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thesis entitled

A COMPARISON OF TWO APPROACHES TO PEER SUPERVISION
IN THE TRAINING OF COMMUNICATION SKILLS

USING A VIDEOTAPE RECALL MODEL
presented by

WILLIAM PAUL BEDELL

has been accepted towards fulfillment
of the requirements for

Ph.D. degree in Couns. , Pers. Serv. 8
Ed. Psy.

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ABSTRACT
A COMPARISON OF TWO APPROACHES TO PEER SUPERVISION

IN THE TRAINING OF COMMUNICATION SKILLS
USING A VIDEOTAPE RECALL MODEL

.By
William Paul Bedell

Interpersonal Process Recall is a 40-hour training program.which
has been used with professional trainees, paraprofessional workers and
a variety of non-professional groups including undergraduate and grad-
uate university students. It has the twin goals of helping participants
increase their skills in the facilitation of interpersonal communication
and of helping them increase their awareness of their own interpersonal
style.

Central to the IPR process is a focused reviewing of a video-
taped interpersonal interaction in which communication styles and covert
processes may be explored. This is done with the aid of a disinterested
third party, called the inquirer, who is trained to ask appropriate
questions about the taped interaction. Experiences in affect simu-
lation, training in discriminating and using appropriate interview
response modes, and exposition of personality theory are also com-
ponents of the model.

Two related studies, one by Dandy (1971) and one by Archer (1971)
demonstrated the effectiveness of the IPR model in teaching communica-
tion skills to undergraduate university residence hall assistants and
justified the use of previously trained peer group members as inquirers.

Graduates of the training program could help train larger numbers

William Paul Bedell

of people using a two-stage process of inquirer training and utilization.
This model, while effective, still proved cumbersome when a large number
of people were to be trained simultaneously, for during a portion of the
training period previously-trained inquirers had to be supplied. To
overcome this difficulty a revision was made in the model which elimina-
ted the need for additional personnel from outside the current class
membership. The present study was designed to evaluate this revised IPR
model in relation to the model which has previously been proven to be
effective.

Two sections of the nine week university course, Influencing Human
Interaction which incorporates the IPR model, were taught following the
"traditional" (outside inquirers) format. Two other sections were
taught using the revised experimental format. A number of instruments
'were used to compare the effects of the different formats on students
who took the course. These included a measure of self-actualization:
the Personal Orientation Inventory (POI); two measures of interviewing
skill: the Discrimination Index (DI) and the Counselor Verbal Response
Scale (CVRS); each of these was administered at the beginning of the
term and again at the end. A.measure of the skill in the use of the
supervision technique taught in the course, the Inquirer Rating Scale,
was administered immediately after the skill was learned and again at
the end of the term. In addition, student ratings of class meetings and
laboratory sessions were analyzed.

The population of interest was all university students who enroll
for the course. Typically it is taken by both graduate and under-

graduate students, and for both professional and personal reasons. The

William Paul Bedell

sample tested from.this population was composed of the 71 students who
enrolled in the course during the winter term, 1975, at Michigan State
University.

Individual students were used as the unit of analysis. Since the
purpose of this study was to determine whether the two treatments were
equally effective, alpha level was put at .10 in order to minimize the
chances of concluding there were no differences between the groups when
in fact there were differences.

A series of eight research hypotheses were tested to evaluate
differences between the two treatment groups on the various dependent
variable measures. On five of these no differences between the groups
were detected. The subscale scores of the CVRS and the scores of the
IRS were subjected to a multivariate analysis of covariance with pre
treatment scores on the CVRS used as covariates. No significant
differences between the groups were found.

Scores on the composite CVRS and the DI were separately analyzed
using ANCOVA procedures. In neither analysis were significant differ-
ences between the groups detected.

Post and delayed post scores on the IRS were analyzed utilizing a
repeated measures analysis. No group differences, trial differences or
interaction effects between groups and trials were detected. Nor were
differences found between groups on student evaluations of class activi-
ties using ANOVA procedures.

For three of the research hypotheses significant differences were
found between the groups. The scores on the P01 were analyzed using

§

ANCOVA procedures with pre treatment scores on this instrument used as

William Paul Bedell

a covariate. The traditional group scored significantly higher on this
measure than the experimental group. The traditional group also reported
significantly higher satisfaction with the laboratory experiences on both
the Interview and Recall Laboratory Indices. These were analyzed separa—
tely utilizing ANOVA procedures.

From these results it can be concluded that the two models are
equally effective in teaching the interpersonal and inquiring skills
which are the content of the course. However, the laboratory sessions of
the traditional model were reported to be more satisfactory experiences
by participants. In addition, trainees of that model may have exper-
ienced somewhat greater personal growth. In comparing the efficiency of
the two models, with a class membership of 20 students, the experimental
model required approximately one-half of the training-personnel time as
the traditional model.

Therefore it appears that the traditional model remains the best
method for maximizing student satisfaction and personal growth. Given
appropriate resources the traditional model would seem to be the one of
choice. However, if such resources are not easily available the more
efficient model may be used with the assurance that students so trained
‘will be the equal in skills and effectiveness to those trained in the

traditional way.

 

Archer, James. "Undergraduates as paraprofessional leaders of inter-
personal communication training groups using an integrated IPR
(Interpersonal Process Recall) video tape Feedback/Affect Simula~
tion Training Model." Unpublished Ph.D. dissertation, Michigan
State University, 1971. ‘

Dendy, R. F. "A model for the training of undergraduate residence hall
assistants as paraprofessional counselors using videotape play-
back techniques and interpersonal process recall." Unpublished
Ph.D. dissertation, Michigan State University, 1971.

A COMPARISON OF TWO APPROACHES TO PEER SUPERVISION
IN THE TRAINING OF COMMUNICATION SKILLS

USING A VIDEOTAPE RECALL MODEL

By

William Paul Bedell

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements

for the degree of

DOCTOR OF PHILOSOPHY

Counseling, Personnel Services
and Educational Psychology

1976

ACKNOWLEDGMENTS

I wish to express my appreciation to my advisor, Dr. Norman
Kagan, and to my committee members, Dr. J. Bruce Burke, Dr. William
Hinds, and Dr. John Schneider for their support during the prepa-
ration of this study.

I also wish to thank Robert Tomory, Margaret Geggie, and
Yonkel Goldstein for their indispensable assistance.

I wish to express special appreciation to my wife, Joan,

who was beside me throughout this work.

ii

TABLE OF CONTENTS

LIST OF TABLES . . . . . . . . . . . . . .
CHAPTER I. INTRODUCTION . . . . . . . . .
Background . . . . . . . . . . . . . .

The Interpersonal Process Recall Model
Research Problem.. . . . . . . . . . .
Background . . . . . . . . . . .

Basic Questions and Rationale . .

Overview . . . . . . . . . . . . . . .
CHAPTER II. RESEARCH . . . . . . . . . . .
Use of VTR in Psychotherapy . . . . .

IPR Methods in Psychotherapy . .

» Summary . . . . . . . . . . . . .
Counselor Education . . . . . . . . .

Development of the IPR Model . .

Research on IPR Model for Counselor

Human Relations Training . . .'.
Microcounseling . . . . . . . . .
Other uses of VTR in Supervision

sumary I O O O O O O O O O O O 0

Education

Training of Paraprofessionals and Other Groups

Related Research . . . . . . . .

iii

0

12

14

14

14

16

18

19

21

22

22

Peer Supervision . . . . . . . . . .
Summary . . . . . . . . . . . .
Conclusions . . . . . . . . . . . .
CHAPTER III. METHODOLOGY . . . . . . . .
Treatment . . . . . . . . . . . . .
Traditional Format . . . . . .
Experimental Format . . . . . .
Population and Sample . . . . . . .
Design . . . . . . . . . . . . . . .
Instrumentation . . . . . . . . . .
Counselor Verbal Response Scale
Personal Orientation Inventory
Discrimination Index . . . . .
Inquirer Rating Scale . . . . .
Class Index . . . . . . . . . .
Laboratory Indices I and II . .

Test Administration . . . . . . . .

Tape Rating 0 o o o o o o o o o c o '

Statistical Procedures . . . . . . .
CHAPTER IV. RESULTS . . . . . . . . . .
Summary . . . . . . . . . . . . . .
CHAPTER V. DISCUSSION AND CONCLUSIONS .

3‘1er O O O O O O O O O O O O O 0

iv

23

24

24

26

26

27

3O

34

34

35

35

36

38

4O

4O

41

41

43

43

46

59

62

62

Discussion .

- Effectiveness . . . .

Efficiency
Limitations of the Study
Implications for Training

Implications for Research

Further Statistical Analyses .

APPENDIX A.

APPENDIX B.

BIBLIOGRAPHY

MATERIAL RELATED TO MEASURING INSTRUMENTS
MATERIAL RELATED TO ED. 484 INFLUENCING

HUMAN INTERACTION

66

66

67

7O

71

73

74

76

93

99

I.

II.

III.

IV.

VI.

VII.

VIII.

IX.

XI.

XII.

XIII.

XIV.

XV.

XVI.

LIST OF TABLES

COMPARISON OF TRAINING MODELS: SEQUENCE OF TRAINING .
NUMBER OF STUDENTS IN TREATMENT GROUPS . . . . . . . .
SCHEDULE OF TEST ADMINISTRATION . . . . . . . . . . .
SUMMARY OF NUMBER OF RESPONDENTS FOR EACH INSTRUMENT .

AMOUNT OF VARIANCE ACCOUNTED FOR BY COVARIATES ON CVRS
SUBSCALE SCORES AND POST AND DELAYED POST IRS SCORES

MEANS AND STANDARD DEVIATIONS FOR CVRS SUBSCALE SCORES
AND IRS SCORES C O O C O O O O O O O O O O O O O O O

MEANS AND STANDARD DEVIATIONS FOR PRE- AND POST-
COMPOSITE CVRS SCORES . . . . . . . . . . . . . . .

ANALYSIS OF VARIANCE SUMMARY FOR THE COMPOSITE
CVRS SCORES O O O O O O O O O O O O O O O C C 0 O C

MEANS AND STANDARD DEVIATIONS ON THE COMBINED Tc AND I
SCALES OF THE PERSONAL ORIENTATION INVENTORY . . . .

ANALYSIS OF COVARIANCE SUMMARY FOR THE COMBINED Tc
AND I SCORES OF THE PERSONAL ORIENTATION INVENTORY .

MEANS AND STANDARD DEVIATIONS FOR PRE- AND POST-TEST
SCORES ON THE DISCRIMINATION INDEX . . . . . . . . .

ANALYSIS OF COVARIANCE SUMMARY FOR THE DISCRIMINATION
INDEX 0 O O O O O O O O O O O O I O I O O O O O O O C

MEANS AND STANDARD DEVIATIONS FOR THE CLASS EVALUATION
INDEX 0 O O O O O O O C O O O C O O O O O O O O O 0

ANALYSIS OF VARIANCE SUMMARY OF THE CLASS EVALUATION
INDEX 0 C O O O O O O O O O O O O O O O O O O O O O

MEANS AND STANDARD DEVIATIONS FOR THE LAB INDEX I
(InterVie‘V') O O O O O O O O O O O O O O O O O O 0 0

ANALYSIS OF VARIANCE SUMMARY FOR THE LAB INDEX I
(Interx'i-GW) O O O O O O O O O O O O O O O O O O O 0

vi

31
35
42

44

47

48

50

SO

52

52

54

54

55

55

57

57

XVII.

XVIII.

XIX.

XXII.

MEANS AND STANDARD DEVIATIONS FOR THE LAB INDEX II

(Recall) O O O O O O O O O O O O O O O 0

ANALYSIS OF VARIANCE SUMMARY FOR THE LAB INDEX II

(Recall) O O O O O O O O O O O O O O O I

MEANS AND STANDARD DEVIATIONS FOR THE INQUIRER

RAT ING S C ALE O O O O O O O O O O O O O 0

ANALYSIS OF VARIANCE SUMMARY FOR THE INQUIRER

RATING SCALE 0 O O O O O O O O O O O O O

COMPARISON OF TRAINING-PERSONNEL TIME FOR ZO-STUDENT

CLASS 0 O O O O O O O O O O O O O O O O O

COMPARISON OF PRE AND POST DIFFERENCES ON THE CVRS,

POI, DI, AND IRS USING INDEPENDENT T TESTS

vii

58

58

6O

6O

69

75

CHAPTER I

INTRODUCTION

The Problem

 

General Background

 

An important attribute of positive mental health in an indivi-
dual is his or her capacity to communicate with honesty and depth with
other human beings (Rogers, 1961). This capacity both establishes and
mirrors the interpersonal distance or closeness a person has with others
and it is a primary factor in determining the quality and type of
relationships one develops. Thus persons who are able to listen and
respond to others in helpful rather than destructive ways both enhance
their own experience and contribute positively to the emotional and
mental climate of their immediate surroundings and of society as a whole.

This suggests a rationale for efforts to augment traditional
approaches to improving mental health in society by developing and pro-
viding reliable and efficient training methods in effective interper-
sonal interactions to as many people as possible who wish to improve
their skill in this area.

One of the main sources of this relatively new idea in the field
of mental health has been models which have been developed for the
training of para-professional personnel. Such programs aim to broaden
the base of mental health services by training sub professionals to

effectively work in crisis intervention centers, mental health centers,

hospitals, university residence halls and other settings. This move-
ment in turn grew out of the realization that the mental health needs
of society could not be met only with intensive investment in the
training of psychologists, social workers, counselors, and other pro-
fessional workers (Holler and Delong, 1973). Additional and less

costly, yet reliable training procedures were needed.
The Interpersonal Process Recall Model

One such training program, incorporating a technique called
Interpersonal Process Recall (IPR), has been in the process of develop-
ment since 1962 at Michigan State University by Dr. Norman Kagan. It
was originally utilized primarily for counselor education, but in line
with the philosophy of reaching as many people as possible with mental
health training much of the material was put on film and subsequently a
variety of populations were given the training. Kagan (1975) reports
that the methods have been used to educate "physicians, medical stu-
dents, counselors, psychologists, social workers, teachers, prison
employees, undergraduate resident hall advisors, children, paraprofes~
sional mental health workers, hospital supervisory personnel, parents,
community leaders, veterinarians, couples, police and psychiatric resi-
dents and nurses." (p. xii)

The program has two fundamental purposes: to help participants
increase their skills in the facilitation of interpersonal communica-
tion; and to help the participants increase their awareness of their
own interpersonal style. To this end three general skills are empha-

sized: the ability to understand clearly what another is saying; the

ability to recognize and label the impact other persons have on oneself;
and the ability to communicate those understandings and responses
appropriately (Kagan, 1975).

