Training Undergraduate Students to Use Immediacy

Abstract

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