The Role of Emotional Overcontrol in the Acceptance of Counselor Training Feedback

Feedback is an essential component of counselor training, making it crucial that students receive and utilize this information effectively. This research was conducted to address the problem of counseling students experiencing difficulty with accepting feedback during the training process. Radically Open Dialectical Behavior Therapy and the concept of emotional overcontrol were used as a lens for exploring the possible correlation between measures of overcontrol and difficulty with accepting feedback within counselor training programs. This research contributed to the literature—much of which has focused on the behaviors of instructors and supervisors in the feedback process—by providing support for the perspective that student traits affect the efficacy of feedback interactions. The research questions were 1) What is the relationship between counseling student emotional control and accepting feedback within the classroom setting? and 2) What is the relationship between counseling student emotional control and accepting feedback within the supervisory relationship? A quantitative design was used, consisting of a survey tool administered to master’s level counseling students. Analysis consisted of correlation and regression analyses, with additional qualitative coding used for three open-ended prompts. Results indicated that measures of overcontrol correlated significantly with features associated with feedback receptivity within the classroom setting. Results indicated that individuals who scored higher on measures of overcontrol were more likely to experience feedback as threatening, more likely to desire privacy in the feedback process, may retain feedback less effectively, and in some cases, may believe feedback is less useful than their non-overcontrolled peers. No significant correlations were found between measures of overcontrol and feedback in the supervisory setting. In the regression analysis, approximately 34% of the variance in sensitivity to feedback within the classroom setting was explained by measures of overcontrol, indicating that this individual student trait is relevant to the efficacy of feedback interactions. Qualitative data suggested that the element of personal relationship was also a relevant variable for determining the degree to which students accepted feedback from instructors and supervisors. Implications for counselor training programs are discussed, including the recommendation that emotional overcontrol be considered when working with students who struggle with training feedback

The Role of Emotional Overcontrol in the Acceptance of Counselor Training Feedback

Feedback is an essential component of counselor training, making it crucial that students receive and utilize this information effectively. This research was conducted to address the problem of counseling students experiencing difficulty with accepting feedback during the training process. Radically Open Dialectical Behavior Therapy and the concept of emotional overcontrol were used as a lens for exploring the possible correlation between measures of overcontrol and difficulty with accepting feedback within counselor training programs. This research contributed to the literature—much of which has focused on the behaviors of instructors and supervisors in the feedback process—by providing support for the perspective that student traits affect the efficacy of feedback interactions. The research questions were 1) What is the relationship between counseling student emotional control and accepting feedback within the classroom setting? and 2) What is the relationship between counseling student emotional control and accepting feedback within the supervisory relationship? A quantitative design was used, consisting of a survey tool administered to master’s level counseling students. Analysis consisted of correlation and regression analyses, with additional qualitative coding used for three open-ended prompts. Results indicated that measures of overcontrol correlated significantly with features associated with feedback receptivity within the classroom setting. Results indicated that individuals who scored higher on measures of overcontrol were more likely to experience feedback as threatening, more likely to desire privacy in the feedback process, may retain feedback less effectively, and in some cases, may believe feedback is less useful than their non-overcontrolled peers. No significant correlations were found between measures of overcontrol and feedback in the supervisory setting. In the regression analysis, approximately 34% of the variance in sensitivity to feedback within the classroom setting was explained by measures of overcontrol, indicating that this individual student trait is relevant to the efficacy of feedback interactions. Qualitative data suggested that the element of personal relationship was also a relevant variable for determining the degree to which students accepted feedback from instructors and supervisors. Implications for counselor training programs are discussed, including the recommendation that emotional overcontrol be considered when working with students who struggle with training feedback

A reflective view of pedagogical teaching framework focused on experiential learning:achieving university teaching and learning enhancement strategy and graduate attributes

Within teacher education reflection has been shown to be of beneficial use for improving practice across all stages of education. This article is reflective of individual teaching practice within Higher Education at Abertay University, specifically to the field of Sport and Exercise Science. Efforts to reflect on current practice in comparison to experiential learning are made. These are then compared to the ‘Abertay Attributes’ in order to determine the validity of including experiential learning within this field at the University. There are also comparisons made between classes where experiential learning is encouraged and the ‘traditional’ academic style of delivery, the lecture. It is strongly suggested that experiential learning enhances the learning experience of the student. There are also direct links with the aims of the teaching and learning enhancement strategy as well as the ‘Abertay Attributes’, most significantly the ‘Intellectual’, ‘Professional’ and ‘Active Citizen’ attributes.Keywords: Experiential Learning, Teaching, University, Sport, Reflection. <br/

Die Macht der Vorstellungskraft - von der Imagination zur Performanz : EEG-based Brain-Computer Interface assisted Motor Imagery als unterstützender Interventionsansatz in der ergotherapeutischen Neurorehabilitation bei Menschen nach Schlaganfall

