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Coping modeling problem solving versus mastery modeling: effects on adherence, in-session process, and skill acquisition in a residential parent-training program.

C E Cunningham·J R Davis·R Bremner·K W Dunn·T Rzasa
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Abstract

This trial compared two approaches used to introduce parenting skills in a residential staff training program. Fifty staff were randomly assigned to: mastery modelling in which videotaped models demonstrated new skills, coping modelling problem solving (CMPS) in which participants formulated their own solutions to the errors depicted by videotaped models, or a waiting-list control group. In both, leaders used modelling, role playing, and homework projects to promote mastery and transfer of new skills. The skills of all groups improved, but CMPS participants attended more sessions, were late to fewer sessions, completed more homework, engaged in more cooperative in-session interaction, rated the program more positively, and reported higher job accomplishment scores. These data suggest that CMPS allowing participants to formulate their own solutions may enhance adherence and reduce the resistance observed in more didactic programs.

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Adaptation, PsychologicalAdolescentAdultBurnout, ProfessionalFemaleFollow-Up StudiesGroup HomesHumansImitative BehaviorInservice TrainingIntellectual DisabilityInternal-External ControlMaleMiddle AgedParentingParentsProblem SolvingClinical TrialJournal ArticleRandomized Controlled TrialResearch Support, Non-U.S. Gov't

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C E Cunningham, J R Davis, R Bremner, K W Dunn, T Rzasa. 1993. Coping modeling problem solving versus mastery modeling: effects on adherence, in-session process, and skill acquisition in a residential parent-training program.. https://doi.org/10.1037/%2F0022-006x.61.5.871

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