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2018-01

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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/171179

Peer counselling vs. role-playing: utility of two therapeutic skills training methods in clinical psychology

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https://doi.org/10.7334/psicothema2016.286

Abstract

Background: training programmes for clinical psychologists should include evidence-based teaching methods that enable trainees to learn therapeutic skills. Here we compared the perceived utility of role-playing vs. peer counselling. In peer counselling, one student recounts a personal experience to the other, who thus has the opportunity to act as the therapist in relation to a real situation. Given that sharing such personal experiences may provoke discomfort in students, we also examined this aspect. Method: trainees (n=202) were given both role-play and peer counselling activities as a way of practising empathy and active listening. After completing the skills training programme they completed a questionnaire to assess the extent to which each method had helped them to develop their self-awareness and to acquire these therapeutic skills. Results: in general, peer counselling was considered more useful than role-playing for enhancing self-awareness and personal growth, as well as for learning these professional skills. Regarding the discomfort experienced by students, our data suggest that any initial reluctance to share personal experiences is outweighed by the personal and professional benefits obtained. Conclusions: our results indicate that experiential learning involving emotionally charged situations is an effective way of teaching therapeutic skills to clinical and health psychology trainees.

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Psicologia clínica, Influència social, Educació

Subject (English)

Clinical psychology, Social influence, Education

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Articles publicats en revistes (Infermeria de Salut Pública, Salut mental i Maternoinfantil)

Citation

RUIZ RODRÍGUEZ, José, et al. Peer counselling vs. role-playing: utility of two therapeutic skills training methods in clinical psychology. Psicothema. 2018. Vol. 30, num. 1, pags. 21-26. ISSN 0214-9915. [consulted: 9 of August of 2026]. Available at: https://hdl.handle.net/2445/171179

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