Journal of Technology in Counseling - Newman

Abstract
Advances in digital video editing software have provided a unique opportunity to aid counselor trainees in the practice and critique of counseling skills. The use of video editing software such as Apple’s iMovie 3 and Microsoft’s Movie Maker 2 allow for both visual and audio feedback by the supervising instructor and provide the counselor trainee an opportunity to criticize their own counseling skills. Newly-developed presentation software such as Serious Magic’s Visual Communicator can add a professional presentation to any video project. This paper, from a technology assistant’s point of view, reflects on the integration of digital video technology in a counselor education program that employs a microskills approach. It will provide insight for counselor educators who wish to incorporate digital video techniques in counselor education programs. Advantages and disadvantages of equipment, course logistics and costs are reviewed.

            There is much discussion that the incorporation of technology in counselor training has become a concern in most counselor education programs (Baltimore, 2002). The road to technology integration in counselor training skills has been well documented. Use of using reel-to-reel audiotape, early videotape, and interactive computer, videodisc and digital video (Casey, 2002; Sampson & Kromboltz, 1991; Kenney, 1991; Yesselman, 1997) have added technology components to counselor education programs.

            As a student in information technology, this author sees the gap continuously closing between entry level and professional level video production hardware and software. Video editing systems costing tens of thousands of dollars a few years ago are now bundled free with most computer systems. The specialized hardware components, video capture cards, and highly sophisticated software that once were priced well beyond the means of most individuals and public institutions has been replaced by what is now considered to be standard issue.

            The ability to edit video and add effects such as titles, transitions and audio tracks once required sophisticated software and fast computer processors. It can now be accomplished with simple “drag and drop” procedures. The cost of huge hard drives, both external and internal, to store the raw video and audio clips are now priced well within the means of most computer users. Even the most important part of the video process, the digital video camera, is in constant competition from every manufacturer and retailer in terms of capabilities and price. Add to this the many types of presentation software that can provide a realm of professionalism to any video project and educators have the makings for some very powerful tools, not only for counselor training but for every aspect of education.

The Change to Video Editing

            According to Froehle (1984) “the counselor must be constantly aware of his or her own behavior and its likely effects on the client” (p.168). No other medium is more ideally suited for counselor trainees to increase their self awareness during the counseling process than the video taping of counselor-client sessions. It is only natural then that all opportunities to maximize video tape should be part of any counselor education program.

            A graduate level pre-practicum course was selected to incorporate a higher level of digital video integration. The course was designed to identify, practice, and critique/sharpen the 18 microskills in counseling situations (Ivey & Ivey, 2003). The microskills approach to counselor training has been met with great success (Urbani, Smith, Maddux, Smaby Torres-Rivera, & Crews, 2002; Daniels, 2003) in counselor education programs.

            Originally, a traditional approach of videotaping and transcribing counseling sessions to identify where in the counseling session each specific microskills occurred was used. The transcripts were then used by the supervising instructor and counselor trainee to provide a critique on the counseling skills that were employed (Baumgarten & Roffers, 2003). In efforts to streamline the transcription process, the task of identifying specific counseling microskills using video editing procedures was sought. Early attempts at using video editing techniques on taped counselor sessions to demonstrate counseling skills were unsuccessful because the level of technical knowledge required by the user proved to be advanced. Only technology-proficient personnel in the counselor education departments seemed qualified to operate the numerous and cumbersome pieces of computer and video equipment. A recent publication by Baggerty (2003) cites an Association for Counselor Education and Supervision (ACES) study that indicates “many counselor educators lack a high level of technological competence.” This results from both the training of counselor educators as described by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards and the former limitations of technology. The desire to incorporate technology in the counselor training program was very evident, it just proved to be too time consuming and frustrating for all parties involved, at which point the project was shelved.

            A decision was made in a large Western University to incorporate digital video techniques with counselor training when a newly hired faculty in charge of the counselor pre-practicum program inquired about using a digital video approach in counselor-client sessions. New methods were investigated looking at existing video technology already made available in hopes that this would eliminate the need to purchase additional equipment or software. Online research revealed new video software, called Video Traces, developed at the University of Washington by Dr. Reed Stevens. This software was designed to “annotate that media both visually (using a pointer to record gestures) and verbally” (University of Washington, 2002). Applications to taped counseling sessions identifying specific counseling microskills seemed to be ideal for this software. However, attempts to secure the software for research and application in the pre-practicum training failed. Alternative approaches were sought.

