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首页> 外文学位 >The effects of training level, exposure to a multi-dimensional process-based model of change, professional experience, and commitment to training on therapeutic change process conceptualization ability.
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The effects of training level, exposure to a multi-dimensional process-based model of change, professional experience, and commitment to training on therapeutic change process conceptualization ability.

机译：培训水平，接触基于多维过程的变革模型，专业经验以及对培训进行变革性治疗过程概念化能力的投入的影响。

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摘要

The current study evaluated the effect of exposure to the multi-dimensional process-based change model on the cognitive complexity of counselor trainees. Specifically, the study examined the complexity with which trainees conceptualized the therapeutic process by: (1) identifying and applying the content of change model parameters (e.g., content-level cognitive complexity), and (2) differentiating and integrating parameters of the change model, regardless of content, in the underlying structure of their conceptualizations (e.g., structural-level cognitive complexity). The two types of cognitive complexity were based on the theory of integrative complexity (Baker-Brown, et al., 1992), which originates from cognitive psychology theory. Together, content-level complexity and structural-level complexity were conceptualized as constituent elements of a broader theoretical construct called Therapeutic Change Process Conceptualization Ability.;Two groups of graduate-level trainees in counseling psychology training programs participated in the study. The experimental group was exposed to the multidimensional process-based change model in their training, while the control group was not exposed. Each comparison group was composed of counselor trainees at the master's and doctoral levels. The study was a 2 X 2 between-subjects factorial design. Within the experimental group, there was a pre-existing difference between doctoral and master's trainees' exposure to the multi-dimensional process model, with doctoral trainees receiving more systematic exposure. Trainees in the experimental group were treated as receiving exposure to the model regardless of differences in the amount of exposure received. Within the control group, neither doctoral nor master's trainees were exposed to training in the multi-dimensional process-based change model. Two covariates were included in the 2 X 2 between-subjects design to determine whether statistically reliable mean differences existed among groups after adjustment of the dependent variable scores for differences on potentially confounding variables, or non-training model effects on the cognitive complexity of therapeutic process conceptualizations. Trainees' years of counseling experience was included as a covariate to examine whether adjustment for experience discriminated among content-level and structural-level cognitive complexity scores on conceptualizations. Similarly, commitment to training was included as a covariate to examine whether adjustment for commitment to training discriminated among content-level and structural-level cognitive complexity scores.;A 2 X 2 between-subjects multivariate analysis of covariance (MANCOVA) was performed on two dependent variables associated with the therapeutic process conceptualizations of trainees: content-level cognitive complexity and structural-level (i.e., integrative) cognitive complexity. Independent variables were exposure to multi-dimensional training model and training level. The independent variable of model exposure had two levels: exposed and unexposed. Likewise, the independent variable of training level had two levels: doctoral-level and master's-level. Adjustment was made for two covariates: number of years of counseling experience, and commitment to the training approach offered by the participant's program. The current study tests nine research hypotheses.;In the omnibus MANCOVA, a significant interaction effect was detected for exposure to the multi-dimensional model and training level. Significant main effects were detected for model exposure and training level, respectively. Follow-up univariate and stepdown analyses revealed trainees with model exposure demonstrated significantly higher content-level complexity scores than trainees without exposure. In addition, doctoral-level trainees' demonstrated significantly higher content-level complexity scores than master's-level trainees. Follow-up univariate and stepdown analyses revealed no significant differences in structural-level cognitive complexity scores between trainees with and without model exposure, or between doctoral and master's-level trainees. Furthermore, trainees with a combination of model exposure and doctoral-level training demonstrated significantly higher content-level complexity scores than all other groups in the study. Differences in content-level and structural-level cognitive complexity did not vary as a function of years of professional experience. Finally, trainees with higher commitment to training demonstrated higher content-level cognitive complexity at a level approaching significance, but demonstrated no differences in structural-level cognitive complexity. (Abstract shortened by UMI.)
机译：当前的研究评估了接触基于多维过程的变化模型对辅导员学员认知复杂性的影响。具体而言，该研究通过以下方法检查了受训者将治疗过程概念化的复杂性：（1）识别和应用变更模型参数的内容（例如，内容级别的认知复杂性），以及（2）区分和整合变更模型的参数，无论其内容如何，​​都在其概念化的基础结构中（例如，结构层的认知复杂性）。两种类型的认知复杂性基于整体复杂性理论（Baker-Brown等，1992），该理论源于认知心理学理论。在一起，内容级别的复杂性和结构级别的复杂性被概念化为更广泛的理论结构的组成部分，称为治疗性变化过程概念化能力。；两组心理咨询课程的研究生级学员参加了该研究。实验组在他们的训练中暴露于基于多维过程的变更模型，而对照组则没有暴露。每个比较小组均由硕士和博士级别的咨询生组成。该研究是2 X 2受试者间析因设计。在实验组中，博士生和硕士生对多维过程模型的暴露程度之间已经存在差异，而博士生则接受了更系统的暴露。实验组的学员被视为接受了模型的暴露，无论所接受的暴露量有何差异。在对照组中，博士和硕士生都没有接受过基于多维过程的变更模型的培训。在2 X 2受试者间设计中包括两个协变量，以确定在调整因变量分数以消除潜在混淆变量的差异后，是否在各组之间存在统计学上可靠的均值差异，或者通过非训练模型对治疗过程的认知复杂性的影响概念化。将受训者多年的咨询经验作为协变量包括在内，以检查在概念化方面，是否对经验调整进行了区分，包括内容级别和结构级别的认知复杂性得分。同样，将培训承诺作为协变量包括在内，以检查对培训承诺的调整是否在内容级别和结构级别的认知复杂性评分之间有所区别。；对两个变量进行了2 X 2的受试者间协方差多元分析（MANCOVA）与受训者的治疗过程概念化相关的因变量：内容层次的认知复杂性和结构层次的（即综合的）认知复杂性。自变量是暴露于多维训练模型和训练水平。模型暴露量的自变量有两个水平：暴露量和未暴露量。同样，培训水平的自变量有两个水平：博士水平和硕士水平。对两个协变量进行了调整：咨询经验的年数，以及对参与者计划提供的培训方法的承诺。当前的研究检验了9个研究假设。在综合MANCOVA中，对于多维模型和训练水平的暴露，检测到显着的交互作用。分别在模型暴露和训练水平上检测到重要的主要影响。后续单变量和逐步分析显示，有模型暴露的学员比没有暴露的学员表现出更高的内容水平复杂性评分。此外，博士水平的学员在内容水平的复杂性评分方面明显高于硕士水平的学员。后续单变量和逐步分析表明，在有和没有模型暴露的受训者之间，或在博士和硕士级别的受训者之间，结构层次的认知复杂性评分没有显着差异。此外，与模型研究和博士水平培训相结合的受训人员，其内容水平的复杂性评分显着高于研究中的所有其他组。在内容级别和结构级别的认知复杂性方面的差异并未随多年专业经验的变化而变化。最后，对培训有更高承诺的学员表现出较高的内容层次认知复杂性，其水平已接近重要性，但在结构层次认知复杂性方面无差异。 （摘要由UMI缩短。）

著录项

  • 作者

    Stenken, Gerrett H.;

  • 作者单位

    Indiana University.;

  • 授予单位 Indiana University.;
  • 学科 Education Guidance and Counseling.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 360 p.
  • 总页数 360
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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