Basic to the IPR process is a focused reviewing of a videotaped
interpersonal interaction in.which communication styles and covert pro-
cesses may be explored. Any interaction between two or more persons is
a complex and many layered experience. In addition to verbal and non-
verbal expressions, each participant experiences a continuous flow of
emotions, thoughts, impressions and bodily sensations. The amount and
continuously changing content of this interior experience make it im-
possible to express more than a fraction of the experience at the time
it is happening. In addition, much of this covert process may be out
of the focus of awareness or there may be risks involved in expressing
it openly. Reviewing a videotape in a non-threatening atmosphere pro-
vides an opportunity to discover and sort out these perceptions and
experiences.

This way of reviewing video taped interactions, referred to as a
recall, may be utilized for several ends by people who choose to parti-
cipate in it. Interviewing or listening skills may be developed either
for professional or personal reasons. A.person may develop insight in-
to his or her interpersonal style and see how he or she affects others
and is affected by others. A participant may also gain in self under-
standing and awareness as he or she examines his or her own covert pro-
cess, and may experiment with new modes of interpersonal behavior. In
addition a person may learn about others' reactions and inner processes

through listening to their recollections of the taped interaction.

In the IPR process this review may be done with all the partici-
pants in the original interaction or with only one of them. A key part-
ner in the recall is the person, called an inquirer, who conducts and
supervises the process. The inquirer, who typically was not involved in
the original interaction, is trained to ask appropriate, probing ques-
tions which do not imply judgement of the persons on the recording nor
of the content of the interaction. The emphasis in the recall is upon
self-discovery and on what happened during the interaction rather than
on what "should" have happened. The type of supervisory role played by
the inquirer is considered central to the quality of the experience of
the other participants (Kagan, 1975).

In the development of the IPR model additional components in-
cluding affect stimulation (Kagan and Schauble, 1969) and training in
discriminating and using appropriate interviewer response modes (Kagan
and Krathwohl, 1967) were coupled with the video tape experience and it

became an approximately 40-hour training unit.

Research Problem

 

Background

 

The body of research which has been done with this training model
will be reported in the following chapter. Two studies which directly
underpinned the present study will be summarized here. Dendy (1971)
determined that the interviewing and listening skills of undergraduates
can be significantly improved through training which incorporates IPR
methods. After a 50-hour training program sophomores demonstrated sig-

nificant improvement in interviewing skills, significant growth on an

affective sensitivity scale and no loss of skills during a three month
no-training period. Independent judges listened to tapes of interviews
and rated the sophomores' skills and the skills of Ph.D. level super-
vision counselors employed at a University Counseling Center. This was
done before and after the training program. Though large differences
were found prior to the training, after training the judges found no
significant differences between the groups on scales of empathy and
other basic therapeutic communication skills.

In a companion study, Archer (1971) showed that undergraduates
who had been trained with IPR techniques could in turn train other
undergraduates. Peer-instructed IPR students scored higher than stu-
dents who had an encounter group experience of similar duration and a
non-treatment group on.measures of self-actualization and affective
sensitivity. Moreover, after being given a list of all participants in
the study, other hall residents chose the IPR trained students signi-
ficantly more often as the ones they would be willing to talk to about
a personal problem. Archer also reported that residents described the
ball as a better place to live than it had been prior to the training.

Archer's study provided the justification for developing a sys-
tem for teaching a larger number of students using the IPR model. Grad-
uates of the training program could help train new groups of students.
This made it possible, using a pyramid approach, to offer the training
model as a university course open to all interested undergraduate and
graduate students at Michigan State University. The course, Influencing
Human Interaction, was designed around a two stage process. Interested

members of previous classes, with additional concurrent training, acted

as inquirers for current class members through the first half of the
course. Members of the current class were then trained in inquiring

skills and from that time on provided the service for each other.

Basic Questions and Rationale

 

Though the model described above proved to be effective, it is
also inefficient, particularly so when a large number of persons are to
be trained at one time. Previously trained inquirers must be recruited--
enough to assure that in the first part of the training period each
laboratory session has the services of a trained inquirer. The number
of hours of inquiring service required each week during this period is
approximately equal to the number of trainees. For a class of twenty,
for example, twenty hours of inquiring service a week are needed. (If
there has been no previous IPR training in a setting the difficulty of
this recruitment task is compounded for very few previously trained per-
sons may be available.)

During their period of service the inquirers must be supervised
so they know what to do during a given laboratory session. In addition
their schedules must be coordinated with the schedules of the trainees--
a task which increases in complexity as the number of trainees increases.

To counteract these difficulties an innovation was made in the
model which eliminated the need for additional personnel from outside
the current group membership. By changing the order of presentation of
skills taught in the course, participants were provided the appropriate
training to serve as inquirers for each other during the early stages of
fraining as well as at the end.

Two sections of the course were taught using this experimental

format in the spring, 1973, and one section during the fall, 1974. No
formal evaluation of those sections was made but in the opinion of the
instructors the revised format, in addition to being more economical to
teach, was "at least as good" as the traditional one in fulfilling the
objectives of the course.

This opinion was based on student self-reports and on observation
of student skills. It was also noted that the revised sequence of
learning could be presented in as logical a development as in the tra-
ditional format. Moreover, the revised model had certain other advan-
tages over the old. Students had increased opportunities to practice
the inquirer role, and many of the scheduling difficulties inherent in
the traditional model were eliminated.

Several uncertainties were also noted. Did students taught
under the innovative format learn the skills as well? were students
adequately prepared to do the inquiring task for their colleagues early
in the term? Did as much personal exploration and growth, which had
been reported from other research, take place? In short, was the re-
vised format as effective in teaching the course as the traditional one?
If it was not, what was sacrificed for the sake of economy and simpli-
city? The present study was designed to answer these questions.

In a broader context this study is an examination of two types
of peer supervision in interpersonal communication skill training. One
model utilizes previously trained peer supervisors who are selected from
among volunteers and who receive additional supervision and training
themselves while performing that service for others. The other model

uses all concurrently trained peer supervisors from the same training

group; in other words, trainees acr as supervisors for each other

throughout the course of the training.

Overview

The following chapter will review the research literature
related to the IPR model. Chapter III will outline the procedures
and methodology used in the current study. Chapter IV will present
the results of the research procedures. The final chapter contains
an analysis and discussion of the findings, and conclusions which

may be derived from the study.

CHAPTER II
RESEARCH

Kagan's Interpersonal Process Recall (IPR) model has been in
development by him since 1962. The initial observations about stimu-
lated recall using video tape as described by Kagan (1973) were seren-
dipitous. Lecturers who had the opportunity to review their video taped
presentations with the aid of an interested but respectful questioner
found the experience useful and full of opportunities for self-
discoveries. This was the prototype of the recall process which became
the core of the IPR training program. Additional components were
developed around this core experience and it subsequently has been
utilized for several different purposes and with a variety of
populations.

Research on the model may be divided into several categories:
its use in psychotherapy; its effectiveness as a method of counselor
education; and its use in the training of communication skills to para-
professional and student populations. This chapter will summarize the
research which has been done with the IPR model in each of these areas

and research which has paralleled the work with IPR.

Use of VTR in Psychotherapy

 

Media has been used extensively and with reported effectiveness
in the psychotherapeutic process (Berger, 1970).
One of the earliest reported uses of media was by Cornelison and

9

lO

Arsenian (1960) who observed that psychotic inpatients seemed less
pathological after viewing themselves represented in photographs. Their
basic procedure consisted of showing a self-photograph to the patient
and discussing it with him or her. Questions were asked which focused
on the patient's self-perception.

Using video tape a number of workers have reported success with
inpatient populations. Geertsma and Reivich (1965) reported that posi-
tive changes in self-concept and increased affective reactions in
psychiatric inpatients resulted from the viewing of a playback of a
standardized interview made the day before. No comments were solicited
or made by the interviewer about the playback experience itself, though
cognitive and affective meaSures proceeded and followed the playback
session.

Parades (1969) observed that women inpatients seemed to become
more self-accepting, self-disclosing and to enter into closer relation~
ships with interviewers as a result of self-observation of video-tape
- recordings of themselves being interviewed.' These self-observations
sessions were made in the presence of the interviewing psychiatrist but
be neither questioned nor made comments of his own about the interview
material. The observed changes were not corroborated by psychological
test data which showed no significant differences between this and
other groups who did not have the playback experience.

Boyd and Sisney (1967) found that inpatients showed significant
positive changes on Leary's interpersonal Check List when compared with
a control group following one experience of viewing themselves in a

video tape interview and discussing their reactions to it with the

11

interviewer.

Moore, Chernell and West (1965) interviewed all incoming patients
to a private psychiatric inpatient service upon admittance and weekly
thereafter untildischarge. Half of these patients were shown a video-
tape recording of their interviews immediately following the interview.
This was done in the presence of the psychiatrist interviewer, who noted
the patients' comments but made none of his own about the interview.

In comparison to the control group, members of which were interviewed
but not shown the playback, these patients showed greater clinical
improvement as gauged by independent observers.

Alger and Hogan (1967) utilized VTR in therapy with couples on
an outpatient basis. In their procedure, with one of two therapists
present, the first ten minutes of an interview with a couple was video-
taped. This segment was then replayed. Either member of the couple
. or the therapist could stop the playback to comment on the interaction.
The authors observe that increases in the accuracy of self-perception
and improvement in self-image seem to result from this procedure.

Alkire (1974) on the other hand reports a high casualty rate in
a group of disturbed marital couples who used VTR as an adjunct to
therapy. In the procedures used by him three couples worked together.
Two of the couples in turn would devise role-playing situations which
depicted critical issues for the third couple. This couple would
enact the situation before a TV camera. During the playback the four
non-role playing members of the group discussed the interaction while
the couple in the taped interaction remained silent. The entire

experience was then discussed as a group with the therapist who took

12

a minimally active part. As a result of the high number of divorces
and suicides which developed out of this experience, Alkire stresses
the dangers of such impact laden procedures and the potential dangers
of using VTR in therapy. It should be noted, however, that Alkire's
procedures maximize confrontation and minimize self discovery. This
is not true of the procedures described above nor of the IPR use of

video-tape playback in therapy.

IPR Methods In Psychotherapy

 

Several reported studies have illustrated how IPR methods may be
utilized in the counseling process and have demonstrated how recall
sessions may accelerate client growth. These methods differ from those
reported above primarily in that a disinterested third party--the in-
quirer—-reviews the video-tape with either the client or the client and
the therapist in a setting which allows but does not force self-
confrontation.

Kagan and Krathwohl (1963) reported that a client video recall
intervention after five menths in the therapy of a depressed woman led
to a greater insight on her part and to the surfacing of repressed
affect.

Woody (1965) used a combination of hypnosis and video recall in
a case which was evaluated by eight clinicians. His findings were that
such a combination may increase client involvement in the therapy
process.

Resnikoff (1970) used client recall during the twelfth session
with a depressed client. As rated by two groups of judges, during the

sessions following the intervention the client showed more insight, a

13

lower level of defensiveness, a greater ability to express feelings and
a richer relationship with the therapist.

Schauble, ££“31., (1970) used IPR methods with six female clients
and compared them to a control group of six clients who received tradi-
tional counseling. At the end of six sessions there were significant
differences between the two groups on dimensions of client growth in-
cluding owning of feelings, commitment to change, differentiation of
stimuli, depth of self-exploration, and other measures in favor of the
IPR group. Schauble concluded that IPR techniques could accelerate
client growth in the early phases of the counseling process.

However, when this study was replicated by Van Noord (1973) he
found no significant differences between two groups of undergraduate
student clients after six weeks of therapy: individuals in one group
received therapy following an IPR model, individuals in the other
received traditional dydactic therapy. Measures used were of client
growth, client self exploration, client satisfaction with therapy,
client self concept discrepancy and peer reports. Van Noord concludes
that though the video-tape recall sessions were described by clients
as beneficial and conducive to self-exploration and to the exploration
of the relationship between client and therapist, the IPR therapy model
did not result in greater client growth than traditional therapy on the
measures used.

Hartson (1971) compared two therapy groups, one of which utilized
the IPR method. The IPR group scored higher on measures of self dis-
closure, group readiness and communication skills. Harston concluded

that IPR methods can enhance group communication skills.

14

Summary

Videotape playback has had widespread use with inpatients and
outpatients; with individuals, groups and couples. Most reports indi-
cate positive benefits as a result of the use of media with greater
self—awareness, more positive self images, more realistic self-
assessment, and greater expression of affect among the reported out—
comes. Alkire's (1975) procedures illustrate the potential VTR has for
destructive outcomes in therapy if it is used in a highly confrontive
manner.

IPR techniques, which are unique in their use of a third disin—
terested party in a supervisory capacity, have been observed to be

effective in both individual and group therapy.

Counselor Education

 

Development of the IPR Model

 

Two additional components, counselor response modes and affect
simulation,.were coupled with video recall to create a model which could
be used for the education of counselor.

The initial impulse for identifying effective counselor response
modes came from the need to obtain adequate criterion measures for dif-
ferentiating between more and less effective counseling for research
purposes. Through a process of analysing counseling interview tapes and
reviewing the literature, a scale, called the Counselor Verbal Response
Scale (CVRS) was devised which differentiated less experienced counse-
lors from more experienced ones (Kagan and Krathwohl, 1967). The

quality of counselor responses was measured by this scale on affective,

15

understanding, specific, exploratory and effective dimensions. These
dimensions were subsequently revised and incorporated into the training
model itself and formed the first unit of instruction.

