Evaluation of the True Goals School Counseling Curriculum: A Pilot Study

IF 1.6 Q3 PSYCHOLOGY, CLINICAL

Journal for Specialists in Group Work Pub Date : 2019-07-03 DOI:10.1080/01933922.2019.1634781

Brett Zyromski, I. Martin, Melissa Mariani

引用次数: 4

Abstract

ABSTRACT This pilot study involved fourth and fifth-grade students (N = 25) from two elementary schools that receive the True Goals (TG) small group intervention during an after-school program in one school district in the Midwest region of the United States. A one-group pre-post design was used to assess classroom teachers’ perceptions of student learning gains in motivation, self-knowledge, self-direction, and positive relationships as scored on the Protective Factors Index (PFI). Results indicated that students that participated in the TG curriculum experienced significant gains (p = .01) in motivation, self-knowledge, self-direction, and positive relationships over time, with a large effect size (d = .83).

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“真目标”学校心理咨询课程评价的初步研究

本试点研究涉及来自美国中西部地区一个学区的两所小学的四年级和五年级学生(N = 25)，他们在课后项目中接受了真实目标(TG)小组干预。采用一组岗前设计，以保护因素指数(PFI)得分来评估课堂教师对学生在动机、自我认知、自我指导和积极关系方面的学习收获的看法。结果表明，参加TG课程的学生在动机、自我认识、自我指导和积极关系方面随着时间的推移有显著的增长(p = 0.01)，具有较大的效应量(d = .83)。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal for Specialists in Group Work PSYCHOLOGY, CLINICAL-

CiteScore

2.30

自引率

12.50%

发文量