Role-playing in Counselor Student Development

This study examined how role-plays impacted confidence, competence and empathy as measured by students’ (N = 26) and instructor’s ratings during practice triads in a microskills course. Repeated ANOVAS revealed no significant difference for scripted versus personal concerns role plays. Paired t-tests revealed significantly higher ratings for empathy, confidence, and skills at different times and for different roles (e.g. counselor, client, observer). Role-play type was correlated with role preference; significant correlations were also found between script preference and specific microskills and confidence, as well as instructor ratings of facilitation skills and empathy.