A second component, Affect Simulation, was also incorporated
into the model (Kagan and Krathwohl, 1967; Kagan and Schauble, 1969;
Archer, £5“31., 1972). Through a study of IPR protocols it was ob-
served that much of the information given by the client concerned the
interaction between the counselor and the client. Fears which were
described by clients and seemed to get in the way of interpersonal
closeness were condensed into four categories: fear of rejection by
the counselor, fear of affection from.the counselor; fear of the client's
own hostility toward the counselor, and fear of the client's own affec-
tion for the counselor (Kagan and Schauble, 1969). Filmed vignettes
were made which presented observers with one or another of these situa-
tions with varying degrees of intensity. They were used with trainees
for the purpose of helping them become more aware of their own emotional
responses, and to help them confront their fears of closeness and
rejection. Most models of IPR instruction which have been researched
since the development of this component have included it as part of the
training. Danish and Brodski (1970) used some of the filmed vignettes
in the training of policemen and considered them to be effective.
Grossman (1971) demonstrated that significant differences in physio-
logical activities existed between subjects exposed to filmed rejection

sequences and those viewing neutral stimulus films.

16

With the addition of these units, plus an explication of person-

ality theory, this model for training beginning counselors was complete.

It incorporated four developmental tasks which Kagan and Krathwohl (1967)

found to be important in the learning of the process of effective inter-

personal communication.

1.

Through explication and practice of the response modes,
trainees were encouraged to become increasingly aware of

the elements of good counseling.

To help them become sensitive to and understand a greater
amount of client communication, trainees listened to client
recalls and in additiOn learned the inquirer role so that
they could be privy to the responses of others' clients.
Through affect simulation experiences and through the oppor-
tunities to examine their own responses, emotions and motives
through the recall procedure, trainees were helped to become
aware of and sensitive to their own feelings during the
counseling session.

Recalls in which both client and counselor discuss together

“a previous interaction were incorporated into the model to

enCourage the trainee to become senSitive to the bilateral

nature of the counseling relationship.

Research on IPR Model for Counselor Education

Early studies with the model demonstrated that supervision which

consisted simply of sharing client recalls with counseling students was

no more effective than traditional supervision methods (Ward, 33 31.,

1972).

17

Goldberg (1967) compared traditional supervision techniques with
supervision which incorporated both client and counselor recall tech-
niques. Thirty-six master level counselor students were divided into
two groups; the individuals in one group received traditional super—
vision following a counseling contact in which the focus was on helping
the counselor understand himself or herself and the therapeutic rela-
tionship.. Individuals in the second group had either a counselor recall
or observed a client recall following the counseling session. On
measures of counseling skill and the quality of counseling relationship
as perceived by the client, the IPR group showed significantly greater
improvement.

Spivack (1972) compared the effectiveneSs of two prepracticum
methods one of which incorporated IPR techniques the other consisted of
an overview of counseling theories and practices, group discussion, and
critiques of pre-recorded audio and video tapes. The IPR group was
found to score significantly higher on measures of interviewing skill
after the end of five weeks. The results were replicated in the second
five weeks of the course when the treatments were reversed.'

Grzegorek (1971) compared two models of counselor education both
of which incorporated IPR techniques in the training of 44 prison coun-
selors. The treatment group which focused on the counselor's personal
growth and his or her feelings about the client and counseling inter-
action showed significantly more improvement on measures of interviewing
skill than the groups which considered primarily client dynamics and
counselor techniques. Grzegorek concludes that IPR methodology is effec-
tive in the training of prison counselors, particularly when affect and,

self-awareness of the trainees is emphasized.

l8

Rowe (1971) taught 21 master-level counseling students with a
fifty-hour IPR training program. She found that there were no meaning-
ful differences between the post measures of this group on affect sensi-
tivity, empathy, and some interviewing skills and measures on these
dimensions of professional counselors.

Kingdon (1974) examined the effectiveness of IPR supervision
techniques incorporating client, counselor and mutual recalls. Though
she found no differences on counselor empathy level, client satisfaction,
supervisor ratings, or clients self-reported inhibition between IPR
supervised groups and traditionally supervised groups, she did find that
the level of client self-disclosure in the IPR group was significantly
higher than the traditional group by the third session. Kingdon inter-
preted this as a positive outcome, particularly in short term
counseling.

Other methods have been devised to train psychological personnel
in basic counseling skills which have approximately the same goals as
the IPR method. Two of these are the Human Relations training model
devised by Carkhuff (1969) and his associates and Microcounseling as

developed by Ivey (1973).

Human Relations Training

 

Carkhuff and his associates have created a model for human rela-
tions training of psychological personnel which consists of learning to
discriminate and reproduce several core counseling conditions.

Truax and Carkhuff (1965) used a five-step training process:

1. Trainees were didactically taught therapeutic dimensions

of helper empathic understanding, respect, genuineness and

helpee self-exploration.

19

2. Subjects learned to discriminate levels of each of these

dimensions by practicing rating audio-taped responses.

3. Subjects received empathy training by writing responses

to audio taped segments.

4. Subjects role played and evaluated their own facilitative-

ness on the scales.

5. Subjects interviewed a helpee and received feedback on their

performance on the scale.

Using this model graduate students and lay helpers were trained
to function at facilitative levels on the Carkhuff dimensions commensu-
rate to professionals in less than 100 hours of training (Carkhuff and
Truax, 1965). Carkhuff, Kratchvil and Friel (1968) reported successful

use of the model with clinical psychologists and psychiatric residents.

Microcounseling

 

Ivey (1973) has developed a training model for counselors and
others which uses video recording and playback of interviews to mediate
instruction. Microcounseling is based on the assumption that complex
interviewing behavior can best be learned by teaching it in discrete
behavioral units which can be independently practiced. To this end a
heirarchy of well defined counselor skills such as attending behavior,
minimal activity, open ended questioning, reflection of feelings, para-
phrasing and summarization are explained and demonstrated in turn.

The trainee attempts to utilize a particular skill in short interviews
with a client which are video recorded. The trainee uses the tape for
direct feedback on his or her performance of the skill and in addition

he or she is provided with objective ratings by a supervisor.

2O

Ivey, Normington, Miller, Morrill, and Hasse (1968) utilized the
microcounseling technique to teach three different groups of beginning
counselors one of three interviewing skills: attending behavior,
reflection of feeling, or summarization of feeling. They found that the
skills as defined were learned using this technique and that clients'
reported reactions to the trainees were significantly more positive
following post-training interviews than pre-training ones.

Using similar criteria Moreland, Phillips, Ivey, and Lockhard
(1970) demonstrated the effectiveness of microcounseling in teaching
interview skills to first year psychology graduate students.

Haase and Dimattia (1970) demonstrated that attending behavior,
reflection of feeling, and expression of feeling can be taught to pre-
viously untrained counseling support personnel by utilizing the micro-
counseling paradigm and that these skills maintained themselves over a
year's time.

Other research with the model has demonstrated its effectiveness
with teachers (Allen and Ryan, 1969), psychotic patients (Higgens, Ivey
and Uhlemann, 1970), psychiatric residents (Moreland, Ivey and Phillips,

1973), and counselors (Toukmanian and Rennie, 1974).

Other uses of VTR in Supervision

Gruenberg, Liston and Wayne (1969) describe their use of VTR in
long-term supervision of psychiatric residents doing outpatient psycho-
therapy. In their use, the supervisor and resident reviewed portions
of the tape and discussed content and meaning of the transactions; in
addition suggestions for appropriate interventions were given. The

resident also utilized the tape for self study.

21

Hirsch and Freed (1970) also describe utilizing VTR techniques in
the supervision of psychiatric residents in order to sensitize the resi-
dent to his or her own patterns of behavior and its impact on patients.
In addition to the supervisor and resident reviewing the tape together,
residents would critique each other.

IPR supervision techniques differ from these methods in that the
review of the tape, while focused, does not entail critical analysis of

the transactions by the supervisor.

Summary

One of the primary uses to which the IPR model has been put is in
the education of counselors. The core experience of the recall process
coupled with the additional components of counselor response modes and
affect simulation has provided a comprehensive method of training
beginning counselors. Research has shown the method to be more effec-
tive than traditional supervision and other traditional pre-practicum
experiences.

Two other counselor training methodologies with similar goals
are Carkhuff's Human Relations Training and Ivey's Microcounseling.
Microcounseling also uses videotape playback of counselor interviews
as the primary mode of training. Both of these methods have proven to
be effective counselor education techniques.

In one of the few comparative studies which has been made of
the methods Toukmanian and Rennie (1974) compared Microcounseling and
Human Relations Training in the training of groups of psychology
students. They found that while both were effective training methods,

Microcounseling trainees scored somewhat higher on measures of

22

expressed empathy at the conclusion of training.

Training of Paraprofessionals and Other Groups

 

Two of the major studies using IPR methods in the training of
paraprofessional groups were reported in chapter one (Dendy, 1971;
Archer, 1971). Their studies demonstrated the effectiveness of IPR in
teaching counseling skills to undergraduate residence hall assistants
and justified the use of previously trained peer group members as
inquirers.

In a study which attempted to use the pyramid approach to
training a large number of people as formulated by Archer (1971),

280 residents of a single university residence hall were trained with
the IPR model (Kagan, Burke, and Bedell, 1974). Though no unequivocal
evidence was found which would demonstrate that the training had a
positive effect on the residence unit as a whole, the study did illu-
strate the feasibility of training a large number of people with
limited resources. Since the training was offered as a university
course it also demonstrated that 18% Of a residence hall population
'would willingly participate in such training even though it was not a
requirement and for the most part was not directly related to their

career goals.

Related Research

 

Human Relations Training has been reported to be successful
with a variety of paraprofessional groups and non-psychological pro-
fessional groups. Berenson, Carkhuff and Myrus (1966) reported Sig-

nificant differences in the use of the facilitative dimensions by

23

undergraduates and residence hall assistants after 16 hours of training.
Success has also been reported for the model in the training of insti-
tutional attendants (Truax and Carkhuff, 1965); teachers (Carkhuff and
Griffin, 1971); and housewives, nurses and parents (Carkhuff, 1969).

In these studies the effectiveness of the system was evaluated
by assessing pre and post training gain on measures of the so-called
therapeutic dimensions of empathic understanding, communication of
respect, concreteness, genuineness, self disclosure and immediacy
(Carkhuff, 1969 vol. 2) in comparison with control group performances.

Other measures included self reports and significant other reports.

Peer Supervision

 

Research in which peer supervision has been examined has been
scanty. Peer group leadership was examined in a study by Wolff (1969)
who first evaluated the effectiveness of group experiences in improving
the interpersonal functioning of college freshmen and then evaluated
the differences in effectiveness of group discussion led by under-
graduate residence advisors (with consultation) and by psychology
graduate students. The freshmen did improve their interpersonal
relations, especially as measured by a sociometric device. Though
members of the groups led by graduate students showed slightly more
improvement than those led by the residence advisors, Wolff concludes
that indigenous paraprofessionals can promote interpersonal growth
on campus.
~ Brugger, Ceasar, Frank and Marty (1962) describe weekly sessions

of four student therapists which seemed to facilitate spontaneity and

24

discussion of group process.
Archer (1971) utilized peers as inquirers and group leaders in
his study of the training of resident hall assistants and found the

training to be effective.

Summary

IPR techniques have been utilized with success in the training
of paraprofessionals and undergraduates. That such training may be
attractive to non-professional persons is indicated by one study (Kagan,
Burke, and Bedell, 1974) in which 18% of a large university residence
hall population enrolled in a course incorporating IPR methods when
given the opportunity.

Carkhuff's Human Relations Training has also been used success-
fully with a variety of paraprofessional populations. Little research
has been done in the area of peer supervision. What there is indicates
a potential for positive outcomes resulting from the use of peer super-

visors.

Conclusions

 

Research on IPR has been done in several areas: its potential
use as an adjunct to therapy; its effectiveness in the training of
counselors; and its effectiveness in the training of paraprofessionals,
university students, and other populations. It has also been utilized
in doctor-patient relations courses for medical students (Werner and
Schneider, 1974) an effort not reported here.

Using video recall techniques has been reported to be a valuable

adjunct to psychotherapy in certain cases and has enhanced group

25

psychotherapy.

By and large the research on IPR as a training model has focused
on the effectiveness of the model and components of the model in the
teaching of counseling-type skills. In this it has proven to be more
effective than traditional supervision and other pre-practicum
experiences in the training of counselors.

Student residence hall workers, university students and a number
of other populations have been trained with the model and research has
shown that they have effectively learned the skills emphasized in the
training.

Two other training models have approximately the same goals as
the IPR program: Human Relations Training and Microcounseling. Human
Relations training has been utilized with a number of paraprofessional
and non-professional groups as well as in counselor education. Micro-
counseling to date has been used primarily in the field of counselor
education. Little comparative research on the three models has been
done.

Peer supervision, an important key to the streamlining of the IPR
‘model which is a focus of the present study, has had limited research
attention. The studies which have been done report positive results
from using peer supervision modalities.

All three of the training models described require individual
practice and supervision of counseling interviews. Of the three only
the IPR model has incorporated peer supervision into its design. In
lhnnan Relations Training and in Microcounseling peers may help critique
performance (Toukmanian, 1975) but this is done along with an instructor

or other non-peer supervisor.

CHAPTER III

METHODOLOGY

Two sections of the nine week course, Influencing Human Inter-
action, were taught following a traditional format (group T) which
utilized inquirers from.outside the group. Two other sections were
taught using an experimental format (group E) in which group members
performed the inquiring service for each other throughout training.

