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|Title:||Influence of a Critical Incident Techniques Workshop on Perceptions of Group Leadership Behaviors|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Educational Psychology|
|Abstract:||Background and Problem. Appropriate training of group psychotherapists is an important issue in education and in the applied behavioral sciences. Although, there is no universally accepted form and definition of psychotherapy, there are, however, broad similarities among various training programs, such as didactic instruction, supervision, use of recorded or videotaped therapy sessions and so on. What is taught and emphasized, however, will vary from one orientation and setting to another.
The purpose of this study was: (1) to investigate whether a single simulation experience (in a 2-hour session) would have an effect on the participants' perception of their role as group leaders; (2) to examine some personal characteristics attributed to the possible change; and (3) to determine whether the training workshop had any lasting effect as measured by a follow-up test.
Procedures. Subjects for the study were 28 students in the Department of Educational Psychology, College of Education, University of Illinois. They underwent an intensive 8 hour training period prior to the actual experiment. The main experiment which consisted of showing seven videotape scenes of critical incidents occurring in group psychotherapy sessions was done in a two-hour session. The subjects were given a pretest, a posttest, Rokeach Dogmatism Scale, Form-E, Group Incidents Questionnaire, and a follow-up test. The data were analyzed using t-test, Analysis of Variance, and correlation coefficient.
Conclusions. (1) The workshop had an effect on the participants' perception of their role as group leaders. (2) The Discussion and Transcript Period was effective in bringing about change in the subjects' views of leadership behaviors. (3) The Dogmatism Scale did not differentiate between the beginning group psychotherapists with regard to their ability to lead groups. (4) The follow-up treatment showed lasting effects in one of the four categories of leadership style.
Implications. (1) Considerable attention should be paid to systematic feedback as an evaluation technique of the subjects' performance. (2) Attempts should be made to examine other personality characteristics that may be associated with facilitative behavioral responses of the participants. (3) In this study one aspect of microcounseling techniques was used. The relationship of microcounseling to other systems of training should be recognized.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-15|