Developing Social Work Interviewing Skills through a Micro-Video Analysis Training Program

Effective interviewing techniques are required for successful social work practice. Consequently, mastering this relatively complex technology is vital for both social work students and agency professionals. This article will provide a descriptive analysis of the Micro-Video Analysis Training Program which may be operationalized in either an academic classroom or agency. Also discussed are the primary components of the training program and their inter-relationships within the context of the Micro-Video Analysis approach. Hopefully this material will assist those with social work education responsibilities to teach interviewing skills more effectively

Comparative analysis of two microcounseling learning environments with people who are schizophrenic.

EducationDoctor of Education (Ed.D.

“We almost had the whole block\u27s phone number on the wall”: A Mixed Methods Investigation of Informal Helping in a Predominantly Rural Sample

Community psychologists have noted the limitations of professional models of mental health treatment, demonstrating that people are more likely to use informal familial or community support during adversity. However, relatively little is known about the forms and functions of informal help seeking and provision. Semistructured interviews (N = 170), in which a sample of predominantly rural‐dwelling adolescents and adults described significant life experiences, were coded for instances of receiving help. Codes thematically categorized the type of adversity, role of the helper, and nature of the help received. Most participants (67.64%) reported the presence of at least one informal helper; only 8.82% of participants discussed receiving professional help. Chi‐square analyses suggested that the nature of the help received varied by the types of helper and adversity being experienced and that different helpers were more likely to aid with particular adversities. The presence of a nonfamilial, nonprofessional helper was associated with higher posttraumatic growth, generativity, and perceived social support

The Prediction Of University Residence Counselor Effectiveness Utilizing The Criterion Referenced Leaderless Group Interview, Rotter Internal/External Locus Of Control Scale And The California Psychological Inventory

Methods of selecting and evaluating residence hall counselors were explored in this study. The Criterion Referenced Leaderless Group Interview (CRLGI) was defined as a selection technique and evaluated for its utility as a predictor of Residence Counselor effectiveness. In addition, the California Psychological Inventory (CPI) ad Rotter Internal/External Locus of Control Scale (LOC) were used as predictors of Residence Counselor effectiveness. The Harkness Assessment of Residence Counselors (HARC) was designed and subjected to psychometric reliability and validity studies. The HARC served as the criterion measure of Residence Counselor effectiveness. Seventy-two residence hall counselors at the University of the Pacific served as subjects in this study. All participated in the CRLGI and completed the CPI and LOC. The counselors were then evaluated after serving for one year. Pearson Product-Moment correlations were generated between predictor variables and the HARC. A stepwise multiple regression analysis (MRA) was used to evaluate the predictive strength of selected variables. Psychometric studies of the HARC revealed a Pearson Product-Moment correlation between student and residence staff evaluators of r = .49 (p \u3c .001). Test-Retest Reliability average was .78. The following split-half reliability estimates were obtained: KR-20 = .86, Equal Length Spearman-Brown = .92, and Guttman Split Half = .92. Inter-item correlations ranged from .37 to .67 with an average correlation of .51. Cronbach\u27s coefficient alpha estimate of internal consistency was .91. Significant correlations were obtained between scores on the CRLGI and the HARC (r = .65, p \u3c .001). Significant correlations were obtained between the LOC and the HARC (r = -.30, p \u3c .01). Significant correlations were obtained between the Self-Acceptance (S-A) subscale of the CPI and the HARC (r = -.28, p \u3c .01). The remaining subscales of the CPI were not significantly correlated to the HARC. When the CRLGI, LOC, and S-A scales were entered into a stepwise MRA to predict residence counselor effectiveness, a R(\u272) of .53 was obtained. The multiple R was .74. Differences in the predictive strength of variables for males and females were noted. It was recommended that this study be replicated in other university settings and that a standardized evaluation form for the CRLGI be developed

The Developmental Effects of Microcounseling in a Programmed Counseling Series

vi, 161 leaves. Advisor: Howard TraxlerThe problem. The problem was concerned with a need to determine the extent to which microcounseling influenced the cognition and retention of selected life coping skills as presented in a class environment using a specially designed series that focused on the abilities called coping skills. Procedure. In this study three groups of junior high students were organized into an experimental project that operated under a counseling program format. The study divided the students into three groups, experimental, control one and control two. The program was constructed to study the influence that microcounseling would have on students who worked through a programmed series designed to foster growth in the area of coping skills. The series was titled Self Incorporated and consisted of fifteen programs. To determine the results of this project the California Psychological Inventory was selected and administered on a pre and post test basis. The population of this study represented boys and girls from the grade levels of seventh, eighth, and ninth grade. Findings. There was no significant gain as represented by the California Psychological Inventory. The test results reflect that there is no difference in the mean values on each of the eighteen psychological characteristics between those who have had microcounseling and Self Incorporated, those who have had Self Incorporated only, and those who have received no treatment at all. Conclusions. Under this project design and using the stated testing procedure, it was the conclusion of this study that better results could be obtained by constructing a different project combination

The rating of nonverbal counseling techniques by reluctant adolescent clients

The systematic skills-training programs which have been widely applied for the training of counselors have typically been designed with the assumption that all clients consuming the services of a counselor are voluntarily seeking help. In fact, many clients enter counseling reluctantly. Reluctance in this study is defined as a client who really doesn\u27t want to be in counseling. This is very common among adolescent populations who frequently enter counseling because of the courts, schools, or their parents. They, therefore, comply with the authority of these institutions and are not self-motivated.;This study examined the nonverbal counselor techniques in a study which compared the nonverbal techniques traditionally endorsed by the counselor training literature to techniques which are detached or less involved. Actual clients were selected from a community counseling agency for adolescents with drug related problems. These clients were separated into voluntary clients (n=16) and reluctant clients (n=16). Clients were assigned to groups based on a brief questionaire and counselor interview. Voluntary clients were defined as presenting sincerity in wishing to receive help. Reluctant clients were defined as not really wanting to be in counseling.;Specific hypotheses for this study stated in the null were: (1) There will be no significant difference between ratings of trunk lean by reluctant adolescent clients and volunteer adolescent clients (accepted). (2) There will be no significant difference between the ratings of body orientation by reluctant adolescent clients and volunteer adolescent clients (rejected on two items PR \u3e F = .041 and PR \u3e F = .025). (3) There will be no significant difference between the ratings of body position by reluctant adolescent clients and volunteer adolescent clients (accepted). (5) There will be no significant difference between the ratings of head nods by reluctant adolescent clients and volunteer adolescent clients (rejected on one item PR \u3e F = .015). (6) Reluctant adolescent clients will not choose the detached counselor style over the involved counselor style (accepted on four of the five tape series, p \u3c .05). (7) Voluntary adolescent clients will not choose the involved counselor style over the detached counselor style (accepted on two of the five tape series, p \u3c .05 and P \u3c .01).;Subjects were asked to view ten brief videotape segments during their initial interview. . . . (Author\u27s abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI