THE PROJECT DESCRIBED IN THIS REPORT WAS DESIGNED TO PROVIDE EVIDENCE OF THE EFFECTIVENESS OF A COUNSELOR TRAINING EXPERIENCE WHICH UTILIZED A SIMULATED COUNSELING INTERVIEW AS THE INSTRUCTIONAL VEHICLE. THE TRAINING EXPERIENCE WAS DESIGNED TO TRAIN COUNSELORS (1) TO DISCRIMINATE BETWEEN COGNITIVE AND AFFECTIVE ELEMENTS OF CLIENT VERBALIZATIONS AND (2) TO RESPOND TO THE VERBALIZATIONS IN WAYS THAT WOULD FACILITATE FURTHER AFFECTIVE VERBALIZATIONS BY THE CLIENT. SUBJECTS WERE ASSIGNED TO EXPERIMENTAL AND CONTROL GROUPS. DURING A TRAINING PERIOD, THE EXPERIMENTAL GROUP RECEIVED 2 HOURS OF INDIVIDUAL INSTRUCTION WITH THE SIMULATED INTERVIEW. AFTER TRAINING, ALL SUBJECTS WERE REQUIRED TO COUNSEL A ROLE-PLAYING CLIENT. ANALYSIS OF RECORDED DATA REVEALED THAT (1) SUBJECTS IN THE EXPERIMENTAL GROUP DEMONSTRATED A SIGNIFICANT GAIN IN THEIR PERFORMANCE FROM PRETRAINING TO POST-TRAINING INTERVIEW, (2) SUBJECTS IN THE CONTROL GROUP DEMONSTRATED A SMALL AND NONSIGNIFICANT DECREASE IN THEIR PERFORMANCE, (3) SUBJECTS IN THE EXPERIMENTAL GROUP SHOWED SIGNIFICANTLY MORE GAIN THAN SUBJECTS IN THE CONTROL GROUP, AND (4) WHEN AN ATTEMPT TO CONTROL PERFORMANCE IN THE PRETRAINING INTERVIEW SETTING WAS MADE, THERE WAS A SIGNIFICANT DIFFERENCE BETWEEN EXPERIMENTAL AND CONTROL GROUPS IN POST-TRAINING INTERVIEW PERFORMANCE. THESE FINDINGS SUGGESTED THAT TRAINING IN THE SIMULATED INTERVIEW SETTING RESULTED IN SIGNIFICANT CHANGES IN SPECIFIC ASPECTS OF COUNSELOR TRAINEES' INTERVIEW BEHAVIOR. (WB)