A number of instruments were used to compare the effects of the two dif-
ferent formats on students who took the course. These included a mea-
sure of self-actualization: The Personal Orientation Inventory (POI);
two measures of interviewing skill; the Discrimination Index (DI) and
the Counselor Verbal Response Scale (CVRS); and a measure of skill in
the use of a specific supervision technique taught in the class; the
Inquirer Rating Scale (IRS). Each of these instruments was administered
pre and post treatment with the exception of the IRS which was admin-
istered once immediately after the training of the skill and again close
to the end of the term. In addition, student ratings of class meetings
and laboratory sessions were analyzed. A comparison of the hours of

training-personnel time was made over the nine week period as well.
Treatment

The course which incorporates the IPR procedures, Ed 484,

Influencing Human Interaction, is divided into five units which are

26

27

taught in a nine week quarter. There is a three hour weekly class
meeting and in all but the first week there is a weekly laboratory
meeting. Each of the five units is composed of specific content
material much of which is on film. These films are of four types:
didactic material with examples; short, acted vignettes of inter-
actions which illustrate response modes; acted scenes of emotionally
charged situations; and films of non-acted interactions between peOple
engaged in relationships with one another. There is an instructor's
manual which provides suggestions for use of the films, further didac-
tic material and exercises to be used with the class. Specific small

group laboratory experiences are associated with each unit.

Traditional Format

 

Following is a unit by unit exposition of the courSe in the

traditionally taught order (see Table 1, page 31):

 

Unit 1: Elements of Communication. Students are introduced to
four specific response modes of effective interviewer communication:
exploratory, affective, listening, and honest labeling. Students see
filmed vignettes which contrast one type of response mode with its
opposite. Then they gain practice by trying to generate possible
responses to a series of filmed simulated clients. In group T this
unit was taught during the first two class sessions.

Unit 11: Affect Stimulus Simulation. This unit was designed to

 

help students become more sensitive to the concerns of other people and

to become less threatened by interpersonal situations which cause stress.

5

Filmed vignettes which present a variety of emotional stimulus are

28

shown. Students are asked to imagine they are alone with the person on
the screen and involved in an interaction with them. They then share
their reactions to the film with fellow students. This unit was used
during the third and fourth class sessions.

Unit 111: Individual Self Study. In this unit a method of using

 

video tape recorders for the purpose of self study is illustrated and
developed. During class sessions films of interviews and video-playback
sessions are shown which demonstrate the method and provide a structure
for discussion of modes of interpersonal communication. In the tradi-
tionally taught groups this was introduced the second week of the course
and was developed concurrently with other units in subsequent weeks.

Laboratory Sessions: The first laboratory session took place

 

during the second week. In the traditionally taught groups two students
conducted an interview which was video-tape recorded. One student acted
as an interviewer and the other as an interviewee for a five to ten
minute interaction. A person who had been previously trained to ask
appropriate questions, an "outside" inquirer, then joined the inter-
viewer for a fifty minute period, called a recall session. During this
time the tape was played back and the interviewer was given the oppor-
tunity to recall, reflect and verbalize the covert processes which had
been experienced during the interview. The following hour another inter-
view and recall session took place with roles of the interviewer and
interviewee reversed. During the recall session the inquirer encouraged
the interviewer to relive the experience in as much depth and detail as
possible. The thoughts, feelings, images, bodily states and other

covert experiences which took place during the interview were explored

29

to the degree that it was appropriate to do so. During the third week
laboratory sessions following the same format were conducted.

Inquirers: The people who served as inquirers for the tradi-
tionally taught groups these two weeks were drawn from students who had
taken the course the previous semester. Thus they were familiar with
the course content and trained in the methods appropriate to the role.
In addition, they had six hours of training at the beginning of the
term and two hours a week training meetings during the period they
performed this task for the class members. The laboratory sessions
'were first scheduled for class members. Then members of the inquiring
group were assigned to those laboratory times. Each laboratory session
over the two week period--of which there were a total of 76-dwas
attended by one of these outside inquirers.

Later Laboratory Sessions: The individual self-study experiences'

 

were broadened in later laboratory sessions. In the third week reviews
of the video-tape were done with the interviewee alone (client recall).
In weeks six and seven, both interviewer and interviewee reviewed the
tape together (mutual recall). An interview of a stranger followed by
an interview with a significant other person from outside the class mem-
bership was followed by a mutual recall. During two class sessions
(week five and week eight), a class discussion was video-taped and a
recall conducted with the entire group. In class sessions prior to the
corresponding laboratory experience, filmed interviews which illustrated
the process were shown and discussed.

Unit IV: Inquirer Trainipg. Students were taught to function

 

in the inquirer role which is characterized by assertive, exploratory,

3O

non-judgmental behavior. During class sessions the theory and tech-
niques of the role were explained and discussed with the aid of filmed
examples. For group T this took place during the fourth and fifth week.
During the laboratory sessions those weeks, students met with an ex-
perienced inquirer consultant, taped interviews with each other, and
then practiced in turn the inquirer role in recall sessions.

Unit V: Theopy_in Interpersonal Communication. Through a filmed
lecture and following discussion a theoretical structure for under-
standing human interaction was presented., This took place during the

class period of the seventh week.

Experimental Format

 

The experimental model for teaching the course differed in two
ways from the traditional. It had the same content, but the material
was presented in a different order: unit four (Inquirer Training) was
presented during the second and third week of the sequence. Other units
were rearranged to accommodate this change. The second difference, made
possible by the shift, was that previously trained inquirer-supervisors
were not used in any of the self-study laboratory sessions. Instead,
after the initial training, class members performed this service for
each other throughout the term. Table 1 compares the sequence of

training of the two treatment groups.

31

 

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32

 

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34

Pppulation and Sample

 

The population of interest was all university students who enroll
for the course, Influencing Human Interaction, which incorporates the
IPR method. Typically the course is taken by students who are interested
in improving their interviewing skills for professional use, or by stu-
dents with a more generalized goal of developing their self-understanding
and interpersonal skills. Both graduate and undergraduate students may
enroll in the course. The sample tested from this population was com-
posed of the 71 students, 36 women and 35 men, who enrolled in the

course during the winter term, 1975, at Michigan State University.

Design

Treatment was the single independent variable tested. The
dependent variables were scores on the P01, the DI, the CVRS, the IRS,
and scores on student ratings of class and laboratory activities.

In order to control for instructor/treatment interaction, each of
two instructors taught one class using the traditional format and one
using the experimental format. Since the major change in the teaching
method was one of sequence and not style or content there seemed
little risk of the instructors confounding the treatments.

Students were self—assigned to a particular class time through
university enrollment procedures. Treatment was assigned randomly to
the classes. Table II summarizes the number of students in each class

and treatment group.

35

TABLE II

NUMBER OF STUDENTS IN TREATMENT GROUPS

 

 

 

Group T Group E
Traditional Experimental Total
Instructor 1 26 18 44
Instructor 2 12 15 27
Total 38 33 71
Instrumentation

 

Counselor Verbal Response Scale

 

With this scale each of twenty "helper" consecutive responses to
a client's communication are rated on four dimensions. In its original
form the four dichotomous scales used were affective/cognitive, under-
standing/non-understanding, specific/non-specific, and exploratory/non-
exploratory. In addition a fifth rating of the entire interview was
given for effectiveness.

The scale was developed as an instrument to differentiate effec-
tive from non-effective counselor responses (Kagan, §£_§1,, 1967). A
validation study by Kagan, §£H31., (1967) determined that differences
significant at the .01 level existed between MA and Ph.D. level counse-
lor trainees for each subscale. It has been used to differentiate be-
tween and within various approaches to training. Rowe (1971) found it
sensitive to the training of counselors through IPR methods. In a
study by Grzegorek (1971) it was sensitive to different methods of
training prison counselors. Goldberg (1967) found it differentiated

between two methods of counselor supervision.

36

After it was developed, the scale was used to help teach coun-
selor trainees to differentiate between effective and non-effective
responses and the concepts were incorporated into the IPR training
model. In the process the concepts were somewhat modified and re-
labehal. For the present study counselor responses were judged for the
presence or absence of exploratory (E), affective (A), listening (L)
and honest labeling (HL) qualities. The effectiveness dimension was
not used. Subscale scores ranging from O'to 20 were derived, with the
sum of the subscale scores used for a global score. In this form not
only was the CVRS used to assess the general level of interviewing
skill, it was also a direct assessment of some of the skills taught
in the course.

Interjudge reliability scores have been reported in a number of
studies. In the initial research on the scales (Kagan, 35.21,, 1967)
interjudge reliability scores ranging from .80 to .96 were achieved.
Goldberg (1967) reported scores ranging from .81 to .96; Spivack (1970)
from .93 to .99; Grzgorek (1971) from .96 to .99; Rowe (1971) from

.73 to .91; and Sharff (1971) reportedan average of .75.

Personal Orientation Inventopy

 

The POI was designed to be a comprehensive measure of the values
and behavior seen as important in the development of the self-actualizing
person. _It is based on theoretical constructs of self-actualization for-
mulated by Maslow, Riesman, May, and Perls (Shostrom, 1974, p. 23). It
consists of 150 two-choice items. The two major variables assessed are
Inner Support (I) which is the tendency of a person to act on his or

her own principles, values and motives in contrast to reacting to

37

external pressures; and Time competence (Tc), the tendency of a
person to live in the present moment rather than dwelling unduly on
past events or worrying about future ones. The instrument also pro-
vides 10 additional subscale scores on various aspects of self-
actualization.

The instrument was normed on 2607 entering male and female
freshmen at liberal arts colleges in the west and midwest. Normative
data has been compiled for groups at other educational levels, various
occupational groups, and for groups of alcoholics, delinquent males
and hospitalized psychiatric patients as well. '

Typical of the validity studies which have been done on the in-
ventory is one reported by Shostrum (1974) which compared 29 "relatively
self-actualizing" individuals with 34 "relatively non-self—actualizing"
ones. Both groups were nominated by practicing clinical psychologists.
The instrument discriminated between the two groups on 10 of 12 sub-
scales at the .01 confidence level. The means of the self-actualized
group were found to be above the normal adult means on 11 of the 12
scales. The other group scored below the norm on all scales.-

McClain (1970) compared POI scores and composite self-
actualization evaluations made by three counselors of 30 NDEA Guidance
Institute Counselors. Correlations ranging from .23 to .69 were signi-
ficant on 11 out of 14 measures.

In a study by Shostrom and Knapp (1966) the P01 discriminated
between individuals entering therapy from individuals in advanced
stages of therapy.

‘

The instrument has been used in a number of studies to assess

38

the effect of the encounter group process. For example, Foulds (1970)
found significant differences on eight of the twelve scales between
college student participants in personal growth groups and control
groups. Alperson, Alperson and Levine (1971) examined the effect of a
marathon encounter group experience in POI scores among high school
students. Gunman and Foulds (1970) also reported changes on POI
scores following marathon group experiences.

Test-retest reliability coefficients were obtained for POI
scales based on a sample of 48 undergraduate college students who
were administered the inventory twice, a week apart (Shostrum, (1974).
Reliability coefficients for the Time competent scale was .71 and for.
Inner Support, .77. The coefficients for the subscales ranged from
.52 to .82. V

For the purposes of this study the sum of the raw scores of the
two major scales To and I is used as a global score. Research by Damm
.(1969, 1972) has shown that this figure is the best overall measure of
the P01. Shostrum (1974) also recommends using this figure for

research purposes.

Discrimination Index

 

The Discrimination Index was designed by Robert Carkhuff (1969)
to assess the level of discrimination between helping and non-helping
responses which can be made by prospective helpers. It consists of 16
expressions by clients followed by four possible helper responses. The
person being administered the index is to rate each response on a scale
from 1 to 5 where 1 is a very low level of helping response and 5 a very

'.

high level. Each response is rated independently of the others.

39

The two variables manipulated in formulating the helper respon-
ses were the level of facilitation and the action orientation of the
response (Carkhuff, 1969, p. 123). The consensus ratings of two ex—
perts were used as the standard rating. The instrument is scored by
determining the average deviation (independent of direction) of the
testee's score compared to the standard.

The mean scores of a variety of populations which were admin-
istered the index are reported by Carkhuff (1969). They show a rela-
tively linear increase according to the training and experience of the
population. Outpatients had a mean deviation from the standard score
of 1.4; undergraduates ranged from 1.1 to 1.3; teachers and lay
counselor, 1.2; experienced counselors, 0.6; and systematically
trained counselors, 0.4.

The index has been used to assess the effects of graduate
training in Clinical psychology (Carkhuff, Krotochvil & Friel, 1968);
the training of rehabilitation counselors (Anthony, 1969) and didactic
(training in discrimination skills of senior psychology students
(Carkhuff, Collingwood, & Renz, 1969). Carkhuff (1969) concludes
from these and other studies that discrimination ability as measured
by this test is a necessary but not sufficient condition for good
communicators.

The discrimination index was chosen for this study because the
criterion for good responses are similar to the ones taught in the
IPR course and because of its reported sensitivity to training in

communication skills.

40

Inquirer Rating Scale

 

This is a scale designed for the purpose of this study to measure
the specific inquiring skills taught in the course. The first ten leads
asked by the inquirer in the recall session are rated on three dimen-
sions: form of the lead; the thoroughness of the content covered by
the leads; and the variety of types of leads used. The sum of the sub-
scale scores is used as a measure of the effectiveness of the inquiring
sessions. Scores range from 0 to 50.

Face validity for the instrument was achieved by following
closely the criterion for the skill as described in the student manual
used in the course. In addition eight experienced instructors and in-
quirers found it closely matched their personal criterion for evaluating
inquiring skill. (See Appendix A for rating form.) The reliability of

the instrument was not established.

Class Index

 

At the end of each class period students completed a form which
asked for their evaluation of what transpired during that session. The
form consisted of Likertutype scales with numerical ratings from one to
five asked for on such questions as degree of relevancy of the material
presented, the degree of their own involvement in class activities
(see Appendix A). The sum of the scale ratings was used as the measure
of satisfaction with the class period. These scores were averaged for
each student over the course of the term. This figure was used as an
index of student satisfaction with the class over the nine weeks.

The average score could range from O to 25.

