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Implementing self‐management within a group counseling context: Effects on academic enabling behaviors
Author(s) -
Briesch DuBois Jacquelyn M.,
Briesch Amy M.,
Hoffman Jessica A.,
Struzziero Joan,
Toback Robin
Publication year - 2017
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22029
Subject(s) - psychological intervention , psychology , intervention (counseling) , context (archaeology) , self management , usability , group counseling , applied psychology , medical education , clinical psychology , computer science , medicine , paleontology , human–computer interaction , machine learning , psychiatry , biology
Self‐management interventions have been adapted to serve as targeted interventions to increase academic enabling behaviors in groups of students. However, a trade‐off exists between adapting these interventions to feasibly fit group contexts and maintaining theoretical intervention components. This study examines the use of self‐management within fourteen 40‐minute group counseling sessions delivered by school psychology personnel to increase the academic enabling behaviors of three middle school students as rated by their teachers. Results of a multiple baseline design across students revealed slight to moderate improvements in academic enabling behaviors for two of the three students. Furthermore, usability results suggested that students found the intervention to be generally acceptable, understandable, and feasible. Implications for both future research and applied practice are discussed.