An empirical investigation of the effects of a microcounselling programme with social work students: The acquisition and transfer of component skills

Abstract

Microcounselling has become widely used with various professional groups as a systematic approach to improving interviewing and counselling skills (Ivey & Authier, 1978). Although reviews of research largely attest to its effectiveness (Hargie & Saunders, 1983; Baker & Daniels, 1989), such conclusions have been based on outcome criteria which, for the most part, have been essentially second-order and proximal (Dickson, 1981). The present study, which utilized a multiple baseline design, was carried out to evaluate the efficacy of a programme of microcounselling, undertaken by social work students, in terms of both the initial acquisition and subsequent transfer of the interpersonal skills of non-verbal communication, questioning, reflecting, listening, explaining, set induction, and closure. While the training intervention was adjudged to have been successful with regard to the initial acquisition of skills, only limited evidence was found of performances generalizing from role-play to ‘real problem’ situations (across tasks) and from familiar to unfamiliar clients (across persons). These results are related to existing research findings. The possibility of distinct and characteristic profiles of skill acquisition is discussed together with factors which may promote transfer effects. Finally, limitations of the study are addressed and recommendations made for further research.