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An Evaluation of Prepracticum Helping Skills Training for Graduate Social Work Students

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Bibliographic Details
Title: An Evaluation of Prepracticum Helping Skills Training for Graduate Social Work Students
Language: English
Authors: Gockel, Annemarie, Burton, David L.
Source: Journal of Social Work Education. 2014 50(1):101-119.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Postsecondary Education
Higher Education
Descriptors: Graduate Students, Practicums, Helping Relationship, Social Work, Counseling Techniques, Skill Development, Skill Analysis, Self Efficacy, Empathy, Anxiety, Metacognition, Followup Studies, Educational Strategies, Teaching Methods, Questionnaires, Outcome Measures, Likert Scales, Pretests Posttests, Achievement Gains, Student Attitudes, Instructional Effectiveness, Introductory Courses
DOI: 10.1080/10437797.2014.856234#.U6Hcn_ldVPo
ISSN: 1043-7797
Abstract: Although foundational practice classes play a key role in helping prepracticum students develop counseling skills, we know little about the effectiveness of this form of helping skills training. This study assessed the effect of helping skills training delivered in foundational practice classes on proximal indicators of counseling skills acquisition, including measures of counseling self-efficacy, empathy, anxiety, and hindering self-awareness or rumination. Participating students made significant gains in counseling self-efficacy that were maintained at 3-month follow-up. Reductions in anxiety, rumination, and personal distress in interpersonally challenging situations were observed at follow-up, indicating that students made a successful transition to the field following training. The frequency of large-group role plays in particular was related to gains in students' counseling self-efficacy.
Abstractor: As Provided
Number of References: 45
Entry Date: 2014
Accession Number: EJ1029628
Database: ERIC
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Abstract:Although foundational practice classes play a key role in helping prepracticum students develop counseling skills, we know little about the effectiveness of this form of helping skills training. This study assessed the effect of helping skills training delivered in foundational practice classes on proximal indicators of counseling skills acquisition, including measures of counseling self-efficacy, empathy, anxiety, and hindering self-awareness or rumination. Participating students made significant gains in counseling self-efficacy that were maintained at 3-month follow-up. Reductions in anxiety, rumination, and personal distress in interpersonally challenging situations were observed at follow-up, indicating that students made a successful transition to the field following training. The frequency of large-group role plays in particular was related to gains in students' counseling self-efficacy.
ISSN:1043-7797
DOI:10.1080/10437797.2014.856234#.U6Hcn_ldVPo