The purpose of this study was to investigate the effects of varying the form of practice stimuli (written, videotaped, live client) on trainees' ability to formulate clinical hypotheses. 20 counselor-trainees were randomly assigned to a written, videotaped or live-client simulation. Each group was presented a training module for clinical hypothesis-formation and were then given an opportunity to practice developing clinical hypotheses. Participants receiving practice with live clients performed significantly better than those receiving the written client presentation.
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