An Evaluation of Prepracticum Helping Skills Training for Graduate Social Work Students

Autor/inn/en	Gockel, Annemarie; Burton, David L.
Titel	An Evaluation of Prepracticum Helping Skills Training for Graduate Social Work Students
Quelle	In: Journal of Social Work Education, 50 (2014) 1, S.101-119 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Graduate Students; Practicums; Helping Relationship; Social Work; Counseling Techniques; Skill Development; Skill Analysis; Self Efficacy; Empathy; Anxiety; Metacognition; Followup Studies; Educational Strategies; Teaching Methods; Questionnaires; Outcome Measures; Likert Scales; Pretests Posttests; Achievement Gains; Student Attitudes; Instructional Effectiveness; Introductory Courses + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Practicum; Praktikum; Praktika; Helfende Beziehung; Soziale Arbeit; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Self-efficacy; Selbstwirksamkeit; Empathie; Angst; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Follow-up studies; Kontaktstudium; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Likert-Skala; Achievement gain; Leistungssteigerung; Schülerverhalten; Unterrichtserfolg; Einführungskurs
Abstract	Although foundational practice classes play a key role in helping prepracticum students develop counseling skills, we know little about the effectiveness of this form of helping skills training. This study assessed the effect of helping skills training delivered in foundational practice classes on proximal indicators of counseling skills acquisition, including measures of counseling self-efficacy, empathy, anxiety, and hindering self-awareness or rumination. Participating students made significant gains in counseling self-efficacy that were maintained at 3-month follow-up. Reductions in anxiety, rumination, and personal distress in interpersonally challenging situations were observed at follow-up, indicating that students made a successful transition to the field following training. The frequency of large-group role plays in particular was related to gains in students' counseling self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10