Fyffe A E, Oei T P
J Clin Psychol. 1979 Jul;35(3):651-6. doi: 10.1002/1097-4679(197907)35:3<651::aid-jclp2270350332>3.0.co;2-z.
Investigated the influence of modelling and feedback on the effectiveness of a microskills training program for beginning counsellors. The microskills taught were: attending behavior, minimal encourages to talk, open questions, and reflection of feeling and content. Twenty-four trainee counsellors were allocated to three treatment groups: (1) no modelling, no feedback (NMF); (2) modelling and feedback from the supervisor (MF); and (3) feedback from the supervisor (F). Analysis of variance showed that MF was superior to NMF and F in increasing use of the skill reflection of feeling. These results lead to the conclusion that the microskills taught differ in level of difficulty, and, hence, in the amount of information, through instructions, practice, modelling or feedback, that will bring these skills to ceiling level. Supervisor modelling and feedback appear to improve learning of the comparatively difficult skill, reflection of feeling.
研究了示范和反馈对新手咨询师微技能培训项目效果的影响。所教授的微技能包括：专注行为、促进交谈的最小鼓励、开放式问题以及情感和内容反映。24名实习咨询师被分配到三个治疗组：（1）无示范、无反馈（NMF）；（2）有主管的示范和反馈（MF）；（3）有主管的反馈（F）。方差分析表明，在增加情感反映技能的使用方面，MF组优于NMF组和F组。这些结果得出结论，所教授的微技能在难度水平上存在差异，因此，通过指导、练习、示范或反馈，将这些技能提升到最高水平所需的信息量也存在差异。主管的示范和反馈似乎能提高相对较难的情感反映技能的学习效果。
