The Effects of Training Formats and Interpersonal Discriminations in the Education for Clinical Social Work Practice

The question of the relative effectiveness of three training formats (process recording, videotape feedback, and videotape feedback with modeling) and levels of interpersonal discriminations (high and low) on the acquisition of six clinical skills was examined in a series of 3 x 2 analyses of variance designs. Twenty-four 1st-year graduate social work students were assigned to these three training conditions, in such a manner that each group had an equal distribution of high and low discriminators. Interviews of subjects were videotaped and rated by experienced independent judges in terms of behavioral criteria derived from Ivey (1971). The findings indicate that videotape feedback with modeling is the most effective training device for teaching specific interpersonal behaviors. Results of main and interactional effects suggest integration of technology with training formats in social work education and the need for more rigorous research related to the identification of learner characteristics matched with teaching methodologies.