The purpose of this study is to examine the effects of two models of basic counseling skill training on the development of fully functioning, and the frequency of basic skill utilization as assessed at the end of the course. Two groups of students were taught using the Carkhuff Human Resource Development model (1971) and Egan’s Skilled Helper model (2002). They were then given the Strathclyde inventory to assess fully functioning early and at the end of the semester, and skill frequency count was conducted on all participants. Mann-Whitney-Wilcoxon tests were conducted to determine difference between groups in both measures. Additionally, inter-rater reliability was established on the skill frequency count. Analysis demonstrated that change occurred over the course of the semester for both groups in terms of fully functioning, with the group based on Carkhuff’s Human Resource Development showing more change. Analysis also demonstrated a larger frequency of empathic responses with the group taught from the Carkhuff model.
","abstract_html":"<p>The purpose of this study is to examine the effects of two models of basic counseling skill training on the development of fully functioning, and the frequency of basic skill utilization as assessed at the end of the course. Two groups of students were taught using the Carkhuff Human Resource Development model (1971) and Egan’s Skilled Helper model (2002). They were then given the Strathclyde inventory to assess fully functioning early and at the end of the semester, and skill frequency count was conducted on all participants. Mann-Whitney-Wilcoxon tests were conducted to determine difference between groups in both measures. Additionally, inter-rater reliability was established on the skill frequency count. Analysis demonstrated that change occurred over the course of the semester for both groups in terms of fully functioning, with the group based on Carkhuff’s Human Resource Development showing more change. Analysis also demonstrated a larger frequency of empathic responses with the group taught from the Carkhuff model.</p>","abstract_has_math":false,"creators":["Carver, Christopher Loyd"],"institution":null,"degree_name":"Doctor of Philosophy in Counselor Education (PhD)","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Higgins, Kristin K.","Blisard, Paul"],"advisors":["Farley, Roy C."],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-07-01T07:00:00Z","date_published":"2015-07-01T07:00:00Z","updated_at":"2026-07-24T00:59:58Z","subjects":["Psychology","Education","Carkhuff human resource development model","Counselor development","Egan's skilled helper model","Fully functioning","Counseling Psychology","Counselor Education","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uark.edu/etd/1233","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Higgins, Kristin K.","Blisard, Paul"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Farley, Roy C."]},{"key":"dc:creator","label":"Author","values":["Carver, Christopher Loyd"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-09-29T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy in Counselor Education (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","Education","Carkhuff human resource development model","Counselor development","Egan's skilled helper model","Fully functioning","Counseling Psychology","Counselor Education","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uark.edu/etd/1233"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to examine the effects of two models of basic counseling skill training on the development of fully functioning, and the frequency of basic skill utilization as assessed at the end of the course. Two groups of students were taught using the Carkhuff Human Resource Development model (1971) and Egan’s Skilled Helper model (2002). They were then given the Strathclyde inventory to assess fully functioning early and at the end of the semester, and skill frequency count was conducted on all participants. Mann-Whitney-Wilcoxon tests were conducted to determine difference between groups in both measures. Additionally, inter-rater reliability was established on the skill frequency count. Analysis demonstrated that change occurred over the course of the semester for both groups in terms of fully functioning, with the group based on Carkhuff’s Human Resource Development showing more change. Analysis also demonstrated a larger frequency of empathic responses with the group taught from the Carkhuff model.
"]},{"key":"dc:title","label":"Title","values":["Basic Counseling Techniques Training: The Differential Effects of Two Models on Skill Development and Fully Functioning"]}]}],"canonical_facts":{"dc:contributor":["Higgins, Kristin K.","Blisard, Paul"],"dc:contributor.advisor":["Farley, Roy C."],"dc:creator":["Carver, Christopher Loyd"],"dc:date":["2015"],"dc:date.available":["2017-09-29T07:00:00Z"],"dc:description.abstract":["The purpose of this study is to examine the effects of two models of basic counseling skill training on the development of fully functioning, and the frequency of basic skill utilization as assessed at the end of the course. Two groups of students were taught using the Carkhuff Human Resource Development model (1971) and Egan’s Skilled Helper model (2002). They were then given the Strathclyde inventory to assess fully functioning early and at the end of the semester, and skill frequency count was conducted on all participants. Mann-Whitney-Wilcoxon tests were conducted to determine difference between groups in both measures. Additionally, inter-rater reliability was established on the skill frequency count. Analysis demonstrated that change occurred over the course of the semester for both groups in terms of fully functioning, with the group based on Carkhuff’s Human Resource Development showing more change. Analysis also demonstrated a larger frequency of empathic responses with the group taught from the Carkhuff model.
"],"dc:identifier":["https://scholarworks.uark.edu/etd/1233"],"dc:subject":["Psychology","Education","Carkhuff human resource development model","Counselor development","Egan's skilled helper model","Fully functioning","Counseling Psychology","Counselor Education","Educational Psychology"],"dc:title":["Basic Counseling Techniques Training: The Differential Effects of Two Models on Skill Development and Fully Functioning"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy in Counselor Education (PhD)"]},"updated_at":"2026-07-24T00:59:58Z"}