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

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Bibliographic Details
Title: Using Self-Instruction to Teach Counseling Skills to School Psychology Students: An Efficacy Study
Language: English
Authors: Loe, Scott A., Jones, W. Paul, Crank, Joe N.
Source: Journal of Instructional Psychology. Mar 2009 36(1):35-48.
Availability: 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
Peer Reviewed: Y
Physical Description: PDF
Page Count: 14
Publication Date: 2009
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Graduate Study, School Psychology, Special Education Teachers, Trainees, School Psychologists, Counseling Psychology, Counseling Techniques, Self Efficacy, Rating Scales, Instructional Effectiveness, Instructional Innovation, Teaching Methods
ISSN: 0094-1956
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.)
Abstractor: As Provided
Number of References: 19
Entry Date: 2009
Access URL: https://www.projectinnovation.biz/jip_2006.html
Accession Number: EJ840815
Database: ERIC
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Description
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.)
ISSN:0094-1956