TY - JOUR AU - Hum, Andrew AU - Calder, Peter AU - Zingle, Harvey W. PY - 2012/04/01 Y2 - 2024/03/29 TI - Language Laboratory Use and the Development of a Self-Instructional Training Tape Program in Counsellor Education JF - Canadian Journal of Counselling and Psychotherapy JA - CJCP VL - 15 IS - 4 SE - Articles/ Articles DO - UR - https://cjc-rcc.ucalgary.ca/article/view/60417 SP - AB - <p class="p1">The <span class="s1">primary </span><span class="s2">purpose </span><span class="s3">of </span><span class="s4">this </span><span class="s1">study </span>was <span class="s5">to </span><span class="s6">determine </span><span class="s3">the </span><span class="s7">effectiveness </span><span class="s3">of the </span><span class="s8">use </span><span class="s3">of </span><span class="s8">the </span><span class="s3">lan</span><span class="s9">guage </span><span class="s8">laboratory to </span><span class="s10">teach </span><span class="s8">counselling </span><span class="s11">skills. </span><span class="s12">A </span>52-minute <span class="s4">self-instructional </span><span class="s3">training </span>tape <span class="s13">program </span>was developed <span class="s8">in </span>which a <span class="s8">basic </span>element <span class="s8">of </span><span class="s9">empathy, </span><span class="s3">reflection </span><span class="s8">of </span><span class="s3">feeling, </span>was <span class="s14">modelled. </span><span class="s10">This </span><span class="s4">self-instructional </span><span class="s3">training </span><span class="s14">tape </span><span class="s13">program </span><span class="s8">containing </span>both <span class="s10">video </span>and audio <span class="s15">components </span>was developed <span class="s16">utilizing </span>Bandura's modeling <span class="s14">concepts </span>and the <span class="s3">principles </span>of <span class="s7">simulation, </span><span class="s17">role-practice, </span>and <span class="s1">playback. </span>One hundred and <span class="s8">four senior </span><span class="s10">education </span><span class="s1">students </span><span class="s9">were </span>randomly <span class="s10">assigned </span><span class="s5">to </span>one <span class="s8">of </span><span class="s18">five </span><span class="s6">groups. </span><span class="s19">These </span><span class="s2">groups </span><span class="s19">were: </span><span class="s3">(1) </span><span class="s15">Language </span>Labora- <span class="s8">tory </span><span class="s6">Audio </span><span class="s19">Group, </span><span class="s3">(2) </span><span class="s15">Language </span><span class="s1">Laboratory </span><span class="s14">Video </span>and <span class="s6">Audio </span><span class="s19">Group, </span><span class="s3">(3) </span>Audiotape Re<span class="s10">corder </span><span class="s19">Group, </span><span class="s3">(4) </span><span class="s8">Lecture-Discussion </span><span class="s19">Group, </span>and <span class="s3">(5) </span><span class="s19">No-Treatment </span><span class="s8">Control </span><span class="s19">Group. </span>The <span class="s3">results </span><span class="s9">showed </span><span class="s20">firstly </span><span class="s8">that the </span>language <span class="s8">laboratory </span><span class="s21">is </span><span class="s8">neither </span><span class="s18">inferior </span><span class="s8">or superior </span><span class="s5">to </span><span class="s10">other </span><span class="s3">instructional </span><span class="s19">media </span>and <span class="s1">secondly </span><span class="s8">that the </span><span class="s4">self-instructional </span><span class="s14">tape </span><span class="s13">program </span><span class="s20">is </span>an <span class="s3">effective </span><span class="s6">procedure </span><span class="s5">for </span><span class="s22">teaching </span><span class="s7">counselling </span><span class="s20">skills.</span></p> ER -