Kadervaek et al. discussed a counseling training module that was used to improve the counseling skills of speech-language pathology (SLP) graduate students and data demonstrating the effectiveness of the module. The training module was composed in three-different sections that contained a lecture followed by a mock interview and self-evaluation from the clinician. Two clinical counselors were required to rate the videotapes of the SLP students during the mock interviews that occurred before and after the training module along the clinical dimensions of attractiveness, expertness, and trustworthiness using a Counselor Rating Form (CRF). The first part of the training module focuses on the therapeutic relationship/attending behaviors. This focuses on a client-centered therapeutic approach and the notion that the client is the ‘expert’ and not the SLP. This part of the module also places emphasis on listening instead of talking, using a variety of nonverbal behaviors, and the importance of “clinical silence”. The module provided strategies to improve nonverbal communication such as maintaining a relaxed, but slightly forward body position. The second session focused on open versus closed questions and supporting a client’s discussion of feelings. The article provided definitions of closed versus …show more content…
Paraphrasing occurs when the SLP attempts to closely and immediately mirror the client’s utterances or capture the underlying emotion. When summarizing, the SLP condenses the content or feelings expressed over a longer period of time. Summaries are useful to conclude an interview or confirm that the he or she has “gotten the correct message”. In addition, this session talked about handing negative emotions. Students were encouraged to include opportunities for the client and families to discuss and possible work through his or her negative