An Examination of Training in Ecological-Positive Support Consultation

Autor/inn/en	Stoiber, Karen Callan; Gettinger, Maribeth; Bella, Zachary A.; Monahan, K. Leigh
Titel	An Examination of Training in Ecological-Positive Support Consultation
Quelle	In: Journal of Educational and Psychological Consultation, 33 (2023) 1, S.114-138 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2022.2100401
Schlagwörter	School Psychologists; School Psychology; Counselor Training; Program Content; Program Implementation; Consultation Programs; Evidence Based Practice; Outcome Measures; Self Efficacy; Capacity Building; Positive Behavior Supports; Early Childhood Education; Cultural Relevance; Classroom Environment; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Programmgestaltung; Fachberatung; Self-efficacy; Selbstwirksamkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Klassenklima; Unterrichtsklima
Abstract	Although the NASP 2020 Standards emphasize consultation as a core competency, few studies have examined consultation preservice training on consultant outcomes. This article describes the content and implementation of a training program focused on ecological-positive behavior consultation, called "Positive Environment and Behavior for Building Learning and Engagement" (PEBBLE). PEBBLE incorporates (a) didactic instruction related to consultation and ecological-positive support strategies, (b) evidence-based strategy and consultation implementation resources, and (c) supervised in-vivo practice. Outcome measures assessed both trainee outcomes, including self-reported efficacy, knowledge, and confidence, and classroom outcomes (direct observations). Results show PEBBLE led to statistically significant improvements in trainees' self-reported efficacy, knowledge, and confidence and had a positive impact on classroom environments. Additionally, students who participated in PEBBLE in their first year of school psychology training had self-efficacy and competency ratings comparable to more advanced students. Implications for consultative training based on ecological-positive support approaches and future research are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01