41

Laboratory Indices I and II

 

After each laboratory session every student was asked to eval-
uate the period using a series of Likert-type scales. These were
divided into two parts: evaluation of the interview part of the lab
(I), and of the recall part of the lab (II) (see Appendix A). The
scales were summed and averaged over the term.yielding a numerical

score for each student. This score could range from O to 25.

Test Administration

 

All testing was done during regularly scheduled class and
laboratory meetings. The procedures were designed to be as non-
obtrusive as possible.

During the first class period one-half the members in each
class were administered the DI, the other half the POI. These scores
were used as pre-measures. Scores on the same instruments administered
during the eighth class meeting were used as post measures.

During the first class meeting class members were taken from
the classroom and were asked to conduct a five to eight minute inter-
view with a coached client. These clients were non-class members who
had been previously trained to present problems of uniform type and
intensity.

There were six of them--four women and two men all in their mid-
twenties--all of whom had previous experience in being coached clients
through participation in a crisis intervention volunteer training pro-
gram. They were trained by receiving feedback on their client behavior

in interviews with other members of this group during two two~hour

Ls
IQ

periods. Each coached client discussed a real issue he or she was
currently experiencing in order to make the content of the interview
as realistic as possible.

The interviews were audio-recorded and used as the pre-measure
for the CVRS. During the laboratory session the eighth week of the
term each student conducted a second interview with a coached client
which was also audio recorded. These recordings were used as a post-
measure for the CVRS.

During the laboratory session in which training of inquirers was
being done, the third week for group E and the fifth week for group T,
an audio-recording of each class member acting as inquirer was made.
This was done a second time during the eighth week. These tapes were
rated and scored for the post and delayed post measures on the IRS.

The testing schedule is summarized in Table III.

TABLE III!

SCHEDULE OF TEST ADMINISTRATION

 

 

 

Week 1 Week 3 Week 5 Week 8
Traditional CVRS(pre) -- IRS(post- CVRS(post)
Group (T) POI p£_DI(pre) training) POI p£_DI(post)
IRS(delayed
post)
Experimental CVRS(pre) IRS(post— -- CVRS(post)
Group (E) POI or DI training) POI pp Dl(post)
’Ybre) IRS(delayed

post)

 

 

43

Due to absences and equipment failures, scores were not obtained
from all students on all instruments. Table IV summarizes the number of

people from whom scores were obtained for each instrument.

Tape Rating

 

Ten masked interviewer tapes which included both pre and post
interviews were selected at random and rated "blind" and independently
by the experimenter and a second judge using the CVRS. Inter-rater
reliability scores for each scale on the CVRS were achieved as follows:
E = .92, A = .92, L = .81, HL = .85, Composite Score = .84. These
scores were comparable to those reported in previous research for the
CVRS (Kagan and Krathwohl, 1967).

In a similar manner, ten inquirer tapes were rated independently
by the experimenter and a second judge using the IRS. An inter-rater
reliability score of .95 was achieved. A third judge rated five tapes
in common with the experimenter and an inter—rater reliability score
of .89 was achieved.

The balance of the interviewer tapes and the inquirer tapes were
rated by the experimenter who was not acquainted with the students. The
tapes were masked with no indication of group or whether the tape was

made pre or post treatment. They were rated in a random order.

Statistical Procedures

 

Individual students were considered to be the unit of analysis,
because training materials are such that instruction is more standard-
ized than typical teacher/student interaction. The specific research

hypotheses were subjected to appropriate statistical analyses as

44

 

 

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45

detailed in Chapter IV. The alpha level for all tests was put at .10.
This step was taken in order to increase the precision of the testing
procedures. In this way the chances of making a type II error were
minimized, for by increasing the alpha level, the higher the probability
of finding differences between the groups if they exist. Whenever
feasible, the power of the statistical procedure was computed and
reported in order to indicate the degree to which a decision not to
reject a null hypothesis can be trusted.*

In addition to alpha level, sample size and variance, power is
based on the actual size of the difference between groups. For the
purpose of computing power it was decided that only differences greater

than %J between groups would be considered meaningful.

*They are conservative estimates based on tables (Pearson and Hartley,
1951) which give figures for power when a = .05.

CHAPTER IV
RESULTS

In this chapter the data relevant to the hypotheses under inves-
tigation are examined. Each research hypothesis is stated, the statis-
tical procedures are described, and the results of the analysis are
presented.

H01: The vector of means on the subscales of the CVRS and the
IRS of the experimental and traditional groups will not differ from
each other.

To test this hypothesis a multivariate analysis of covariance
procedure (Finn, 1973) was done using the post-test scores on the four
sub scales of the CVRS and the immediate-post and the delayed-post scores
on the IRS as the dependent variables. Pre-test scores on the CVRS sub-
scales were used as covariateso In order to determine whether this was
appropriate, a preliminary regression analysis was made to determine if
there was an association between the covariates and the dependent var-
iables. The obtained F ratio of 1.85 (513 = 24, 116.33, p 5.02) yields
a p value less than .05. Thus the null hypothesis of no association was
rejected and the covariates were retained in order to maximize the pre-
cision of the statistical analysis.

The percentage of variance accounted for by the covariates for
each of the dependent variable scores taken in order are reported in
Table V. . Table VI, presents the observed mean scores and standard
deviations of the variables under consideration.

46

47

TABLE v

AMOUNT OF VARIANCE ACCOUNTED FOR BY COVARIATES
ON CVRS SUBSCALE SCORES AND POST AND
DELAYED POST IRS SCORES

 

Amount of Variance Accounted

 

Variable for by Covariates
Post E .0043
Post A .2708
Post L .2972
Post HL .3526
Post IRS .1878
Delayed Post IRS .0101

 

48

 

 

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AHoCONuwooqu H

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hexagon

 

mmmoum mmH QZ< mmmoum mg<ummbm
mm>u mow mZOHB<H>ma QM<QZ<Hw 92¢ mz<mz

H> H.333.

49

For the omnibus hypothesis the F ratio of 1.732 yields a p value
of .15 (§£_= 6, 23). Thus the null hypothesis of no difference between
the vectors of means on the dependent variables in question is not
rejected at the .10 level of significance.

Since no differences were found to exist between the two groups
on these measures using the multivariate procedure, no post hoc analy-
sis of these scores is appropriate.

H02: There will be no differences on the composite CVRS score
between the traditionally and experimentally taught groups.

Thirty subjects in Group T had both pre- and post-test scores on
(the CVRS while 27 subjects in Group E had both. Three sets of scores
were therefore eliminated at random from Group T so the n in both groups
would be equal. Observed means and standard deviations of the groups
are summarized in Table VII.

In the preliminary regression analysis made to determine if there
was a significant association between the covariate and the dependent
variable scores, an F ratio of 3.28 (df = l, 51 p So07)‘was obtained.
The null hypothesis of no association thus failed to be rejected at the
.05 level of significance. For this test, therefore, the covariate was
not retained and an Analysis of Variance was done on the post test
scores. The results of the analysis are summarized in TablelFEEl.The
F ratio of 1.676 yields a p value of .2012 (df = l, 52) and the null
hypothesis fails to be rejected at the .10 level of significance.

A conservative estimate of the power of this procedure to find
a difference of greater than % 0 between the two groups is .70 (9 = 1.8).

This and subsequent estimates are based on tables giving power levels

50

TABLE VII

MEANS AND STANDARD DEVIATIONS FOR PRE- AND
POST-COMPOSITE CVRS SCORES

 

 

 

Group CVRS Pre CVRS Post
T 3? 24.30 33.79
_s_p_ 11.23 10.45
E 3'5 22.01 29.74
_s_p_ 14.67 12.42
TABLE VIII

ANALYSIS OF VARIANCE SUMMARY FOR
THE COMPOSITE CVRS SCORES

 

Source df MS F p

 

Between 1 170.6978 1.676 .2012

Within 52 131.7572

51

for a = .05 by Pearson and Hartley (1951).

H03: There will be no differences on the combined TC and I
scores on the Personal Orientation Inventory between the traditionally
taught and the experimentally taught group.

Thirteen subjects from Group T and 15 from Group E had both pre-
and post-scores on this measure. Two subjects were eliminated at ran-
dom from Froup B so the n in both groups would be equal. Table IX
summarizes the means and standard deviations of the two groups.

A one-way analysis of covariance was done with the pre-test
score on the POI used as a covariate. In the preliminary regression
analysis to determine if there was significant association between the
covariate and the dependent variable scores an F ratio of 5.38 {d£_= 1,
23 p.: .03) was obtained. Thus the null hypothesis of no association
was rejected at (x = .05 and the covariate was retained. There was a
.4354 correlation between the covariate and the dependent variable
scores.

The results of the test of the analysis for H03 are summarized
in Table X. The F ratio of 3.5205 yields a p value of .0734 (QE =
l, 23) which falls below the .10 significance level and the null hypo-
thesis is therefore rejected.

H04: There will be no differences in means on the scores of the
Discrimination Index between the traditionally taught and the experi-
mentally taught groups.

On the Discrimination Index, 19 subjects from Group T and 16 from
Group E had both pre- and post-test scores. Three subjects were ran-

V

domly eliminated from Group T so that n in both groups would be equal.

52

TABLE IX

MEANS AND STANDARD DEVIATIONS ON THE
COMBINED Tc AND I SCALES OF THE
PERSONAL ORIENTATION INVENTORY

 

 

 

Group Pre POI Post POI
T B” 104.31 112.92
s2 10.51 11.15
E R' 89.31 99.61
£2. 16.39 10.06
TABLE x

ANALYSIS OF COVARIANCE SUMMARY FOR THE COMBINED Tc AND I
SCORES OF THE PERSONAL ORIENTATION INVENTORY

 

 

Source df MS F p
Between 1 336.1691 *3.5205 .0734
Within 23 95.4887

 

 

* Significant past confidence level set at a = .10.

53

Table XI summarizes the observed means and standard deviations of the
two groups.

A one-way analysis of covariance was done with the pre-test score
on the Discrimination Index used as a covariate. In the preliminary re—
gression analysis to determine if there was a significant association
between the covariate and the dependent variable scores, an F ratio of
42.13 (df = 1, 29 p 5—.0001) was obtained. Thus the null hypothesis of
no association was rejected at a - .05 and the covariate was retained.
There was a .7696 correlation between the covariate and the dependent
variable scores.

The results of the analysis for H04 are summarized in Table XII.
The F ratio of .2936 yields a p value of .5921 (df = l, 29). Thus the
null hypothesis fails to be rejected at a = .10. A conservative esti-
mate of the power of this procedure to find a difference of greater
than 5‘3 between the two groups is .55 ( ¢ = 1.4).

H05: There will be no differences between the two groups on stu-
dent satisfaction with class meetings as measured by the class evaluation
index. The n of each group was thirty for this measure. The means and
standard deviations for the groups are summarized in Table XIII.

A one-way analysis of variance was done using the mean score
across trials for each individual on the Class Evaluation Index. The
results are summarized in Table XIV. The F ratio of .0593 yields a p
value of .8086 (df = l, 58), thus the null hypotheses failed to be
rejected.

A conservative estimate of the power of this procedure to detect

differences between the two groups of greater than % 0' is .70 (4’ = 1.8).

54

TABLE XI

MEANS AND STANDARD DEVIATIONS FOR PRE- AND POST-TEST
SCORES ON THE DISCRIMINATION INDEX

 

 

 

 

Group Pre DI Post DI
T 3? 1.015 .9106
_s_g .3351 .2541
E 3? 1.0781 .9806
_s_p_ ' .2608 .2509
TABLE x11

ANALYSIS OF COVARIANCE SUMMARY FOR THE
DISCRIMINATION INDEX

 

 

 

Source df MS F p

 

Between 1 .7893 .2936 .5921

Within 29 2.6886

 

-

55

TABLE XIII

MEANS AND STANDARD DEVIATIONS FOR THE
CLASS EVALUATION INDEX

 

 

 

 

 

Group X S2

T 19.51 3.99

E 19.31 1.76

TABLE XIV
ANALYSIS OF VARIANCE SUMMARY OF THE
CLASS EVALUATION INDEX
Source df MS F p
Between 1 .5607 .0593 .8086

Within 58 9.4592

 

 

56

H06: There will be no differences between the two groups on
student satisfaction with the interview part of the laboratory exper-
ience as measured by the Laboratory Index I (Interview).

The n of each group was thirty. The means and standard devia-
tions for the groups are summarized in Table XV. A onedway analysis
of variance was done using the mean score across trials for each indi-
vidual on the Laboratory Index I (Interview). The results are summar-
ized in Table XVI. The F ratio of 5.1246 yields a p value of .0274
(df_= 1, 58). Thus the null hypothesis is rejected at the Ti=u10
level of significance.

H07: There will be no differences between the two groups on
student satisfaction with the recall part of the laboratory experiences
measured by the Laboratory Index II (Recall).

The n of each group was thirty. The means and standard devia-
tions for the groups are summarized in Table XVII. A one-way analysis
of variance was done using the mean score across trials for each indi-
vidual on the Laboratory Index II (Recall). The results are summarized
in Table XVIII. The F ratio of 10.3055 yields a p value of .0022
(df = l, 58). Thus the null hypothesis is rejected at the 515:.10
level of significance.

H08: There will be no differences between the two groups on the
immediate post and the delayed post tests on the Inquirer Rating Scale.
There will be no differences between the two groups over trials. There

will be no interaction effects between groups and trials.

57

TABLE XV

MEANS AND STANDARD DEVIATIONS FOR THE
LAB INDEX I (Interview)

 

 

 

 

 

Group X _S__D
T 16.11 1.28
E 15.16 1.89
TABLE XVI
ANALYSIS OF VARIANCE SUMMARY FOR THE
LAB INDEX I (Interview)
Source df MS F p
Between 1 13.3482 5.1246* .0274
Within 58 2.6047

 

—-..———— _-—- m--—

* Significant past confidence level set at a = .10.