Technology Chosen

            Apple’s iMovie 3 (Apple, 2003), a video editing software, comes bundled free with the purchase of any Apple™ computer system. This software allows for the transfer of digital media from tape into an editing program in which a wide variety of editing procedures are available. Scene transitions, titling, special effects, and the addition of multiple audio tracks can all be accomplished by simple “drag and drop” procedures.

  Movie Maker 2 (Microsoft, 2003) from Microsoft™ is a comparable program for the PC and comes standard with any Microsoft XP operating system, or can be downloaded free from the Microsoft.com website.

The Program and Process

            A program for video analysis of student trainees’ counseling skills demonstrations was designed and integrated into the counselor pre-practicum classes. Classes were divided into two groups: half of the class would be practicing the traditional transcription method for identifying each of the counseling microskills and the other half would be employing the video editing techniques for skill identification. At mid semester, the roles would be reversed and each group would use the other method. All students were instructed in the use of digital video cameras and editing software through lecture and hands-on demonstrations. Written tutorials for hardware and software being used were also provided for each student.

            The 50-minute client sessions were downloaded to the editing software via an IEEE 1394 Firewire cable and edited to show only the individual microskills demonstrated. Usually, only six skills are practiced during each stage of the counseling process. The stages were exploration, understanding, and action (Urbani et al., 2002). This kept the editing sessions relatively short and evenly distributed time between student projects.

Titles and audio tracks were added to introduce each skill, and video transitions were added to smoothly transfer to each demonstrated skill. Self-critique audio tracks were added by the counselor trainees at the end of each skill segment indicating how they felt the skill was or was not adequately demonstrated. Once completed, the video project was stored on a digital tape and a duplicate analog VHS tape was made by using a VHS to DV tape conversion deck. Both tapes, digital and analog, were submitted for review by the supervising instructor. The instructor viewed the skills project from the VHS tape using a standard VCR player and then provided video feedback on the digital tape using a digital camera. The VCR and digital camera were positioned in close proximity to each other allowing the instructor to pause the VHS tape being reviewed after each skill demonstration. The instructor, using remote control, then activated the digital camera and recorded instant feedback to each skill demonstration. This procedure was repeatedly performed for individual skill demonstrations by each trainee. The video feedback consisted of the instructor commenting on the strengths and weaknesses of each skill demonstrated by the trainees. The original analog VHS skills tape and instructor feedback digital tape were returned to the student. Editing software was once again used by the student to move the instructor critique from the end of the skills project digital tape where it was placed by the instructor back to the tape location of the trainees’ skill demonstration and self-critique using a single drag & drop procedure. This completed segment provided a comprehensive assessment, both the trainee’s and supervisor’s, of the counseling skill demonstrated by the trainee. The finished video analysis consists of a title and skill introduction, sample of the microskill technique employed, and audio self-critique by the counselor and audio-video feedback by the instructor. This process was repeated throughout the entire presentation for all microskills demonstrated.

During the editing process students were encouraged to add original artwork, color schemes and music to help enrich the student’s learning process. The resulting project was an individual demonstration of that trainee’s unique counseling skills capabilities.

Equipment Requirements and Costs

One of the original objectives of this project was to minimize or eliminate any equipment costs by duplication of equipment already available at the university. Much of the hardware and software required for the video editing project was available from within the Counseling and Educational Psychology department or through the college’s Learning and Resource Center. Video taping facilities already existed within the counseling department and individual digital cameras could be checked out from the Learning and Resource Center for additional taping capability. The availability of computers with the appropriate software was increased by using the College of Education’s established computer labs.

            Confidentiality was protected by reserving the computer lab for the pre-practicum class participants only. All video projects were saved on detachable hard drives. These hard drives were distributed to the trainees for their use while creating their projects and always stored under secure measures when not in use. Personnel trained in the distribution of video equipment were responsible for checking the hard drives in and out. Computer labs were staffed with trained personnel which were available to help students with technical problems and questions. One of the only expenses incurred was the purchase of two USB microphone headsets which were required to add the self-critique audio tracks to the video projects. These headsets can be purchased today for under $30 each.

