A survey of group psychotherapy training during predoctoral psychology internship.

Markus, Howard E.; King, Deborah A.

doi:10.1037/0735-7028.34.2.203

Cited by 25 publications

(16 citation statements)

References 26 publications

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“…This is in line with previous research. Markus and King (2003) emphasized that a lack of interpersonal and direct interaction resulted in dissatisfaction for students participating in eLearning courses. The results of Paechter, Maier and Macher (2010) also supported our data regarding students' preference of face-to-face online education, and Johnson, Aragon and Shaik (2000) noted that students have more positive attitudes towards teachers and their operation in face-to-face courses.…”

Section: Discussionmentioning

confidence: 99%

Challenges and Effectiveness of Using the SHAD Social Network During COVID-19 According to Teachers, Parents and Students

Akbari¹

2021

EJEL

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The present research analysed the challenges and effectiveness of using the SHAD social network in the COVID-19 era from the perspective of teachers, parents, and students of middle schools in Tehran. The sample size for the present qualitative research was based on theoretical saturation, and the data were collected through purposive judgements and snowball techniques. Thematic analysis was used to consider the qualitative data from 75 interviews. Eight themes were attained from 43 subcategories extracted from the verbal predicates; these themes related to the problems using SHAD, including lack of software and hardware infrastructures, user lack of familiarity with the new educational technology, lack of appropriate space for effective interaction, unconstructive interference in the education process and the impossibility of appropriate evaluation of operations, as well as psychological and behavioural disorders. According to the research findings, there were considerable differences between private and state schools in facing the problems and challenges. Participants believed that the quality of teaching in an online environment is lower than in face-to-face teaching, which they viewed as preferable. The degree of learning also decreased in the COVID-19 era, although both teachers and students spent more time and energy teaching and learning, and parents (notably) had considerably more involvement. In addition to using SHAD or the learning management system (LMS), all schools received help from social networks and were more satisfied with these external networks. However, teachers specified that student autonomy improved in the COVID-19 era, and the resulting environment was more suitable for introverted students, allowing them to be more involved. Finally, the research results indicate that creating a social network unique to education is not welcomed by the social network users, who preferred to use their favourite ones. This research supports e-learning practice by revealing that some widely-used social networks could become e-learning tools. In a few cases, due to the technical developments of these apps, these social networks have advantages over new e-learning systems. Solving technical problems is key to improving the performance e-learning systems, and teachers need to improve their ability in using online tools, while parents also need to be more involved in the learning process.

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Section: Discussionmentioning

confidence: 99%

Challenges and Effectiveness of Using the SHAD Social Network During COVID-19 According to Teachers, Parents and Students

Akbari¹

2021

EJEL

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“…But group therapy has more value than supporting sobriety. Benefits include addressing interpersonal deficits, developing social skills, providing a forum for reality testing, experimenting with new behaviors, and reduction of isolation (Burlingame, Fuhriman, & Johnson, 2004a, 2004bMarkus & King, 2003;Piper & Ogrodniczuk, 2004). Tip 42 suggests modifications of SUD group work for COD clients.…”

Section: Scopementioning

confidence: 97%

A Review of Treatment Improvement Protocol (TIP) Series 42

Waddell

Lennarz

Freimuth

2008

Journal of Groups in Addiction & Recovery

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“…When compared with clinical psychology programs, Fuhriman and Burlingame (2001) found that counseling psychology programs reported more faculty who were trained in group counseling, who taught group counseling courses, and who supported training in group counseling. In a recent survey of predoctoral psychology internships approved by the American Psychiatric Association, Markus and King (2003) found that they "do not routinely provide adequate group therapy training" (p. 203). Group counseling with children and adolescents is just one area where a fit between counseling psychology programs and colleges of education is natural.…”

Section: Rethinking Our Focus On Children and Adolescentsmentioning

confidence: 99%

A Broad View of Education and Training

Cornish

Riva

2005

The Counseling Psychologist

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This reaction responds to the three core articles in the Major Contribution in the September 2005issue of The Counseling Psychologist regarding (a) how counseling psychology programs fit within academic structures, (b) how our training models relate to student and faculty outcomes, and (c) how much progress has been made toward increasing the diversity of our faculty. The authors (a director/internship director in a university counseling center and a training director of a counseling psychology program) share a belief in the continued need for teachers and trainers in counseling psychology to work together, not only within departments and colleges but across campuses and throughout the field. The importance of collaboration between graduate programs and college counseling centers is highlighted, and support for a closer fit with colleges of education is stressed, along with a commitment to children and adolescents. This Major Contribution will hopefully reinvigorate other cooperative efforts.

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A survey of group psychotherapy training during predoctoral psychology internship.

Cited by 25 publications

References 26 publications

Challenges and Effectiveness of Using the SHAD Social Network During COVID-19 According to Teachers, Parents and Students

Challenges and Effectiveness of Using the SHAD Social Network During COVID-19 According to Teachers, Parents and Students

A Review of Treatment Improvement Protocol (TIP) Series 42

A Broad View of Education and Training

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