Implementing self-management within a group counseling context: Effects on academic enabling behaviors

Abstract

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.

The role of school psychologists in therapeutic interventions: A systematic literature review

“…The lack of consistency around the collection and timing of follow-up measures was problematic, because longevity and latent effects are important considerations, time may be needed for the therapeutic intervention to take effect (Bosnjak et al, 2017) and SEPs must be cognizant that interventions are not typically a 'quick fix' but part of a longer process (Chodkiewicz & Boyle, 2016). Selecting which factors to measure can potentially mask the breadth of impact, particularly where students and teachers have differing aspirations for the therapeutic interventions (Briesch DuBois et al, 2017), or where there is ambiguity over how to define, and indeed measure abstract notions such as 'managing anger' (Cole et al, 2012). although it should be noted that findings were sometimes limited to a single, small-scale study.…”

“…Similarly, explicit supervision implications are only noted in two reports (Hannen & Woods, 2012;Yates & Atkinson, 2011), although these are alluded to as part of professional training in others, such as Briesch DuBois et al (2017) and Squires and Caddick (2012). The status of professional supervision within educational psychology varies internationally.…”

“…Ten studies reported some less successful outcomes. Six noted no effect for some aspects or some participants and four reported a deterioration in one or more aspect or measure, such as a decrease in academic enabling factors for one participant (Briesch DuBois et al, 2017); and a reduction in one CYP's reading motivation score (Cockroft & Atkinson, 2017). While Snape and Atkinson (2017) reported that their research participants were positive about the MI-based intervention, two participants were excluded during the course of their study which the authors suggested might have been due to a lack of attention to a systemic response to incorporating intentions of change.…”

“…Eight reported favorable social/ emotional outcomes, such as increased optimism and improved self-concept (Ardern, 2016;Cole et al, 2012;Hannen & Woods, 2012;Kittles & Atkinson, 2009;Squires & Caddick, 2012;Weeks, Hill & Owen, 2017;Yates & Atkinson, 2011;Yeo & Choi, 2011). Four reported academic gains, such as improvements in reading skills (Bosnjak et al, 2017;Chodkiewicz & Boyle, 2016, Cockroft & Atkinson, 2017Toland & Boyle, 2008) and four identified improvements in behavioral measures, such as academic enabling behaviors (Briesch DuBois et al, 2017;Cryer & Atkinson, 2015;Levine & Anshel, 2011;Snape & Atkinson, 2017).…”

Effectiveness of self management techniques to reduce truant students in middle school

“…Self-management techniques are give in the form of self-monitoring where students are trains able be able to observe their own behavior and record it (Wilmot et al, 2016), self-contracting so students can promise themselves, stimulus control where students are train able be able to control stimuli to reduce desired behavior (Ferguson et al, 2015) and self-reward where students are trained the self-reward strengthen behavior through self-reward (Jeske & Axtell, 2017). he provisions of self-management techniques is done through group counseling for eight sessions, to help the counselee be responsible for the manager negative activities, can change negative behavior and develop (Briesch DuBois et al, 2017). Because if it does not deal truant behavior with, I fear it that negative will have a negative impact on itself and others (Fatchurahman et al, 2018).…”