Darstellung des Themas: Nach einem Schlaganfall erleben Betroffene häufig funktionell motorische Einschränkung der oberen Extremitäten. Dies hat einen negativen Einfluss auf die Ausführung von Aktivitäten des täglichen Lebens. Durch die Anwendung von EEG-based Brain-Computer Interface assisted Motor Imagery können Funktionsverbesserungen der oberen Extremitäten von Betroffenen eines Schlaganfalls erzielt werden. Ziel: Die Wirksamkeit dieses Interventionsansatzes soll untersucht werden und darauf basierend werden Empfehlungen für die ergotherapeutische Praxis abgegeben. Methode: Anhand festgelegter Keywords werden neun Datenbanken nach relevanter Literatur durchsucht. Sechs Studien werden anhand von Ein- und Ausschlusskriterien für die Arbeit ausgewählt, ausgewertet und kritisch diskutiert. Ergebnisse: Die Ergebnisse zeigen signifikante motorische Verbesserungen auf der Betätigungs- und Performanzebene und Ebene der Klientenfaktoren von Betroffenen eines Schlaganfalls beim Einsatz von EEG-based Brain-Computer Interface assisted Motor Imagery. Schlussfolgerung: Der Einsatz dieser Systeme ist in der ergotherapeutischen Neurorehabilitation bei Betroffenen eines Schlaganfalls als Ergänzung sinnvoll. Für die praktische Integration in die Praxis müssen die Systeme weiterentwickelt werden und es bedarf weiterer Forschung

Tailoring Instruction to the individual: Investigating the Utility of Trainee Aptitudes for use in Adaptive Training

Computer-based training has become more prolific as the military and private business enterprises search for more efficient ways to deliver training. However, some methods of computer-based training are not more effective than traditional classroom methods. One technique that may be able to approximate the most effective form of training, one-on-one tutoring, is Adaptive Training (AT). AT techniques use instruction that is tailored to the learner in some way, and can adjust different training parameters such as difficulty, feedback, pace, and delivery mode. There are many ways to adapt training to the learner, and in this study I explored adapting the feedback provided to trainees based on spatial ability in line with Cognitive Load Theory (CLT). In line with the CLT expertise reversal effect literature I hypothesized that for a spatial task, higher ability trainees would perform better when they were given less feedback. Alternately, I hypothesized that lower ability trainees would perform better during training when they were given more support via feedback. This study also compared two different adaptation approaches. The first approach, called the ATI approach, adapts feedback based on a premeasured ability. In this case, it was spatial ability. The second approach, called the Hybrid approach adapts initially based on ability, but then based on performance later in training. I hypothesized that participants who received Hybrid adaptive training would perform better. The study employed a 2(spatial ability; high, low) X 2(feedback; matched, mismatched) X 2 (approach; ATI, Hybrid) between-subjects design in which participants were randomly assigned to one of the eight conditions. Ninety-two participants completed a submarine-based periscope operator task that was visual and spatial in nature. iv The results of the study did not support the use of CLT-derived adaptation based on spatial ability; contrary to what was hypothesized, higher ability participants who received more feedback performed better than those who received less. Similarly, lower ability participants who received less feedback performed better than those who received more. While not significant, results suggested there may be some benefit to using the Hybrid approach, but more research is needed to determine the relative effectiveness of this approach

Head-teacher and school principal development in Ghana: theory into practice

This qualitative case study is based on a collaborative web-based leadership training program offered by the Commonwealth of Learning (COL), Canada, the Faculty of Education, Memorial University of Newfoundland (MUN), Canada, and selected educational institutions from four English West African countries (Ghana, Nigeria, Sierra Leone, and The Gambia) in 2010. While this study focuses on the Ghanaian context, the program’s general design provided a select group of headteachers and school principals in participating countries with the following: innovative knowledge and skills in school management to enhance their professional skills and effectiveness; a forum to exchange ideas and experiences for managing primary and secondary schools, and; opportunities for their continued professional development. The final objective was to develop a formal training manual that “master trainers” would use in their respective countries to train other school leaders. Faculty from MUN provided administrative and academic expertise, including the research and theoretical basis of the program. Six local trainers who were selected from each participating country, brought their expertise and their knowledge of local context, and ensured thoughtful reflection on each of their own country’s circumstances and practices. The COL provided financial support to ensure that the program was developed and implemented successfully. The program was carried out in two phases (beginning in Ghana and ended in The Gambia) leading to the development of a final training manual that master trainers would use in their respective countries to train other school leaders. Ghana started implementation of the training in 2011. Within the last decade or so, Ghana has consistently experienced considerable decline in students’ academic performance both at the basic and secondary school levels due to several factors including leadership inefficiencies. The leadership training program as it applies to Ghana seeks, therefore, to introduce modern leadership practices which focus on local conditions to participating headteachers and school principals. In doing so, the aim is to improve the teaching and learning environment within the Ghanaian school system. The current study investigated successes and challenges that characterized the training and implementation of skills for school leaders within Ghana. Of particular interest here, is what the trainees (mostly headteachers and school principals) learned, the processes through which they intended implementing the new skills, knowledge, and abilities (SKAs) to their workplaces, and the socio-cultural factors that influenced the implementation processes. The design of this study relies on theoretical perspectives elucidated by instructional leadership theory (Hallinger & Murphy, 1985), transformational leadership theory (Bass, 1985), distributed leadership theory (Sheppard, Brown, & Dibbon, 2009), and the transfer of learning framework (Baldwin & Ford, 1988). The methodology used for data collection was a semi-structured, open-ended questionnaire, followed by one-on-one, face-to-face interviews. The sample consisted of 36 respondents made up of 30 headteachers, two coordinators (one doubled as a trainer), three trainers who participated in the manual development training in Ghana and Gambia, one faculty member from MUN who provided expertise and contributed to the development of the training manual, and one Ghanaian consultant who collaborated with the COL and MUN representatives before the program started. Findings revealed that headteachers and school principals who undertook the training successfully developed contemporary leadership SKAs. Most trainees endeavoured to implement what they learned in the training program at their workplaces, but factors such as resistance to change, lack of employer support, and poor conditions of service caused a relapse in their ability to apply contemporary leadership skills. In light of these findings, recommendations are made for program improvement and further development in addressing issues of social content in the adaption and implementation of skills for future trainees