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AN INVESTIGATION OF COUNSELOR EDUCATORS' ATTITUDES TOWARDS EVIDENCE-BASED PRACTICES AND PERCEIVED BARRIERS TO THE INCORPORATION OF EVIDENCE-BASED PRACTICES IN COUNSELOR EDUCATION CURRICULA
Title
AN INVESTIGATION OF COUNSELOR EDUCATORS' ATTITUDES TOWARDS EVIDENCE-BASED PRACTICES AND PERCEIVED BARRIERS TO THE INCORPORATION OF EVIDENCE-BASED PRACTICES IN COUNSELOR EDUCATION CURRICULA.
Creator
Patel, Samir, Hagedorn, Bryce, University of Central Florida
Abstract / Description
The overall purpose of this study was to investigate counselor educatorsÂÂ' attitudes towards evidence-based practices (EBPs) and perceived barriers to the inclusion of EBPs in counselor education curricula. Additionally, this study aimed to assess whether counselor educatorsÂÂ' level of agreement towards the presence of motivational interviewing (MI) principles in the counseling relationship impacted attitudes towards EBPs. As such, this...
Show moreThe overall purpose of this study was to investigate counselor educatorsÂÂ' attitudes towards evidence-based practices (EBPs) and perceived barriers to the inclusion of EBPs in counselor education curricula. Additionally, this study aimed to assess whether counselor educatorsÂÂ' level of agreement towards the presence of motivational interviewing (MI) principles in the counseling relationship impacted attitudes towards EBPs. As such, this researcher analyzed four research questions using two instruments and a demographic questionnaire. Two hundred sixty nine counselor educators (39.8% response rate) from the Association of Counselor Education and Supervision responded to an electronic survey, which consisted of the Evidence-Based Practice Attitude Scale (EBPAS; Aarons, 2004), the BARRIERS Scale (Funk, Champagne, Wiese, & Tornquist, 1991), and a demographic questionnaire. Specifically, this study investigated four research questions to determine: (a) the difference in attitude towards adopting EBPs among counselor educators with respect to specific individual factors (i.e. specialized training in evidence-based practices, years of professoriate experience, and primary counselor education focus); (b) the difference in perceived barriers towards adopting EBPs into counselor education curricula among counselor educators with respect to organizational factors (i.e. type of program, status of CACREP accreditation, and faculty position); (c) the influence of EBP attitude on perceived barriers to the inclusion of EBPs in counselor education curricula; and (d) the correlation between counselor educators reported level of agreement towards MI principlesÂÂ' presence in the counseling relationship and their attitude towards EBPs. Multivariate analyses of variance (MANOVA) were computed to analyze the data for the first two research questions, while linear regressions were utilized to compute the data for the last two research questions. In terms of individual factors, study results indicated that neither specialized training in EBPs nor years of professoriate experience resulted in significant differences with regards to attitudes towards EBPs. However, data analysis did reveal a significant difference between counselor educators with a clinical focus and counselor educators with a vocational focus. With regards to organizational factors influence on perceived barriers to the inclusion of EBPs in counselor education curricula, analyses revealed that neither CACREP accreditation nor faculty position resulted in any significant differences. Although, analysis did reveal that counselor educators in masters only programs perceived significantly less barriers to the inclusion of EBPs than did counselor educators in doctorate granting programs. Furthermore, results suggested a negative correlation between attitude towards EBPs and barriers towards the inclusion of EBPs in counselor education curricula, and a positive correlation between counselor educatorsÂÂ' agreement towards the inclusion of MI principles in the counseling relationship and their attitudes towards EBPs. Limitations of the study, implications for this study, and recommendations for future research as it relates to EBPs in counselor education and the counseling profession are addressed.
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Date Issued
2010
Identifier
CFE0003063, ucf:48293
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003063
THE EFFECT OF BRIEF TRAINING IN MOTIVATIONAL INTERVIEWING ON CLIENT OUTCOMES AND TRAINEE SKILL DEVELOPMENT
Title
THE EFFECT OF BRIEF TRAINING IN MOTIVATIONAL INTERVIEWING ON CLIENT OUTCOMES AND TRAINEE SKILL DEVELOPMENT.
Creator
Young, Tabitha, Hagedorn, Bryce, University of Central Florida
Abstract / Description
Motivational Interviewing (MI) is an evidence-based practice that focuses on working through client ambivalence and increasing clientsÂÂ' motivation to change. The purposes of this study were to investigate the effect that a unique student-based training in MI had on counselor traineesÂÂ' ability to perform MI, and on client outcomes. This training program consisted of one initial four-hour training session, two hours of follow-up supervision, and...