58

TABLE XVII

MEANS AND STANDARD DEVIATIONS FOR THE
LAB INDEX II (Recall)

 

 

 

 

 

 

Group IX SD
T 16.92 1.54
E 15.57 1.69
TABLE XVIII
ANALYSIS OF VARIANCE SUMMARY FOR THE
LAB INDEX II (Recall)
Source df MS F p
Between 1 27,0682 10.3055“ .0022
Within 58 2.62658

 

 

 

* Significant past confidence level set at a = .10.

59

The data were subjected to a repeated measures analysis of var-
iance procedure. The mean and standard deviation of each group on each
trial are reported in Table XIX. The n for Group T was 34 and for
Group E, 24. There were no significant F-ratios (pJS.lO) between
groups (F_= .37, df_= l, 56), between trials (F_= 1.02, d£_= l, 56) nor
in group x trial interaction (F = .008, d£_= 1, 56). Thus the Ho

failed to be rejected.

Summary

A series of eight research hypotheses were tested to evaluate
differences between the two treatment groups on the various dependent
variable measures. On five of these no differences between the groups
were detected, even though the significance level was placed at a = .10.

The subscale scores of the CVRS and the scores of the IRS were
subjected to a multivariate analysis with pre-treatment scores on these
measures used as covariates. No significant differences between the
groups were found.

Scores on the composite CVRS and the DI were separately analyzed
using analysis of covariance procedures, with pre-test scores utilized
as covariates. In neither analysis were significant differences between
the groups detected.

Post and delayed post scores on the IRS were analyzed utilizing
a repeated measures analysis. No group differences, trial differences
or interaction effects between groups and trials were detected.

Nor were differences found between groups on student evaluations

of class activities using ANOVA procedures,

60

TABLE XIX

MEANS AND STANDARD DEVIATIONS FOR THE

INQUIRER RATING SCALE

 

 

 

Group Trial 1 Trial 2
T n = 34 '55 24.735 25.547
_S__q 6.864 6.164
E n = 24 SE 25.575 26.546
Sp 7.249 5.925

TABLE xx

ANALYSIS OF VARIANCE SUMMARY FOR THE

INQUIRER RATING SCALE

 

 

Group df SS MS F

Between Subjects

C (Group) 1 23.78 23.78 .37
Error Between 56 3599.57 64.28
Within Subjects

T (Trials) 1 22.33 22.33 1.02

G X T 1 .178 .178 .008
Error Within 46 1224.83 21.87

 

 

 

 

61

For three of the research hypotheses significant differences
were found between the groups.

The scores on the POI were analyzed using ANCOVA procedures
with pre-treatment scores on this instrument used as a covariate.
The traditional group scored significantly higher on this measure
than the experimental group according to the criterion established
for this study ((1 = .10).

The traditional group also reported significantly higher satis-
faction with the laboratory experiences on both the interview and

recall Laboratory Indices. These were analyzed separately utilizing

ANOVA.procedures.

CHAPTER V

DISCUSSION AND CONCLUSIONS

Summary

Effective interpersonal communication, the ability to communicate
with others with honesty and depth, is an important skill for profession-
als in the field of mental health. Most positions for mental health
paraprofessionals also demand effective interpersonal communication
skills and most training programs for paraprofessional workers heavily
emphasize this skill. Increasingly it is becoming recognized that effec-
tive skills in interpersonal interaction can enhance the experience of
anyone who chooses to develop his or her ability in this area.

Interpersonal Process Recall is a 40-hour training program which
has been used with professional trainees, paraprofessional workers and
a variety of non-professional groups including undergraduate and graduate
university students. It has the twin goals of helping participants in-
crease their skills in the facilitation of interpersonal communication
and of helping them increase their awareness of their own interpersonal
style.

Central to the IPR process is a focused reviewing of a video-
taped interpersonal interaction in which communication styles and covert
procesSes may be explored. This is done with the aid of a disinterested
third party, called the inquirer, who is trained to ask appropriate ques—

tions about the taped interaction. The type of supervisory role played

62

63

by the inquirer is the key to the quality of the experience of the
other participants. Experiences in affect simulation; training in
discriminating and using appropriate interview response modes; and
exposition of personality theory are also components of the model.

Two related studies, one by Dendy (1971) and one by Archer (1971)
demonstrated the effectiveness of the IPR model in teaching communica—
tion skills to undergraduate university residence hall assistants and
justified the use of previously trained peer group members as
inquirers. Thus, since graduates of the training program could help
train new groups of students it became feasible to train larger numbers
of people using a two stage process of inquirer training and utilization.
This model, while effective, still proved cumbersome when a large number
of people were to be trained simultaneously, for during a portion of
the training period previously trained inquirers had to be supplied.

To overcome this difficulty a major revision was made in the model
which eliminated the need for additional personnel from outside the
current class membership by making changes in the sequence of training.
The present study was designed to evaluate this revised IPR model in
relation to the model which has been proven to be effective.

Research on Interpersonal Process Recall has been done in several
areas: its potential use as an adjunct to therapy; its effectiveness
in the training of counselors; and its effectiveness in the training of
paraprofessionals, university students and other populations.

A variety of video recall techniques, IPR among them, have been
shown to be a valuable adjunct to psychotherapy in certain cases and

they have been utilized to enhance group psychotherapy.

64

The research on IPR as a training model has focused on the effect-
iveness of the model and components of the model in the teaching of
counseling-type skills. In this it has proven to be more effective than
traditional supervision and other pre-practicum experiences in the
training of counselors. Student residence hall workers, university
students and a number of other populations have been trained with the
model and research has shown that they have effectively learned the
skills emphasized in the training.

Two other training models have approximately the same goals as
the IPR program: Human Relations Training (Carkhuff, 1969) and Micro-
counseling (Ivey, 1971). Human Relations Training has been utilized
with a number of paraprofessional and non-professional groups as well
as in counselor education. Microcounseling to date has been used pri-
marily in the field of counselor education and teacher education.

Little comparative research on the three models has been done.

Peer supervision has had limited research attention. The studies
which have been done show encouraging and positive results.

For the current study, two sections of the nine week university
course, Influencing Human Interaction, which incorporates the IPR
model, were taught following the "traditional" format (using outside
inquirers). Two other sections were taught using the revised format.

A number of instruments were used to compare the effects of the differ-
ent formats on students who took the course. These included a measure
of self-actualization: the Personal Orientation Inventory (POI); two

measures of interviewing skill: the Discrimination Index (DI) and the

Counselor Verbal Response Scale (CVRS); and a measure of skill in the

65

use of the specific supervision technique taught in the course: the

In~uirer Rating Scale (IRS). Each of these instruments was admin-

'Q.

istered pre and post treatment with the exception of the IRS which was
administered once immediately after the training of the skill and again
close to the end of the term. In addition, student ratings of class
meetings and laboratory sessions were analyzed.

The population of interest was all university students who enroll
for the course, Influencing Human Interaction, which incorporates the
IPR model. Typically the course is taken by both graduate and under-
graduate students, and for both professional and personal reasons. The
sample tested from this population was composed of the 71 students who
enrolled in the course during the winter term, 1975, at Michigan State
University.

Treatment was the single variable tested. The dependent vari-
ables were scores on the POI, the DI, the CVRS, the IRS, and scores of
student ratings of class and laboratory activities. All testing was
done during regularly scheduled class and laboratory meetings. The pro-
cedures were designed to be as non obtrusive as possible.

Individual students were Used as the unit of analysis. Since
the purpose of this study was to determine whether the two treatments
were equally effective, alpha level was put at .10 in order to minimize
the chances of concluding there were no differences between the groups
when in fact there were differences.

A series of eight research hypotheses were tested to evaluate
differences between the two treatment groups on the various dependent

variable measures. On five of these no differences between the groups

66

were detected. The subscale scores of the CVRS and the scores of the
IRS were subjected to a multivariate analysis of covariance with pre-
treatment scores on the CVRS used as covariates. No significant
differences between the groups were found.

Scores on the composite CVRS and the DI were separately analysed
using ANOVA and ANCOVA procedures. In neither analysis were signifi-
cant differences between the groups detected.

Post and delayed post scores on the IRS were analyzed utilizing
a repeated measures analysis. No group differences, trial differences
or interaction effects between groups and trials were detected.

Nor were differences found between groups on student evaluations
of class activities using ANOVA procedures.

For three of the research hypotheses significant differences were
found between the groups. The scores on the POI were analyzed using
ANCOVA procedures with pre-treatment scores on this instrument used as
a covariate. The traditional group scored significantly higher on this-
measure than the experimental group according to the criterion estab-
lished for this study. The traditional group also reported significant-
ly higher satisfaction with the laboratory experiences on both the
interview and recall Laboratory Indices. These were analyzed sepa-

rately utilizing ANOVA procedures.

Discussion

 

Effectiveness

 

The effectiveness of the two models was evaluated and compared

along three dimensions: skill development, personal growth and trainee

67

satisfaction with the experience.

On measures of interviewing skill which have discriminated among
training models in previous research no significant differences were
found between the groups. Since the alpha-level was placed at .10 and
since conservative estimates of power were reasonably high, ranging
from .55 to .70, it can be concluded with some confidence that there
were in fact no differences between the groups on these measures. Nor
were differences found on measures of inquiring skill between the
groups; the best conclusion, given the high alpha level and power
estimates is that in fact the groups were equally good in performing
this skill. This was true both immediately following training of the
skill and at the conclusion of the total training.

On the second dimension the traditional group scored higher on
a measure of self-actualization than members of the experimental group.
On the third, traditional group members reported higher levels of
satisfaction with laboratory experiences, though class experiences
were rated equally by members of both groups.

From these results it can be concluded that the two models are
equally effective in teaching the interpersonal and inquiring skills
which are the content of the course. However, the laboratory seSsions
of the traditional model were reported to be more satisfactory exper-
iences by participants. In addition, trainees of that model exper-

ienced greater personal growth.

Efficiency

 

The most direct measure of the efficiency of the two models

is a comparison of the number of hours of training personnel time

68

required by the models. The two models require of the instructor
equivalent amounts of class preparation time, scheduling time, and
equal laboratory time to train class members as inquirers. The tra-
ditional model, however, requires the additional time of non-class
member inquirers for two sets of laboratory sessions. It also requires
training and supervisory time for the persons who provide that service.

With the traditional model a pair of class members receives a
total of four hours of inquiring service during two laboratory ses-
sions. Thus each trainee in the traditional group requires the equi-
valent of an extra 2-hours of non class member personnel time. For a
class of 20 trainees this is 40 hours of direct service not required
by the experimental model.

The pool of non-class member inquirers used for the two classes
taught in the traditional manner during the period of this study was
composed of 11 people who had taken the IPR course in previous terms.
It should be noted that they were in an advanced training program of
their own for which they were receiving college credit. They received
an additional six hours of training prior to their service as inquirers
for the current group. They also received two hours of group super-
vision and training during each of the two weeks they were used. Thus
each inquirer in this group spent approximately ten hours in preparing
to render their service. The same amount of instructor time was needed
to train them.

Table XXI compares the approximate training-personnel time
needed to teach one ZO-person class with each model. With this size

class the experimental model requires approximately one—half of the

69

TABLE XXI

7':
COMPARISON OF STAFF TIME
FOR 20-STUDENT CLASS

 

Group B Group T
30 hours Class Instruction 30 hours
4 hours Scheduling 4 hours
16 hours Inquirer Training 16 hours

(4 Z-hour labs/week
for two weeks)

Training and Supervision for

Non-Class Member Inquirers 10 hours
Inquiring
(20 hours/week for
two weeks) 40 hours
9:7? *4
50 hours TOTAL 100 hours ‘

 

*Instructor and outside inquirer time.

**Exclusive of instructor preparation time which is equal for the
two types of instruction.

70

investment of training-personnel time as the traditional model.

limitations of the Study

 

For the statistical tests, individual students were considered to
be the unit of analysis rather than class groups. This is a practice
which may be questioned for it appears to violate the assumptions of
independence demanded by statistical procedures. However, the class
members to a large degree were independent of each other. Of the total
of 27 hours of class time, six hours were filmed instruction and appro-
ximately twelve were film directed activities. Much of the remaining
time was spent in small group or dyad interactions. The experience was
therefore highly directed and the influence of one class member on the
whole class was minimal. The results of the study must nevertheless be
qualified by the possible contaminating influence of trainee interaction.

A second limitation in the study was the lack of complete data on
all of the trainees. As a result of making the testing procedure as
much an intrinsic part of the training process as possible, if a mea-
surement was not made at the appropriate time it could not be recovered
easily. These losses were not systematic for they were the result of
random absences and equipment breakdown. The losses were proportion-
ately equivalent across groups and treatment (see Table IV) and there-
fore should not have affected the validity of the results.

In addition, conclusions drawn from the results of the Inquirer
Rating Scale must be made very tentatively, for no reliability studies

have been made on the instrument.

71

Implications for Training

 

The results of this study indicate that the content and the
skills taught in the course may well be learned equally well by stu-
dents who do not have the services of previously trained inquirers as
by those who do. Students from both types of programs are not signi-
ficantly different at discriminating helpful interview responses, at
being an interviewer, and at being an inquirer. However, students
trained with the efficient model did not report their laboratory exper-
iences in as positive a light as the others, and report not having
experienced as much personal growth.

The reasons for this are not clear. One possible explanation
is that an outside inquirer provides organizational and leadership
functions in addition to inquiring service during the early laboratory
sessions in the traditional training. Trainees in this group may thus
have felt less anxious than trainees in the experimental group who are
without the guidance of a person they perceive as more competent than
themselves. The emotional set ofthe early labs may carry to later
sessions with the overall result that one group experiences the labor-
atory sessions as more satisfying than the other group and more per-
sonal growth results.

Since the traditional model remains the best method for maxi-
mizing student satisfaction and personal growth, given appropriate
resources it would appear to be the one of choice. This would be par-
ticularly true if it is desirable to offer advanced training to

1

interested students. Providing inquiring services can be an important

72

part of such training, and the two training programs can be made to mesh
effectively. However, if such resources are not easily available, the
more efficient model may be used with the assurance that students so
trained will not be significantly different in skills and effectiveness
to those trained in the traditional way.

