychological Bulletin, 1972, 77, Truax, C. B. The meaning and reliability of accurate empathy ratings: A rejoinder. Psychological Bulletin, 1972, 77 (6), Truax, C. B. A scale for measurement of teacher accurate empathy. Unpublished manuscript. The University of Calgary, Truax, C B. & Carkhuff, R. R. Toward effective counselling and psychorapy: Training and practice Chicago: Aldine, 1967.