The Development of School Psychology Trainees' Self-Awareness, Motivation and Dependence-Autonomy through Group Supervision in a Counseling Practicum Experience

Autor/in	Rich, Maeva Rich
Titel	The Development of School Psychology Trainees' Self-Awareness, Motivation and Dependence-Autonomy through Group Supervision in a Counseling Practicum Experience
Quelle	(2022), (101 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Fairleigh Dickinson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-1761-6
Schlagwörter	Hochschulschrift; Dissertation; School Psychology; Self Concept; Personal Autonomy; Supervision; Counselor Training; Practicums; Graduate Students; Student Motivation; Mental Health; Health Services; At Risk Persons; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulpsychologie; Selbstkonzept; Individuelle Autonomie; Practicum; Praktikum; Praktika; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulische Motivation; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Risikogruppe; Schülerverhalten
Abstract	With the rise of mental health needs of students, school psychologists have been forced to adapt to the evolving field (moving from that of mostly assessment based towards therapeutic intervention). However, school psychologists report feeling unprepared, and inadequate in their ability to provide quality mental health services. Among the barriers to these perceptions includes lack of exposure, lack of training and lack of access to supervision. Supervision has been identified as a tool that can mitigate these reports by providing skills, knowledge and content regardless of years of experience(Guiney, 2019; Bernard & Goodyear, 2019, Newman et al., 2016, Silva et al., 2016). The following study examined the impact that supervision had on graduate level trainees in a school psychology practicum experience over the course of one year. A quantitative research study was conducted using archival data collected during their field experience. The supervisees were charged with providing mental health services in conjunction with a grant-funded program aimed to enhance the development of mental health service providers while providing high quality mental health services to students in at risk communities. Ten graduate students participated in completing the Supervisees Level Questionnaire--Revised (SLQ-R) during three different administration points throughout the year; at the onset of supervision (Time 1), in the middle of the year and at the end of supervision (Time 3). Ultimately, consistent data was obtained from seven participants. Data was analyzed using a Wilcoxon signed rank test to measure change between Time 1 and Time 3 with supervision as the intervention. Results will be discussed as well as considerations for future research and implications for the field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01