Microcounselling: an experience in counsellor training

Abstract

Microcounselling is a form of training used to help counsellors develop in human relations skills. There are four stages in the microcounselling training model. The first stage is the modelling stage at which point trainees are introduced to a skill through various modelling techniques. These include modelling by oral instruction, written instruction, viewing a film of the skill being used, watching the training supervisor demonstrate the use of the skill or by listening to examples reproduced on audiotape. The second stage is called the practice stage wherein the trainee practises the skill with a client or another trainee. This practice session does not last longer than ten minutes. It is followed by the third stage referred to as the feedback stage. The practice session is usually videotaped and feedback is gained when the videotape is replayed. The supervisor offers positive reinforcement of effective helping behaviour used by the trainee. The client or other trainees present also offer feedback on the trainee's use of the skill. Finally the trainee replans and repractises using the skill for about two to five minutes with the same client or trainee. This repractice session is also observed and feedback is given following it. Studies of microcounselling in the United States have shown that microcounselling is effective in training professionals and non professionals in human relations skills. These were found to generalise into the trainee's personal life and were in evidence during counselling sessions observed twelve months after training. Studies have shown that microcounselling is a highly effective means of teaching prospective helper professionals the skills of empathy, even when compared to Carkhuff-designed programmes aimed at specifically teaching empathic skills. (Ivey, Normington, Miller, Morrill and Haase 1968; Haase and Di Mattia 1970; Di Mattia and Guttman 1970; Moreland, Phillips, Ivey and Lockhart 1970; Frankel 1971; Elsenrath, Coker, Martinson and Kelly 1972; Wallace, Horan, Baker and Hudson 1975; Goodwin, Garvey and Barclay 1971). Given the widespread use and reported success of microcounselling overseas it seemed relevant to venture into this field in New Zealand. This study represents such a venture by providing a conceptual foundation for microcounselling practice. To develop this concept of microcounselling the study was confined firstly to answering these questions: What is microcounselling? How effective is it? What are some of the alternatives to microcounselling? How effective are these. Secondly, the construction of a microcounselling programme is described and the use of this programme in three New Zealand training centres is reported. A seven point scale questionnaire was used to gauge the trainees' reactions to the training sessions. In this way the study offers tentative findings only based on the trainees' reactions and the author's observations. This preliminary study indicated that when used with newly appointed probation officers and newly appointed social workers the microcounselling programme was moderately effective in imparting human relations skills. When used with newly appointed social welfare institutional staff it was highly effective. These results indicate that microcounselling could be used effectively in the training of helping personnel in New Zealand.