This provides a justification for teaching the course using
self-contained classes which require the services of only a single
instructor. This would be particularly important when it is desirable
to train a large number of people, or when previously trained inquirers
are not available.

If the course is to be taught in this way it is important for
the instructor to keep in mind the possible confusions and disappoint-
ments which may develop from the laboratory sessions which are not
directly supervised by experienced personnel. The instructor might
make a special effort to clearly explain the purpose and structure of
these sessions and to discuss the experience in the following class
period.

This study indicates that concurrently trained peers can func-
tion effectively in supervisory positions for their colleagues in an
IPR communication skills training program. Could this finding be
generalized to other training programs such as Microcounseling or
Human Relations Training? A basic difference exists between the type
of supervision necessary for those two models and for the IPR model.
Supervision for Microcounseling and Human Relations training requires
critiquing of the trainees performance. This is also true of most

traditional counseling practicum supervision. Thus a supervisor must

73

know the skills being taught better than the trainee. This would seem
to preclude the use of concurrently trained peer supervisors. In the
IPR model, on the other hand, the inquirer acts as a facilitator of the
trainee's self-exploration and discovery. While this requires skill of
a certain type, it does not require greater knowledge than the trainee.
For this reason the IPR model is particularly adaptable to using peer

supervisors.

Implications for Research

 

This study justifies a more flexible use of the IPR model. IPR
can be a viable training model without using support group personnel.
Thus it now would become possible to adapt the model to varying for-
mats and with a variety of populations under conditions where pre-
viously trained inquirers are not available. Such conditions might
exist when the model is being used for the first time in a particular
setting, for example with couples or with families. They would also
arise when a large number of people are being trained simultaneously
with limited resources. Research should be continued under both these
situations so that the reliability and efficiency of the method can be
preserved.

Much research has been done on the effects of communication
skills training on individuals who have taken the training. More
research should be done on the effects of such training on larger
social units when all or some of the members of that unit have been so
trained. This revised method of teaching the IPR model makes such

research more assessable because of its greater efficiency in training

74

a large number of people at one time.

This study demonstrates that concurrently trained peers who are
unselected colleagues of the same training program can successfully pro-
vide supervision services for each other. This suggests that not only
should peer supervision models be compared with other types of super-
vision, but also further research should be done comparing training

models which utilize selected and unselected peer supervisors.

Further Statistical Analyses

 

To determine whether either training method had significant
effects on the measures utilized for this study a series of independent
t-tests was made on the pre and post scores for each group. The results,
which are reported in Table XXII, indicate that both groups made signi-
ficant gains on the Counselor Verbal Response Scale-~composite score,
the Personal Orientation Inventory, and the Discrimination Index.
Neither group made significant gains on the Inquirer Rating Scale.

Thus both training methods had a significant effect on three of the

measures 0

75

TABLE XII

COMPARISON OF PRE AND POST DIFFERENCES ON THE
CVRS, POI, DI, and IRS
USING INDEPENDENT T TESTS

 

 

Instrument Mean difference t-score
CVRS Group T 9.49 2.52**
Composite
Group E 7.73 3,57*
POI Group T 8.61 3.2 *
Group E 10.30 2.69**
DI Group T .11 2.30***
Group E .10 2.20sa
IRS Group T .49 .94
Group E 1.02 .60

 

* significant at a.5..01

<
** significant at a__ .02

*9 significant at 3.: .05

APPENDICES

 

 

APPENDIX A

MATERIAL RELATED TO MEASURING INSTRUMENTS

Description of Response Modes for Counselor Verbal
Response Scale

Discrimination Index AnSwer Sheet
Inquirer Rating Scale
Scoring Guide
Index
Laboratory Instructions
Class Index

Laboratory Index

76

77

Description of Response Modes taught in Unit One and Criterion used to
judge interviewer tapes on Counselor Verbal Response Scale. From IPR
Student Manual.

Following is a description with examples of the response modes in Unit I.‘

EXPLORATORY RESPONSE

 

When a person is trying to tell you what is on her/his mind or
what is of concern, it is often the case that s/he does not know exactly
how to put the concern in words; or is perhaps not fully aware of what it
is that is bothering her/him; or even if you are to be trust d with an
intimate, personal statement. Exploratory responses encourage the person
to get more deeply involved with the communication with you. Also such
responses give the person the freedom to chart her/his own course without
you tracking or, indeed, sidetracking her/his concern. An exploratory
reSponse prompts the other to assume greater responsibility for the direc-
tion of the conversation. Often, an exploratory response is as simple as:
"Tell me about that." "Go on." "Could you tell me more?" Your response,
whatever words are used, should make the other feel free to explore more
fully, expand, give more detail, discover new levels of what may be
complex territory. In essence, the exploratory response is like asking
an essay question. Instead of you being judgmental or authoritative or
the problem—solver, you seek to have the other describe the concern with
greater detail, to paint in the picture for you, you respond more as a
facilitator than as an advisor. Non-exploratory reSponses tend, on the
other hand, to be limiting of the other; to tie her/him down with specific
alternatives; to take charge of the direction of the conversation. Non—
exploratory responses are analogous to multiple choice or true/false
tests. Non—exploratory responses are often lengthy, highly intellectual
and complex. They usually result in the other letting you carry the burden

of the conversation.

78

LISTENING RESPONSE

 

One of the needs someone has who is telling you her/his concerns
is to feel that you are actively and deliberately listening and trying to
understand what s/he is saying. Effective communicators meet this need
by periodically paraphrasing or checking out with the other person if
they have truly understood the communication. Instead of pretending to
understand what is being said, you would ask for clarification where any—
thing is nuclear or confusing. The listening response, then, may go
something like this: "As I listen to you talk, I am not sure I understand
what it is you are saying . . . could you be more clear?" or "What I
hear you saying is .9. . have I got that right?" You should probably
spend more of your energy listening to the other person than trying to
figure out what to say. Be genuine. Where something is not clear, any
so. Where you get part of a message, but are not sure what to make of
it, then you paraphrase what you heard and ask what that means to the
other; what s/he feels about it. Don't try to interpret for her/him.
Your listening responses to another communicate to the other that s/he
is being taken very seriously, and that often encourages her/him to

listen to her/himself more closely.

AFFECTIVE RESPONSE

 

By affective we refer to the "feelings" in a statement. Cognitive
refers to the content or intellectual outline of the statement. While
the cognitive, story—line of a statement is important, equally, if not
more important is the affective quality or feeling tone of a statement.

Affective responses are about emotions, bodily states, feelings, moods.

79

When you give an affective response you help the other focus on feelings.
You encourage the other to look at underlying attitudes, gut-level reac~
tions and values. While the factual material in a statement is the
skeleton of the message, the emotions or feelings are the flesh and

blood of the message. The interesting thing about feelings is that we
all recognize them, but rarely do we name them or deal with them directly.
Yet how refreshing it is to do so! In fact, most of us act more on

our feelings than on logic or rational strategies. Therefore, it is very
helpful to others when you are listening to them to respond to their
affect by naming what you feel or see in their emotional tone. Often

an effective response goes like this: "You sound depressed" or "I can
see that you are upset; what else does that do to you?" or "How does

that make you feel?" Many times such a response makes it possible for
the other person to recognize, maybe for the first time, that such is

how s/he feels about what s/he is communicating.

HONEST LABELING RESPONSE

 

By the term "honest labeling" we mean those responses which read
the aspect of the other as fully and honestly as you can. Such a response
on your part encourages the other to be honest and direct with percep-
tions, attitudes and values. Here you may need to be able to face
squarely your own reactions, feelings and attitudes because sometimes
honest labeling is perceived by us as dangerous or, at least, not polite.
So our social tendency is often to "clean up" the messages we hear.

It is probably that as we do so, we will distort, gloss over, modify what

the other is saying or what we are feeling. Now there are times when

80

we judge it appropriate to be less than honest with another. Perhaps
we sense the other is not ready for it, or is highly anxious or dis—

turbed. But most of the time, the reason we are less than honest in

 

our communication is out of our own personal fears, rather than out

of concern for another. We may fear that we will anger another person,
or that if we level with them, they may level with us. And yet, when
you do label honestly what you feel and hear, then the other person is
more likely to take risks and try to be as honest. Likewise, if you
consistently "clean up" someone's message, then the result will likely
be that s/he will read your response as a rejection. Honest labels let
the other person know that you hear and are willing to listen to whatever

is the concern.

These four response modes have been described as distinct entities
for the purposes of clarity and ease of acquisition. However, in most
cases, one would combine these responses into a single response. For
example, if you are listening to someone describe fear about applying
for a job, you might respond by saying: "I can see that you are upset,
even afraid about the job interview, but I'm not sure I understand the
part about waiting . . . could you tell me more?" Of course there is no

one best or most correct response.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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82

good response,
all at a high

aspects of a
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aspects of a
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some at a high
level

Name or A-digit Number
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Holt, Reinhart and Winston, 1969), p. 121.
3 5
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but at a mini—

good response
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Instructor
aspects of a
good response

Answer Sheet for Discrimination Index Test, in Carkhuff, R. R., The Helping
Contains some

Relationship, Vol. I (New York:

 

 

 

Using the code given below as an indication, circle the number which you think most

closely characterizes each response.

Contains no
aspects of a
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83

Inquirer Rating Scale
Scoring Guide

The Inquirer Rating Index has three scales: Form, Thoroughness, and

Variety. Each Inquirer response is categorized on all three scales.

I.

A.

C.

Form: This scales measures the form of the lead itself. Each lead is
rated for the presence or absence of each of three qualities
which characterize a good inquirer lead. These qualities are
non-judgemental, focused and clear.

1. The first ten inquirer leads are scored.

2. An inquirer lead is defined as everything said by the in-
quirer between two statements by the person being recalled.

3. A statement such as um-hummm, etc. by the Inquirer which
does not interrupt the flow of the recaller's talking is not
scored.

4. Statements which can be characterized as listening responses
are not scored or counted, but should be noted by checking a box
under listening responses.

A lead should be scored 1 for non-judgemental (N-J) if it is asked in

such a way as to not imply judgement of the recaller or of what he or
she said.

 

It should be scored 0 if it labels a previously unmentioned emotion,
gives the recaller an interpretation of an event, or asks why the
recaller did or did not do something, or implies a "should". If
inquirer uses his or her own observation of the tape as the basis for
his lead it should be scored 0. If scored as zero on this dimension
it should not be scored on any of the other scales.

A lead should be scored 1 for clear if it is clear, brief, and directly
to the point. It should be scored 0 if it is lengthy, vague or
ambiguous.

A lead should be scored 1 for Focused if it helps keep the focus on
the original interaction.

It should be scored 0 if it contributes to the beginning of a new
interaction or conversation with the inquirer. It should be scored

0 if it belabors a point or otherwise keeps the recaller from focusing
on the tape. (If, for example, too many follow-up leads are asked,
later ones in the series may be scored 0 on this quality.)

84
Inquirer Rating Scale - page 2
II. Thoroughness: This scale measures the completeness with which the

inquirer leads explore the possible areas of interest in the
recall. It contains two subscales.

 

A. Follow up leads: If a lead is a follow-up lead it is noted in
the apprOpriate column. A follow-up lead is defined as the 2nd, 3rd,
4th, etc., lead in a series of questions at one stopping of the tape.
Every follow up lead should be noted. It is scored only if it is
non-judgemental in form.

B. Content: Each lead should be categorized as pertaining to the
self (recaller), the other (the recallers partner in the original
interaction), the relationship between the two, or the content of
the subject talked about.

 

Examples: What were you feeling? (thinking, fantasizing, etc.) would be
categorized under self.

What do you think she was feeling (thinking, wanting, etc.)?
would be categorized under other.

What do you think she was feeling about you? What were you
feeling about her? etc. would be categorized under relationship.

 

What did you think about that? would be scored under content.
Each response should be scored on only one category.

The total score is the number of categories covered by the inquirer.
A person may thus achieve a score of from O to 4 on this sub-scale.
The score for thoroughness is the sum of the follow-up leads and the
number of categories asked about.

III. Variety: This scale indicates the variety of types of inquirer leads.

Each lead should be placed in the given categories by checking
the appropriate box. A lead may be designated in more than one

category.

Examples of leads which fit into each category may be found on
pages 23-26 in the student manual.

The score on the variety scale is determined by the number of different
categories of leads used by the inquirer. Thus the score may range
from O to 8.

85

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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w on a» . u
a a mom no a e uaquoU somaom kuoe ummHu uom h z a
>emwz<> mmmzmozomome zmom
”Houwm umom mum "nacho "monasz OH .“quEsz xuo3

xowaH wcwumm HmufiawcH

86
10b.

Categories of Inquirer Leads for rating the variety
scale on the IRS. From the IPR Student Manual.

Leads that Inspire Affective EXPlQ£§E£Eli

 

{ow did that make you feel?

How did that make you feel ataut him/her?

Do you remember what you were feeling?

Were you aware of any feelings?

What did you do (or decide to do) about that feeling you had?

Did you want to express that feeling at any time?

Did you have fantasies of any risks? .

What do those feelings mean to you? Does that feeling have any
special meaning to you? Is it a "familiar" feeling?

Comments or other leads

 

 

 

Approaches which Encourage Cognitive Examination:

 

What were you thinking at that time?

What thoughts were you having about the other person at that time?

Something going on there?

Anything going on there?

Had you any ideas about what you wanted to do with that? Did you
fantasize any risks?

Were you able to say it the way you wanted to?

Did you want to say anything else then?

Did you have any plan of where you wanted the interview to go next?

Did you think the other person knew what you wanted? '

What kind of image were you aware of projecting? Is that the image
you wanted to project? ’

Can you recall what effect the setting had on you or the interaction?

Can you recall what effect you thought the setting had on the other
person?

Did the equipment affect you in any way? (If affirmative, "What do
you mean by 'nervous,‘ what did you feel, think . . . body reactions . . .
when you felt 'nervous?'"y If reaction to cameras, "What did you want
[or not want) the cameras to see you as?")

Comments or other leads

 

 

 

87
10c

Questions about Body Sensations

Do you remember where in your body you felt that? . . . What did
it feel like?

