Publication Date


Document Type


First Advisor

Tucker, Charles O.

Degree Name

M.A. (Master of Arts)

Legacy Department

Department of Communication Studies


The use of student paraprofessionals in higher education institutions is increasing as these individual are performing responsibilities in counseling, academic advising, new student orientation, residence life, and many other areas. With the increase in paraprofessional utilization has come an increase in concern over developing effective and efficient training programs which will assure that these individuals provide college students with appropriate guidance and service. Most paraprofessional training focuses on the development of strong oral communication skills. Much attention has been centered on the impact of paraprofessional training on the outcome of interactions between paraprofessionals and their clients. However, little attention has been focused on the impact of training on paraprofessionals themselves, particularly on how training influences paraprofessionals' cognitive development. William Perry's scheme of intellectual and ethical development provides a structural framework for describing the cognitive development of college students, and suggests that instructional approaches can positively or negatively enhance their development. This study reviewed three primary approaches to paraprofessional communication skills training--Kagan's Interpersonal Process Recall, Ivey's Microcounseling, and Carkhuff's Human Relations Training--and assessed the degree to which their training programs promote cognitive development as outlined by Perry. The study found that only Ivey's Microcounseling promoted development as outlined by Perry. Kagan's approach promoted only Perry's relativistic positions, while Carkhuff's approach promoted only Perry's dualistic positions.


Bibliography: pages [61]-71.


iv, 71 pages




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