Objective performance outcomes associated with two approaches to training mental health technicians in milieu and social-learning programs.

Two groups (A* — 28) of nonprofessional trainees, selected from a high unemployment area, received training in the conduct of two highly specified institutional treatment programs. The first group received sequential training with the professional staff first conducting academic instruction, followed by on-the-floor practicum. The second group received abbreviated academic instruction by the professional staff integrated with clinical observation, followed by on-the-floor practicum supervised by experienced technicians. All trainees were evaluated for two six-week periods of clinical performance, one period while still under instructor supervision and one period while functioning independently. Goodness of performance was determined from continuous 10minute time samples obtained by trained observers. Although the sequential/ professional mode of training had previously been found to be associated with higher academic test performance, the integrated/technical mode of training was found to be associated with better on-tho-floor performance. Both groups of trainees performed better on the social-learning than on the milieu program, although goodness of performance was remarkable in both. Goodness of performance was maintained for both groups in both programs after supervision was faded. The relationship of attitudinal differences, academic performance, and civil service ratings with objective performance was also investigated.