東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

An Application of Motivational Interviewing to After-School Programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Application of Motivational Interviewing to After-School Programs./
作者:	Novotnak, Tanya.
面頁冊數:	1 online resource (222 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-04, Section: B.
Contained By:	Dissertations Abstracts International83-04B.
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28768056click for full text (PQDT)
ISBN:	9798460454068

An Application of Motivational Interviewing to After-School Programs.
Novotnak, Tanya.

An Application of Motivational Interviewing to After-School Programs. - 1 online resource (222 pages)

Source: Dissertations Abstracts International, Volume: 83-04, Section: B.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2021.

Includes bibliographical references

Implementation fidelity of motivational interviewing (MI) hinges on effective training (Miller & Rollnick, 2013). The present research, consisting of two separate studies, examined the application of an evidence-based MI training for school-based professionals (Frey et al., 2017) with after-school professionals. These two studies investigated (a) the degree to which participants engaged and participated in MI training, (b) to what extent participants' MI competence and self-efficacy in practicing MI was changed by a motivational interviewing workshop training with and without subsequent opportunities for practice and supervision, and (c) how socially valid MI training was for individuals working in after-school settings. Study 1 utilized a mixed-methods, non-experimental design in which quantitative data were collected before and after a workshop training and again after optional group feedback sessions. Qualitative interviews were then conducted with three participants who experienced all the training elements. Study 2 was a repetition of the quantitative portion of Study 1 with modifications to recruitment and training intended to improve study retention and account for restrictions due to the COVID-19 pandemic. Analysis of the quantitative results of Studies 1 and 2 was limited by small sample sizes and missing data at several levels, thus quantitative results were described using descriptive statistics rather than statistical significance testing. Integrated quantitative and qualitative results from Studies 1 and 2 suggested that after-school professionals demonstrated high participation and engagement in MI training, increased self-efficacy, and some increase in competence after workshop training. Quantitative and qualitative results suggested that additional opportunities for practice and feedback (provided in the form of group feedback sessions) were helpful for increasing after-school professionals' MI confidence in their ability to use MI with students. Results also showed that MI and MI training were relevant and useful for after-school professionals, and indicated modifications necessary to improve the social validity of MI training in after-school settings.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798460454068Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

After-schoolIndex Terms--Genre/Form:

542853
Electronic books.

An Application of Motivational Interviewing to After-School Programs.
LDR:03637nmm a2200409K 4500 001 2363260
005 20231121104548.5
006 m o d
007 cr mn ---uuuuu
008 241011s2021 xx obm 000 0 eng d
020 $a 9798460454068
035 $a (MiAaPQ)AAI28768056
035 $a AAI28768056
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Novotnak, Tanya. $3 3704021
245 1 3 $a An Application of Motivational Interviewing to After-School Programs.
264 0 $c 2021
300 $a 1 online resource (222 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: B.
500 $a Advisor: Albers, Craig A.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2021.
504 $a Includes bibliographical references
520 $a Implementation fidelity of motivational interviewing (MI) hinges on effective training (Miller & Rollnick, 2013). The present research, consisting of two separate studies, examined the application of an evidence-based MI training for school-based professionals (Frey et al., 2017) with after-school professionals. These two studies investigated (a) the degree to which participants engaged and participated in MI training, (b) to what extent participants' MI competence and self-efficacy in practicing MI was changed by a motivational interviewing workshop training with and without subsequent opportunities for practice and supervision, and (c) how socially valid MI training was for individuals working in after-school settings. Study 1 utilized a mixed-methods, non-experimental design in which quantitative data were collected before and after a workshop training and again after optional group feedback sessions. Qualitative interviews were then conducted with three participants who experienced all the training elements. Study 2 was a repetition of the quantitative portion of Study 1 with modifications to recruitment and training intended to improve study retention and account for restrictions due to the COVID-19 pandemic. Analysis of the quantitative results of Studies 1 and 2 was limited by small sample sizes and missing data at several levels, thus quantitative results were described using descriptive statistics rather than statistical significance testing. Integrated quantitative and qualitative results from Studies 1 and 2 suggested that after-school professionals demonstrated high participation and engagement in MI training, increased self-efficacy, and some increase in competence after workshop training. Quantitative and qualitative results suggested that additional opportunities for practice and feedback (provided in the form of group feedback sessions) were helpful for increasing after-school professionals' MI confidence in their ability to use MI with students. Results also showed that MI and MI training were relevant and useful for after-school professionals, and indicated modifications necessary to improve the social validity of MI training in after-school settings.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 517650
650 4 $a Counseling psychology. $3 924824
650 4 $a Social work. $3 644197
653 $a After-school
653 $a Mixed-methods
653 $a Motivational interviewing
653 $a Training
653 $a Youth behaviors
653 $a Fidelity of motivational interviewing
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0525
690 $a 0603
690 $a 0452
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The University of Wisconsin - Madison. $b Educational Psychology. $3 3170079
773 0 $t Dissertations Abstracts International $g 83-04B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28768056 $z click for full text (PQDT)