Implementing Self-Management within a Group Counseling Context: Effects on Academic Enabling Behaviors

Autor/inn/en	Briesch DuBois, Jacquelyn M.; Briesch, Amy M.; Hoffman, Jessica A.; Struzziero, Joan; Toback, Robin
Titel	Implementing Self-Management within a Group Counseling Context: Effects on Academic Enabling Behaviors
Quelle	In: Psychology in the Schools, 54 (2017) 8, S.852-867 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22029
Schlagwörter	Self Management; Intervention; Academic Achievement; Group Counseling; Middle School Students; Student Behavior; School Psychologists; Middle School Teachers; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Selbstmanagement; Schulleistung; Gruppenberatung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Self-management interventions have been adapted to serve as targeted interventions to increase academic enabling behaviors in groups of students. However, a trade-off exists between adapting these interventions to feasibly fit group contexts and maintaining theoretical intervention components. This study examines the use of self-management within fourteen 40-minute group counseling sessions delivered by school psychology personnel to increase the academic enabling behaviors of three middle school students as rated by their teachers. Results of a multiple baseline design across students revealed slight to moderate improvements in academic enabling behaviors for two of the three students. Furthermore, usability results suggested that students found the intervention to be generally acceptable, understandable, and feasible. Implications for both future research and applied practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01