Training Undergraduate Students to Use Immediacy

Bibliographic Data

ID8914952
AuthorsPatricia T Spangler (0000-0002-8154-8195, University of Maryland at College Park, MD, USA, corresponding author), Clara E Hill (0000-0003-4334-0825, University of Maryland at College Park, MD, USA), Marianne Dunn (0000-0002-0882-865X, University of Maryland, College Park), Marianne G Dunn (University of Maryland at College Park, MD, USA), Ann M Hummel (University of Maryland at College Park, MD, USA), Tamara Tashiko Walden (University of Maryland, College Park), Jingqing Liu (0000-0001-5596-0365, University of Maryland at College Park, MD, USA), J L Jackson (0000-0002-8064-6375, University of Maryland, College Park), Heather V Ganginis Del Pino (University of Maryland at College Park, MD, USA), Nazish M Salahuddin (University of Maryland at College Park, MD, USA)
Year2014
Volume42
Issue6
Pages729-757
Publication date2014-07-17
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Counseling Psychologist (JOURNAL)
Journal identifiersISSN: 0011-0000 • E-ISSN: 1552-3861
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/0011000014542835
OpenAlexW2127569032
LanguageEN
Citations received8
References cited22

After they had learned exploration skills, 132 undergraduate helping skills students were taught to use the insight skill of immediacy. After training, students increased in self-efficacy for using immediacy, and catharsis and cohesion increased among lab group members. Students who completed training first (nondelay) had higher self-efficacy post-training than those in a delay condition before they had training. Self-efficacy for immediacy increased after lecture, modeling, and large-group discussion; decreased between lecture and lab; and increased after lab practice. Qualitative results indicated that practice was the most helpful component. Students with the highest initial self-efficacy and prior helping experience (PHE) had the highest post-training self-efficacy, whereas those with the lowest self-efficacy or the highest PHEs had the greatest self-efficacy increases. In addition, cultural background played a role in learning and using immediacy

Catharsis · Immediacy · Medical education · Pedagogy · Self-efficacy · Training (meteorology · Applied Psychology · Communication in Education and Healthcare · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Social Psychology

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