Show moreMotivational Interviewing (MI) is an evidence-based practice that focuses on working through client ambivalence and increasing clientsÂÂ' motivation to change. The purposes of this study were to investigate the effect that a unique student-based training in MI had on counselor traineesÂÂ' ability to perform MI, and on client outcomes. This training program consisted of one initial four-hour training session, two hours of follow-up supervision, and formal feedback via MITI 3.0 scores. Counselor-trainee skill was assessed via the MI Knowledge Questionnaire, the Helping Responses questionnaire, and the Motivational Interviewing Treatment Integrity code 3.0. In addition, the following instruments were used to assess client outcomes ; attendance via observation assessments, the Session Summary, the Outcome Questionnaire-45.2, and the Client Satisfaction Questionnaire. The sample consisted of 43 graduate-level counselor trainees in their first or second semesters of practicum and 81 adult clients being seen in a university-based graduate student-training counseling clinic. Participants were purposefully assigned to either a treatment or control group. The counselor trainees in the treatment group received the unique training program, follow-up supervision, and feedback whereas the participants in the control group received a four-hour orientation to the student-training counseling clinic. There were four primary hypotheses proposed for analysis within this study (a) How does a brief training in Motivational Interviewing given to counselor trainees affect their ability to accurately perform MI?, (b) How does a brief training in Motivational Interviewing given to counselor trainees affect client functioning?, (c) How does a brief training in Motivational Interviewing given to counselor trainees affect client adherence?, and (d) How does a brief training in Motivational Interviewing given to counselor trainees affect client satisfaction with treatment? The statistical analysis of these variables yielded significant findings. Specifically, counselor-trainee skill in MI significantly improved in the treatment group as compared to the control group as assessed by the MITI with regard to the following variables: evocation, collaboration, autonomy/support, empathy, direction, MI non-adherent giving information, closed questions, simple reflections, complex reflections, total reflections, global scores, ratio of open questions, ratio of reflections, and ratio of MI adherent behavior. In addition, analysis revealed significant between group differences with client attendance. Specifically, between group-differences suggested that clients in the MI treatment group attended more sessions, missed fewer sessions, and completed therapy more frequently than clients in the control group. Detailed procedures and results as well as implications for the counseling profession and future research are explored within this study.
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Date Issued
2010
Identifier
CFE0003054, ucf:48361
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003054
EVALUATING AN ONLINE PERSONALIZED FAMILY-BASED INTERVENTION TO PROMOTE HEALTHY LIFESTYLE CHANGES
Title
EVALUATING AN ONLINE PERSONALIZED FAMILY-BASED INTERVENTION TO PROMOTE HEALTHY LIFESTYLE CHANGES.
Creator
Hayes, Sharon, Tantleff-Dunn, Stacey, University of Central Florida
Abstract / Description
The current study evaluated the initial feasibility, efficacy, and acceptability of a motivationally-tailored family-based intervention designed to promote the adoption of healthy lifestyle behaviors associated with physical activity and nutrition. Parents (N=132) of children 6 to 11 years old were randomly assigned to the intervention or control condition, and they completed a series of online questionnaires. Intervention participants (n=61) received a single motivationally-tailored feedback...
Show moreThe current study evaluated the initial feasibility, efficacy, and acceptability of a motivationally-tailored family-based intervention designed to promote the adoption of healthy lifestyle behaviors associated with physical activity and nutrition. Parents (N=132) of children 6 to 11 years old were randomly assigned to the intervention or control condition, and they completed a series of online questionnaires. Intervention participants (n=61) received a single motivationally-tailored feedback report via e-mail. Control participants (n=71) completed measures and immediately received information about a free online resource that provides information about healthy lifestyle behaviors (www.mypyramid.gov). Feasibility data indicate that an online feedback program has high dissemination potential (parents from 31 states participated). However, the current methodology is not sufficient in reaching families who are at greatest risk for developing chronic health conditions associated with obesity or low activity level. In general, the intervention was acceptable to parents. Outcome data revealed that the intervention and control groups did not differ significantly on most variables at one month follow-up. Exploratory analyses provided additional evidence for the importance of including parents and targeting parent-child interactions in the context of pediatric nutrition and physical activity interventions. Limitations and future directions are discussed.
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Date Issued
2010
Identifier
CFE0003359, ucf:48438
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003359