A Multicultural Personal Growth Group as a Pedagogical Strategy with Graduate Counseling Students

Autor/inn/en	Johnson, Jennifer M.; Lambie, Glenn W.
Titel	A Multicultural Personal Growth Group as a Pedagogical Strategy with Graduate Counseling Students
Quelle	In: Journal of the Scholarship of Teaching and Learning, 12 (2012) 3, S.125-141 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Ethnicity; Cognitive Development; Group Experience; Counselor Training; Graduate Students; Educational Strategies; Multicultural Education; Individual Development; Investigations; Social Cognition; Facilitators (Individuals); Attitude Change; Sensitivity Training; Program Effectiveness; Instructional Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Ethnizität; Kognitive Entwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrstrategie; Multikulturelle Erziehung; Individuelle Entwicklung; Untersuchung; Soziale Kognition; Attitudinal change; Einstellungsänderung; Sensitivitätstraining; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The present study investigated a six-week multicultural personal growth group as a pedagogical strategy to support first-year graduate counseling students' (N = 20) levels of ethnic identity development (Phinney & Ong, 2007) and social-cognitive maturity (Hy & Loevinger, 1996). Students' levels of ethnic identity and social-cognitive development did not change; however, 90% (n = 18) of the students reported valuing the group experience and appreciated the group leaders facilitation of the pedagogical strategy. Implications for the scholarship of teaching and learning are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10