COPING MODELING PROBLEM-SOLVING VERSUS MASTERY MODELING - EFFECTS ON ADHERENCE, IN-SESSION PROCESS, AND SKILL ACQUISITION IN A RESIDENTIAL PARENT-TRAINING PROGRAM

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