A Comparison of Low and High Structure Practice for Learning Interactional Analysis Skills

Autor/in	Davis, Matthew James
Titel	A Comparison of Low and High Structure Practice for Learning Interactional Analysis Skills
Quelle	(2011), (76 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Utah
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2670-0720-9
Schlagwörter	Hochschulschrift; Dissertation; Psychotherapy; Allied Health Occupations Education; Skill Development; Drills (Practice); Web Based Instruction; Comparative Analysis; Undergraduate Students; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Psychotherapie; Kompetenzentwicklung; Qualifikationsentwicklung; Web Based Training; Unterrichtserfolg
Abstract	Innovative training approaches in work domains such as professional athletics, aviation, and the military have shown that specific types of practice can reliably lead to higher levels of performance for the average professional. This study describes the development of an initial effort toward creating a similar practice method for psychotherapy training. An Internet based training for learning a psychotherapy skill called interactional analysis taken from Interpersonal Reconstructive Therapy was developed. Two versions of the training, high and low structure practice, were compared in a pilot study. Thirty-nine undergraduate and graduate participants were randomized to learn the skill using either the high or low structure practice. The primary learning outcome was accuracy in identifying interactional components on a posttest of learning. Results show participants receiving the high structure practice identified significantly more interactional components than participants receiving the low structure practice. These results suggest that high structure practice may be a helpful tool for training psychotherapists to recognize interactional components in client narratives. Limitations of the findings, clinical implications, and future research directions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10