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Graduate Counseling Students' Learning, Development, and Retention of Knowledge

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Bibliographic Details
Title: Graduate Counseling Students' Learning, Development, and Retention of Knowledge
Language: English
Authors: Lambie, Glenn W., Ieva, Kara P., Mullen, Patrick R.
Source: Journal of the Scholarship of Teaching and Learning. Oct 2013 13(4):54-67.
Availability: Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Peer Reviewed: Y
Page Count: 14
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Counselor Training, Graduate Students, Student Development, Knowledge Level, Ethics, Social Cognition, Social Development, Cognitive Development, Investigations, Pretests Posttests, Retention (Psychology), Instructional Effectiveness, Counseling Psychology, Legal Responsibility, Individual Development, Followup Studies
Assessment and Survey Identifiers: Washington University Sentence Completion Test
ISSN: 1527-9316
Abstract: The present study investigated 52 graduate counseling students' levels of ethical and legal knowledge (Lambie, Hagedorn, & Ieva, 2010) and social-cognitive development (Hy & Loevinger, 1996) at three points: (a) prior to a counseling ethics course, (b) at the completion of the course, and (c) four months later. Students' ethical and legal knowledge scores increased and they retained their learning; however, their social-cognitive development did not change. Implications for the scholarship of teaching and learning are discussed.
Abstractor: As Provided
Number of References: 38
Entry Date: 2014
Accession Number: EJ1017057
Database: ERIC
Description
Abstract:The present study investigated 52 graduate counseling students' levels of ethical and legal knowledge (Lambie, Hagedorn, & Ieva, 2010) and social-cognitive development (Hy & Loevinger, 1996) at three points: (a) prior to a counseling ethics course, (b) at the completion of the course, and (c) four months later. Students' ethical and legal knowledge scores increased and they retained their learning; however, their social-cognitive development did not change. Implications for the scholarship of teaching and learning are discussed.
ISSN:1527-9316