Using Self-Instruction to Teach Counseling Skills to School Psychology Students: An Efficacy Study

Autor/inn/en	Loe, Scott A.; Jones, W. Paul; Crank, Joe N.; Krach, S. Kathleen
Titel	Using Self-Instruction to Teach Counseling Skills to School Psychology Students: An Efficacy Study
Quelle	In: Journal of Instructional Psychology, 36 (2009) 1, S.35-48 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-1956
Schlagwörter	Graduate Study; School Psychology; Special Education Teachers; Trainees; School Psychologists; Counseling Psychology; Counseling Techniques; Self Efficacy; Rating Scales; Instructional Effectiveness; Instructional Innovation; Teaching Methods + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Schulpsychologie; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Auszubildender; Weibliche Auszubildende; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Counselling psychology; Beratungspsychologie; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Self-efficacy; Selbstwirksamkeit; Rating-Skala; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Counseling is highly valued by school psychology faculty and practitioners but represents a small area of concentration within many graduate training programs, often comprised only of two or three survey courses without a supervised practicum experience. This multiple baseline, across subjects, study involving nine school psychology trainees suggests that more attention to the potential of self-instruction modules may provide some direction to address the challenge. Results, consistent with two earlier investigations involving special education teachers and school psychology trainees, indicated positive change in relationship building skills, problem solving skills, and overall performance with all content delivered outside of the typical classroom didactic setting. (Contains 3 figures and 1 table.) (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10