A Grounded Theory of Experiential Group Training of School Counselors to Engage in Psychoeducational Group Lessons with First-in-Family Students

Autor/inn/en	Finnerty, Sean; Luke, Melissa; Duffy, Jason T.
Titel	A Grounded Theory of Experiential Group Training of School Counselors to Engage in Psychoeducational Group Lessons with First-in-Family Students
Quelle	In: Journal for Specialists in Group Work, 44 (2019) 2, S.99-117 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3922
DOI	10.1080/01933922.2019.1599476
Schlagwörter	Experiential Learning; School Counselors; Counselor Training; Psychoeducational Methods; Group Counseling; School Counseling; Career Exploration; College Preparation; Post High School Guidance; First Generation College Students; College Bound Students; High School Students; Urban Schools; Counselor Client Relationship; Classroom Techniques; Counseling Techniques; Professionalism; Counselor Role; Course Content; Learner Engagement; Field Experience Programs; Ambiguity (Context); Self Efficacy; Student Attitudes + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; School counselor; Beratungslehrer; Pädagogischer Berater; Gruppenberatung; School counselling; Pädagogische Beratung; Berufserkundung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassenführung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Professionalität; Kursprogramm; Praxisnahes Lernen; Self-efficacy; Selbstwirksamkeit; Schülerverhalten
Abstract	This study reports a qualitative grounded-theory investigation that explored school counselor trainees' experiences engaging in psychoeducational group lessons with first-generation college-going (first-in-family) high school students. As part of this semester-long, group-based experiential training, counselor trainees developed and implemented school counseling core curriculum lessons (psychoeducational groups) related to career and college exploration in 2 urban high school settings. Findings supported a theory that included 4 main factors: (a) Profession, (b) Student, (c) Group Field Experience, and (d) Self. Subthemes within the factors are explicated, and implications for future practice, training, and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01