This study investigated the difference in the impact of several different online teaching strategies on student self-efficacy to work with suicidal clients. An online written module, written module plus online synchronous role play, and written module plus online synchronous discussion groups comprised the teaching strategies utilized in the treatment groups. Ninety-one counseling students made up the sample for the pre-test/post-test/control group design. An Analysis of Covariance was conducted on the post-test self-efficacy scores to determine if there were differences between the groups. Pre-test scores and hours of prior training and experience were used as covariates in the analysis. Although a significant difference was not found between the treatment groups, the findings from this study provide counselor educators guidance on how and when to offer training on working with suicidal clients within the counseling curriculum.
|Commitee:||Givens, Joel, Meder, Cheri|
|School:||Adams State University|
|School Location:||United States -- Colorado|
|Source:||DAI-B 79/10(E), Dissertation Abstracts International|
|Subjects:||Education, Adult education, Counseling Psychology|
|Keywords:||Andragogy, Counselor education, Online education, Self-efficacy, Suicide|
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