Literaturnachweis - Detailanzeige
Autor/inn/en | Stoiber, Karen Callan; Gettinger, Maribeth; Bella, Zachary A.; Monahan, K. Leigh |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |