Modeling therapist responses with structured practice enhances facilitative interpersonal skills

Objective Facilitative interpersonal skills (FIS) video stimuli were used to develop and test a brief training component of observational modeling with repeated practice. Specifically, this study hypothesized that a brief training of video modeling therapeutic use of interpersonal skills, combined w...

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Bibliographic Details
Published in:Journal of clinical psychology 2020-04, Vol.76 (4), p.659-675
Main Authors: Anderson, Timothy, Perlman, Matthew R., McCarrick, Shannon M., McClintock, Andrew S.
Format: Article
Language:English
Subjects:
Adult
common factors
deliberate practice
empirically supported relationships
facilitative interpersonal skills
Female
Humans
Male
Psychotherapy - education
Social Interaction
Social Skills
therapist characteristics
therapist effects
therapist relationship characteristics
therapy training
Young Adult
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Summary:Objective Facilitative interpersonal skills (FIS) video stimuli were used to develop and test a brief training component of observational modeling with repeated practice. Specifically, this study hypothesized that a brief training of video modeling therapeutic use of interpersonal skills, combined with repeated practice, would result in improved FIS responses (relative to control). Method Undergraduates (n = 101) with expressed interest in the helping professions were randomly assigned to Modeled Practice or Control conditions. After a baseline, participants in Modeled Practice observed model responses and then repeatedly practiced different responses, while those in the Control group observed videos comparable in format, but nontherapeutic in content. Participants then gave responses to different simulated clients, which were used to assess hypotheses. Results FIS for Modeled Practice was significantly higher than controls in postpractice. Conclusions Result provides empirical support for training in practice strategy components and has implications for therapeutic deliberate practice training.
ISSN:0021-9762
1097-4679
DOI:10.1002/jclp.22911