Uhlemann M R, Hearn M T, Evans D R
Am J Community Psychol. 1980 Oct;8(5):603-12. doi: 10.1007/BF00912595.
Twenty-five hotline workers were randomly assigned to three skill-training conditions. Nine microtraining subjects were trained in the use of attending behavior, open inquiry, and reflection of feeling and content using the standard microtraining paradigm. Seven programmed-learning subjects were trained in the same skills using programmed manuals and role-play interviews with feedback. The remaining nine subjects acted as a no-training control group. Pretraining and post-training interviews and telephone calls with pseudoclients were audiotaped for each subject. Subjects were assessed on empathy, the Therapist Error Checklist, attending behavior, and three modes of skill interaction. For interviews the main effect of training on each measure was significant. Both microtraining and programmed learning resulted in superior interview performance over no-training, and differed little from each other. For telephone calls microtraining resulted in higher empathy ratings than progammed learning or no-training.
25名热线工作人员被随机分配到三种技能培训条件下。9名微培训受试者使用标准微培训范式接受了关于倾听行为、开放式询问以及情感和内容反映方面的培训。7名程序学习受试者使用程序手册并通过有反馈的角色扮演访谈接受了相同技能的培训。其余9名受试者作为无培训对照组。为每位受试者录制了培训前和培训后与模拟客户的访谈及电话通话内容。对受试者在同理心、治疗师错误检查表、倾听行为以及三种技能互动模式方面进行了评估。对于访谈，培训对各项指标的主效应显著。微培训和程序学习都比无培训产生了更优的访谈表现，且二者之间差异不大。对于电话通话，微培训比程序学习或无培训产生了更高的同理心评分。
