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The Influence of Reflective Practice...

Binensztok, Vassilia.

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The Influence of Reflective Practice on the Case Conceptualization Competence of Counselor Trainees.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Influence of Reflective Practice on the Case Conceptualization Competence of Counselor Trainees./
Author:	Binensztok, Vassilia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	129 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: B.
Contained By:	Dissertations Abstracts International80-12B.
Subject:	Mental health. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13815083
ISBN:	9781392274231

The Influence of Reflective Practice on the Case Conceptualization Competence of Counselor Trainees.
Binensztok, Vassilia.

The Influence of Reflective Practice on the Case Conceptualization Competence of Counselor Trainees. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 129 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: B.

Thesis (Ph.D.)--Florida Atlantic University, 2019.

This item must not be sold to any third party vendors.

The purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture on 84 participants. A third purpose was to examine the relationships between counselor trainee demographic variables, their attitudes towards evidence-based practice, disposition towards reflective reasoning, and competence in writing case conceptualizations. This was the first study to contribute to the reflection in counseling literature. A convenience sample of N = 84 participants participated in two standardized case conceptualization training lectures. An intervention group (N = 35) received an additional three one-on-one reflection coaching sessions. The comparison group (N = 49) received the training lectures and no coaching. Participants from both groups attended two 3-hour training lectures, which taught the integrative case conceptualization model developed by Sperry (2010). Intervention group participants took part in three additional one-on-one reflection coaching sessions. Pre- and post-training lecture case conceptualization skills were assessed using the Case Conceptualization Evaluation Form (CCEF) 2.0. Levels of reflective thinking were measured with pre-, post-, and post-post- administrations of The Reflection in Learning Scale (Sobral, 2005).Variance in case conceptualization competence was analyzed using a MANOVA. Intervention group participants' mean CCEF 2.0 scores were significantly higher than those of the comparison group (M = 72.64 and M = 46.81, respectively). Reflective thinking was determined not to be a mediating or moderating variable. Mean CCEF 2.0 scores from the first training lecture increased from the pre-test to the post-test (M = 11.20 and M = 24.10, respectively) for all participants. Mean case CCEF 2.0 scores also increased from the pre-test to the post-test in the second training lecture (M = 21.33 and M = 52.29, respectively) for all participants. Additionally, a paired sample t-test showed improvement on the Reflection in Learning Scale (Sobral, 2005) between the post-test and post-post test for the intervention group. Results were significant (|t| = 1.91, df 34, p < .001, one-tailed).

ISBN: 9781392274231Subjects--Topical Terms:

534751
Mental health.
Subjects--Index Terms:

Case conceptualization

The Influence of Reflective Practice on the Case Conceptualization Competence of Counselor Trainees.
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300 $a 129 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Sperry, Len.
502 $a Thesis (Ph.D.)--Florida Atlantic University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture on 84 participants. A third purpose was to examine the relationships between counselor trainee demographic variables, their attitudes towards evidence-based practice, disposition towards reflective reasoning, and competence in writing case conceptualizations. This was the first study to contribute to the reflection in counseling literature. A convenience sample of N = 84 participants participated in two standardized case conceptualization training lectures. An intervention group (N = 35) received an additional three one-on-one reflection coaching sessions. The comparison group (N = 49) received the training lectures and no coaching. Participants from both groups attended two 3-hour training lectures, which taught the integrative case conceptualization model developed by Sperry (2010). Intervention group participants took part in three additional one-on-one reflection coaching sessions. Pre- and post-training lecture case conceptualization skills were assessed using the Case Conceptualization Evaluation Form (CCEF) 2.0. Levels of reflective thinking were measured with pre-, post-, and post-post- administrations of The Reflection in Learning Scale (Sobral, 2005).Variance in case conceptualization competence was analyzed using a MANOVA. Intervention group participants' mean CCEF 2.0 scores were significantly higher than those of the comparison group (M = 72.64 and M = 46.81, respectively). Reflective thinking was determined not to be a mediating or moderating variable. Mean CCEF 2.0 scores from the first training lecture increased from the pre-test to the post-test (M = 11.20 and M = 24.10, respectively) for all participants. Mean case CCEF 2.0 scores also increased from the pre-test to the post-test in the second training lecture (M = 21.33 and M = 52.29, respectively) for all participants. Additionally, a paired sample t-test showed improvement on the Reflection in Learning Scale (Sobral, 2005) between the post-test and post-post test for the intervention group. Results were significant (|t| = 1.91, df 34, p < .001, one-tailed).
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653 $a Counseling
653 $a Counselor education
653 $a Expertise
653 $a Reflection
653 $a Reflective practice
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710 2 $a Florida Atlantic University. $b Counselor Education. $3 3547900
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