When teaching a skill, role playing should usually be done after

Evidence-based skills training models in psychiatric rehabilitation, such as Social Skills Training (SST), follow a structured, sequential process. Role-playing, where the learner actively rehearses the skill, occurs immediately after the trainer has modeled (demonstrated) the correct execution of the skill. This "see one, do one" approach provides the learner with a clear, concrete example to imitate in a safe, structured environment. Modeling is the critical step that precedes the learner's own attempt, ensuring they have a behavioral target to practice before receiving feedback.

B. practicing the skill: Role-playing is the initial, structured form of practicing the skill; it is not something that would follow a general practice session.

C. trying the skill for the first time: The role-play is designed to be the learner's first structured attempt at the skill within the teaching session.

D. describing how to do the skill: Describing the skill and its steps is an earlier part of the process. Modeling must occur after the description and before the role-play.

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1. Pratt, C. W., Gill, K. J., Barrett, N. M., & Roberts, M. M. (2014). Psychiatric rehabilitation (3rd ed.). Academic Press. In Chapter 10, "Teaching Skills," the behavioral skills training model is outlined with the sequence: 1. Rationale, 2. Demonstrate (Model), 3. Practice (Role-play), and 4. Feedback (pp. 211-212).

2. Boston University Center for Psychiatric Rehabilitation. (n.d.). Lesson 3: The Tell-Show-Do-Practice Training Strategy. In Instructional Techniques for Use in Psychiatric Rehabilitation. This university resource outlines the core training strategy where "Show" (modeling/demonstration) is followed by "Do" (role-play/rehearsal).

3. Bellack, A. S., Mueser, K. T., Gingerich, S., & Agresta, J. (2004). Social skills training for schizophrenia: A step-by-step guide (2nd ed.). The Guilford Press. Chapter 3, "Conducting Social Skills Training Groups," explicitly details the teaching sequence, stating that after the trainer models the skill, "the next step is to have the participants rehearse the skill in a role-play" (p. 46).