Where in your body did you most feel the impact of that?

Were there any physical sensations then? . . . Where did you notice
then most? . . . When?

If that physical sensation had a voice of its own, what would it have
said?

Comments or other leads

 

 

 

Gettinggat Images:

 

Were you having any fantasies at the moment?

Were any pictures, images, memories, flashing through your mind then?

What was going on in your mind at the time? . . . Did it remind you
of anything?

Did you think you had "been there before?"

Is that familiar to you?

Where had that put you in the past?

Comments or other leads

 

 

 

Questions which Help Search out Expectations:

What did you want him/her to tell you?

What did you want to hear?

What would you have liked from him/her?

Were you expecting anything of him/her at that point?

Did you want him/her to see you in some way? How?

What do you think his/her perceptions were of you?

What message did you want to give him/her?

Was there anything in particular you wanted him/her to say/do/think
of you?

What did you really want to tell her/him at this moment? What pre“
vented you from doing so?

What did you want him/her to do?

Was he "with you?" How did his/her responses hit you?

- Did you want him/her to do something that would have made it easier

for you? What would that have been?

Comments or other leads

 

 

88

Explorations into Each Other's Mutual Perceptions:

What did you think he/she was feeling about you?

How do you think he/she was seeing you at that point?

Do you think he/she was aware of your feelings/thoughts?

What do you think he/she wanted from you?

What message do you think he/she was trying to give you?

Did you feel that he/she had any expectations of you at that point?

What did you think he/she wanted you to think/feel/do?

Do you think your description of the interaction would coincide with
his/hers?

Was he/she giving you any cues as to how he/she was feeling?

How do you think he/she felt about talking about this problem?

How do you think he/she felt about continuing to talk with you at
this point?

Comments or other leads

 

 

 

Leads into Associations:

 

Did he/she remind you of anyone else in your life? What effect did
that have on you?

What reaction did you have to his/her physical appearance? Shape?
Color?

How attractive or unattractive was he/she to you?

What meaning did that have for you (especially after describing a
thought or feeling perceived in the "other" person)?

Comments or other leads

 

 

Checking out Unstated Agendas:

 

What did that realization do to you, then or make you want to do
or say, then?

What would you have liked to have said to him/her at that point?

How were you feeling about your role as interviewer at this point?

What's happening here?

What did you feel like doing?

What had that meant to you?

Any other feelings or thoughts here? (Also a good way to precede
a return to the videotape playback).

If you had more time, where would you have liked to have gone?

(Key word or phrase deliberately left incomplete——i.e., "And when
you realized he wasn't listening, you . . .")

89

Laboratory Instructions for the week of administration of the CVRS and IRS.

{NSTRUCTIONS FOR IAB

Host of you have made two audio tapes, one of yourself as an interviewer, one
as an inquirer. During the lab this week you will complete the series by
nmking two additional audio tapes, aoain one as an interviewer and one as an
inquirer.

1

Procedures for the cab:

w

 

 

 

A "client" from outside the class will attend the first part of your lab.

He or she will talk to each of you in turn about some real concern which is

on his or her mind. Each of you should conduct a five—minute interview with
this person making both an audio and video tape of the interview. After all
of you have completed an interview, the "client" will leave. You will then

act as inquirers for each other.

As you do the recall make an audio tape of the inquirer.

If there are two people in the lab:
A inquires of B (l/2 hour)
B inquires of A (l/Z hour)

If there are three peeple in the lab:
A inquires of B (l/2 hour, C is out of room)
B inquires of C (1/2 hour, A is out of room)
C inquires of X (1/2 hour, B is out of room)

Iv-

If there are four people in the lab:
A inquires of B (20 minutes, C and D out of room)
B inquires of C (20 minutes, A and D out of room)
C inquires of D (20 minutes, A and B out of room)
D inquires of A (20 minutes, B and C out of room)

Taping_Procedures:

 

An audio tape recorder will be in your lab room. The tapes will be on the
table in a box. Find your two tapes by identifying the ones with your birth
date. Record your interview on the second side of your interview tape. Record
your inquiring on the second side of your inquiring tape.

To Record: push the two buttons with indentations simultaneously.
To St0p: push the atop button.
To Eject: push the blue button.

{eturn both tapes to the second box at the end of the lab session.

If you do not have a previous tape, use an unrecorded tape from the back of
the box. Place your birth date, section number and today's date on the tape.

During finals week there will be opportunities for you to listen to your tapes
if you wish to do so.

9O
IPR FEEDBACK FORM
(Turn in to instructor at each large group session)

The purpose of tuis form is two-fold. First, the instructors would like to adjust the
classroom structure to meet the needs of each class. Also, being aware of points of
confusion, concern and/or interest of each student allows the instructors to stress or
repeat portions of the course content when necessary. Your Open and honest feedback
each week will aid us in achieving these goals. All feedback will be considered con-

fidential.

Please Discuss: Your impressions of the large group and lab sessions of the past
week; your impressions of your inquirer and his role; your feelings
about the instructional methods used this week; where you are current—

ly in understanding and implementing the IPR concepts: any criticisms
or concerns which you may have relevant to this class; etc.

Home

 

Date

 

 

Would you like to talk with an instructor?

If so, please indicate here your phone number

 

in ['ACC' Tum: .NUT'")

w/75

91

in help you summarize your feedback about your experience in this class the following
scales have been devised. In addition to your written comments, please circle the
number on each of the following scales which best indicates the level of your exper-
ience during this class period.

 

 

 

Bored: no personal 1 2 ' 3 4 5 Highly involved with
involvement in class [_ 17 l l _1_ class content & experiences
Content had no personal 1 2 3 4 5 Content highly stimulating
relevance to you L__ l L l <_L and relevant to you

You felt highly threat- 1 2 5 You felt completely at

ened or anxious during 1‘ J 1 1 [_ ease and comfortable

class during class

 

 

You are completely con- 1 2 3 4 b You completely understand
fused about concepts 1_ I ] I 1 concepts and how to im-
presented plement them

Ideas and experiences 1 2 3 4 5 Ideas and experiences
will have no effect I 1 l l I will have a profound

on your life outside effect on your life out—

of class side of class

92

Influencing Human Interaction - Ed 484 iame

 

Laboratory Index Date

 

{0 help you summarize your feedback about your experience in this lab the following
scales have been devised. In addition to your written comments, please circle the
number on each of the following scales which best indicates the level of your exper-
ience during this laboratory session.

I. INTERVIEW

You were not at all

interested or involved 1 2 5 ested and involved in

in the interview the interview

The content of the The content of the inter-
interview was highly 1 2 5 view was highly personal
impersonal

You felt highly You felt completely
threatened or anxious 1 2 5 at ease during the inter-
during the interview view

You learned nothing The interview was highly
from the interview 1 2 5 relevant and you learned

a great deal from it

11. RECALL

Recall was not at all Recall was extremely
helpful to you 1 2 5 valuable and personally

relevant

You were bored and You were highly personally
uninvolved in recall 1 2 5 involved in recall session
session
Recall was a highly Recall was highly relaxed
threatening experience 1 2 5 experience

Inquirer displayed Inquirer was highly skilled:

1 2 5 used all of skills des~

none of skills described

in class

 

 

 

 

 

 

 

 

You were highly inter-

cribed in class

APPENDIX B

MATERIAL RELATED TO ED. 484

INFLUENCING HUMAN INTERACTION

Syllabus A
Syllabus B

Description of the Inquirer Role

93

Mental Team 1975

‘t-C'I
deck

Week 1
January 6«10

Week 2
January 13-17

Mach 3
January 20-24

Week 4
January 27—31

week 5
February 3-7

Week 6
February 10-14

week 7
February 17-21

week. 8
February 24~28

Zuleh.9
march 3-7

94
EDUCATION 484

LARGE GROUP

 

Background of IPR

Class Structure

Class Requirements

Complete Schedule Cards

Pre-Tests

Elements of Communication
Exploratory Response
Listening Response

Elements of Communication
Affective Response
Honest Labeling Response
What to expect from Labs
Discuss topics to share
Giving feedback to Inquirers
Pages 1-8, 13-14, 43—45 in
manual

Discussion of Lab experience
Stimulus Films

Saslow Film

Pages 9-12 in manual

Stimulus Films
Inquirer Training A
Pages 19-26 in manual

Inquirer Training 8
Classroom Recall
Page 15 in manual

Mutual Recall
Film of Mutual Recall
Pages 16-18 in manual

Theory
Pages 27-32 in manual

Classroom Recall
Post—Tests

Review and wrap—up

Sgfifiabus A

Traditional Model

LEE

None

Learn to operate VTR
Individual Recall
(2 persons)

Individual Recall
(2 persons)

Inquirer Training
(6 persons)

Inquirer Training
(6 persons)

Mutual Recall
(3 persons)

Mutual Recall
(3 persons)

Interviewer Recall

(3 persons)
with outside client
Class members inquire

Recall with Significant Other
Class members inquire

95
EDUCATION 484

hintcn Team T975

WEEK

—‘ w'-

week 7
January 6-10

Week 2
January l3~17

week 3
January 20-24

Week 4
January 27—31

Week 5
February 3-7

week 6
February 10—14

week 7
February 17~21
Week 8

February 24-28

Week 9
March 3—7

LARGE ggoup

 

Background of IPR

Class Structure

Class Requirements

Complete Schedule Cards

Pre-Tests

Elements of Communication
Exploratory Response
Listening Response

Stimulus Films

Inquirer Training A

Pages 1-6, 19—26, 9—10,
13-14 in manual

Discussion of Lab experience

Stimulus Films
Inquirer Training 8

SULCNOJS 5
Experimental Model
LAB-

None

Inquirer Training
(6 persons)

Inquirer Training
(6 persons)

Giving feedback to Inquirers
Review pages 19-26 in manual

Pages 43-45 in manual

Discussion of Inquirer role
Saslow film of Client Recall

Page 15

Elements of Communication
Affective Response
Honest Labeling ReSponse

Classroom Recall

Pages 6~8, 11-12 in manual

Mutual Recall
Film of Mutual Recall
Pages 16-18 in manual

Theory
Page 27-32 in manual

Classroom Recall
Post-Tests

Review and wrap-up

Individual Recall
(3 persons)

Individual Recall
(3 persons)

Mutual Recall
(3 persons)

Mutual Recall
(3 persons)
Interviewer Recall
(3 persons)

Hith outside person

Recall with significant other

96

Description of the Inquirer Role from the IPR Student Manual.

THE INQUIRER ROLE

The inquirer's objective is to facilitate and encourage 331L"Qlfi:
covery by the participant. The inquirer must come to believe that, with
the help of the videotape playback, the participant is entirely capable
of learning about her/his inner processes. The inquirer must also believe
that the participant is the only real authority on what was going on inside
her/him. In the inquirer role, a person must learn to get their satisfac—
tion from the participant's self-discovery. The inquirer's expertise is

at facilitating these discoveries.

The inquirer's first task is to explain clearly to the participant
what the recall process involves. An example of this introduction is as
follows:

"The mind, we know, operates much faster than the voice. 80,
during the interview you had, there were many things going

through your mind that there wasn't time to tell or say. We also
know that there probably were things that you may have decided you
didn't want to tell. There may have been some feelings that you
had that were only vague and you couldn't find words for them, but
perhaps you'll be able to describe them now. There were impressions
that you wanted the other person to have and there were impressions
that you didn't want the other to have of you. Now, when you see
yourself on videotape, you will find that you will remember in
amazing detail all of these kinds of things—~images, how your body
felt, ideas you had, and so on. All of these things will go
through your mind. We want you to stop the tape as often as you
can and tell me about the things you were thinking and feeling

and what you wanted the other person to think and feel."

Each inquirer should find words in their own vocabulary to express to parti—

cipants these same ideas.

Following this introduction, the inquirer must try to get the parti—

cipant to stop the videotape by her/himself, encourage her/him to talk

97

openly and freely (while also keeping questions brief); and keep the

participant's attention focused on reliving the eXperience on the video-

tape.

lnquirer leads should focus on the following:

\memmwaH
O

Feelings?
Thoughts?

Body?

Where?

Pictures?

Words?
Fantasies?

want from other?‘
Want to say?
Etc.

ln addition to the actual leads used, the inquirer should have a

basic attitude during the recall session which consists of the following:

oxu:£>u;m=s‘

Patience

Interest - excitement
Non—interpretation
Asking - not telling
Not counseling

Keep focus on tape

The following steps can aid the inquirer to conduct a smooth and

efficient recall session:

Please try to be at the lab room a few minutes early.
Have students "sign—in".

Don't view the tapes made by previous lab groups. Make
sure that your students know their tapes will also be

confidential and that no one will see them.

Rewind the tapes made in your lab group so that they will
be erased as the next group tapes over them.

'Turn off all equipment before you IvuVe.

Contact your instructor if there are equipment problems
that you can't correct, or students who don't show.

98

Give each lab participant an "Inquirer Feedback" form
and encourage them to fill it out right there.

Please make sure the room is left neat and clean.

Lock the door and return key to designated place.

Confusing, rigid, dull and uneventful recall sessions can be avoided

by noting the following:

1.

2.

Make sure that all lab participants know what is expected
of them during the lab period.

If lab participants do not know each other, allow them to
spend a few minutes getting to know each other before tap-
ing, if they so desire.

If time permits (when the participants and the inquirer do
not have time limitations and when the lab room is not
being used right after your lab period), allow them to
spend more than the regular 5 to 7 minutes for the inter-
view. The entire interview need not be recalled, but the
extra time may give the participants more meaningful inter—
views.

Before the taping begins, check to see if the individual who
is to share a concern has something real and meaningful. If
this seems to be a problem (coming up with a real concern),
you may give some possible areas to talk about:

~- Suggest that they talk about something that has been on
their mind lately.

-— Suggest that they talk about the impact their interviewer
has on them with the interviewer.

—- Suggest that they talk about not wanting to talk about
something meaningful and close.

Keep in mind that everyone is starting from a different
place and learning at a different pace.

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