Implementing self‐management within a group counseling context: Effects on academic enabling behaviors

Self‐management interventions have been adapted to serve as targeted interventions to increase academic enabling behaviors in groups of students. However, a trade‐off exists between adapting these interventions to feasibly fit group contexts and maintaining theoretical intervention components. This...

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Bibliographic Details
Published in:Psychology in the schools 2017-09, Vol.54 (8), p.852-867
Main Authors: Briesch DuBois, Jacquelyn M., Briesch, Amy M., Hoffman, Jessica A., Struzziero, Joan, Toback, Robin
Format: Article
Language:English
Subjects:
Academic Achievement
Behavior
behavior intervention
Group Counseling
Intervention
Management
Middle School Students
Middle School Teachers
Outcomes of Treatment
School Psychologists
School psychology
Self Management
Selfmanagement
Student Behavior
Teachers
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Summary:Self‐management interventions have been adapted to serve as targeted interventions to increase academic enabling behaviors in groups of students. However, a trade‐off exists between adapting these interventions to feasibly fit group contexts and maintaining theoretical intervention components. This study examines the use of self‐management within fourteen 40‐minute group counseling sessions delivered by school psychology personnel to increase the academic enabling behaviors of three middle school students as rated by their teachers. Results of a multiple baseline design across students revealed slight to moderate improvements in academic enabling behaviors for two of the three students. Furthermore, usability results suggested that students found the intervention to be generally acceptable, understandable, and feasible. Implications for both future research and applied practice are discussed.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22029