In a 5-year follow-up assessment, 33 students who had taken an undergraduate helping skills course indicated that they had continued to use the helping skills in both their professional lives and personal relationships. On average, there were no significant changes from pretraining to follow-up on empathy, natural helping ability, or facilitative interpersonal skills. Furthermore, although students had increased in self-efficacy for using the skills during training, on average they maintained their self-efficacy levels at the follow-up. The 15 participants who had further mental health education, however, scored higher at follow-up on empathy, natural helping ability, self-efficacy for using the skills, and facilitative interpersonal skills compared with the 18 participants who had no further mental health education (controlling for pretraining levels), suggesting that continued exposure to and practice using the skills helped them continue to improve their helping abilities. Qualitative data indicated that participants typically had positive experiences in the helping skills course. Implications for training and research are provided. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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本科生在帮助技能培训五年后的随访。

在一项为期 5 年的后续评估中，33 名参加过本科助学技能课程的学生表示，他们在职业生活和人际关系中都继续使用助学技能。平均而言，从预训练到后续的同理心、自然帮助能力或促进人际交往能力没有显着变化。此外，尽管学生在培训期间使用技能的自我效能感有所提高，但平均而言，他们在后续行动中保持了自我效能感水平。然而，接受过进一步心理健康教育的 15 名参与者在共情、自然帮助能力、使用技能的自我效能、与未接受进一步心理健康教育的 18 名参与者（控制预训练水平）相比，促进人际交往能力的表现，表明继续接触和练习使用这些技能有助于他们继续提高他们的帮助能力。定性数据表明，参与者通常在帮助技能课程中有积极的经验。提供了对培训和研究的影响。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。