            Presentation software such as Serious Magic’s Visual Communicator (Serious Magic, 2003), demonstrated throughout this paper, allowed for the development of high quality video presentations suitable for web, computer, or TV viewing. This software, which provided professional broadcast techniques, would cost tens of thousands of dollars if not hundreds of thousands of dollars only five or ten years ago. For this project, the software cost was less than $200. Use of this particular software was not a requirement of the pre-practicum students but is being looked at for upcoming classes as the software will be made available through recently acquired grant monies.

Promises and Pitfalls

            Two semesters after implementing the video editing process, acceptance by pre-practicum students was overwhelmingly favorable compared to traditional transcription. Some students indicated that as much as 26 hours were involved in the transcribing of counseling sessions versus a greatly reduced time in using the video editing technique. Remarks made by counseling students indicate that transcription does not give attention to nonverbal interaction between the counselor and client. Additional students’ comments from a survey of technology and counseling skill learning included “I learned more by watching and editing video,” “I prefer the technology solution, hands down!” and “This technology based process is a huge advancement over transcription.”

            The benefits of using video editing software included using the visual, auditory and kinesthetic modes of learning along with the cognitive processing associated with skill transfer and the memory function of skill retention (Baumgarten & Roffers, 2003; Fernandez & Liu, 1999). Costs associated with the video editing process were perhaps one of the most important aspects of the program. With the exception of the purchase of the two USB microphone headsets, no additional costs were incurred. Existing equipment, hardware and software available through resources already established in the department and college were digital video cameras, portable hard drives, digital video and VHS players, video conversion decks, and Apple G4 computers with all required software.

            Extreme care must be used in the planning, preparation, and presentation of any course that employs a technology component (Liu & Velasquez-Bryant, 2003). Many of the problems that occurred such as frustration, apprehension about technology, and lack of support personnel parallel those of other technology integrated courses (Baggerty, 2003). Training to use the video editing software can become overwhelming to students who are not technologically advanced in basic computer skills. Students did report that once the initial learning curve of the software had been overcome the production of the video presentation went smoothly and quickly. A well-devised training program that includes everything from camera use to software instruction to final tape production is crucial.

            Technology assistance in the form of support personnel, graduate students and computer lab assistants, made available to the students in the editing facility was also deemed to be invaluable to students. Access to the video lab must be extensive as the various work schedules of graduate students often prohibit editing at regularly scheduled times.

            It is noted that the evaluative feedback component provided to students by the instructor can be very time consuming yet no more so than with transcription. Each skill of every student must be reviewed and commented upon. The instructor noted that the video editing technique was preferable to transcription in that specific skills were already established thus eliminating a search for skill demonstration locations on transcribed tapes. Also of benefit to the instructor were both the immediate audio and visual feedback provided directly into the camera as opposed to written feedback. When placed by the trainee at the end of the skills demonstration and self-critique, this rich and in-depth immediate feedback creates for an asynchronous learning environment (Liu & Abney, 2004). The time expenditure required by the instructor can be greatly reduced with adequate videotape review and recording equipment made available preferably in the instructor’s office.

Conclusions

            Technology will always be in a state of change. Faster, more powerful processors and easier to use programs, combined with the dramatic decrease in cost of hardware and software, will play an intricate part in the future of education. Video technologies that include monitoring, evaluation, and counselor development (Pelling & Renard, 1999) will continue to gain support in the area of counselor education. The new tools that can be integrated into counselor training programs today will help train the more efficient and effective counselors of tomorrow.

References

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Urbani, S., Smith, R.M., Maddux, C.D., Smaby, M.H., Torres-Rivera, E., & Crews, J. (2002). Skills-based training and counseling self-efficacy. Counselor Education and Supervision, 42, 92-106.

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Authors' Biography

John M. Newman, M.Ed. is an Information Technology doctoral student in the Educational Psychology and Counseling Department at the University of Nevada, Reno. He currently works as the instructor for undergraduate education majors in Information Technology. His research interests include: technology use in teacher and counselor education, multimedia education and video editing software and production. John can be contacted at jnewman@unr.edu.

Paul C. Abney, PhD. is an Assistant Professor in the Counseling and Guidance Masters degree program and Chair of the Education Division at The University of the Virgin Islands, Kingshill, St. Croix, V.I. He can be contacted at pabney@uvi.edu