Walsh, Beaton J. (1993) Report of an internship conducted at the Memorial University Counselling Centre including a research project: the effectiveness of metacognitive training via verbal self-instruction on the comprehension level and study strategies of university students who have been diagnosed as having a learning disability. Masters thesis, Memorial University of Newfoundland.
PDF (Migrated (PDF/A Conversion) from original format: (application/pdf))
- Accepted Version
Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
During the thirteen week internship placement at the University Counselling Centre, Memorial University of Newfoundland, the intern engaged in many professional activities which enabled him to enhance and build upon his skills as a counsellor. These activities included: (a) individual counselling with 29 clients on a variety of personal, academic, and career concerns; (b) weekly training in Interpersonal Process Recall Training in Counselling; (c) working five hours a week aa a career information assistant in the Career Planning Centre; (d) co-leading an Assertiveness Training Group for a period of six weeks; (e) participating in weekly case conferences with the professional counselling staff at the Counselling Centre; and (f) supervision and videotape review of counselling sessions enabled the intern to critically examine his counselling skills, building upon his strengths and remediating his weaknesses. The accompanying internship study gave the intern an opportunity to conduct research in an area that was of interest to him. The study was conducted with five volunteers from The Memorial University of Newfoundland's Learning Disability Association. The intern investigated if training in metacognition via verbal self-instruction would enhance the reading comprehension as well as the learning and study strategies of the participants. The results of the study indicated that while there were no significant gains in the participants reading comprehension, there was, however, improvement in their acquisition of learning and study strategies.
|Item Type:||Thesis (Masters)|
|Additional Information:||Bibliography: leaves 79-89.|
|Department(s):||Education, Faculty of|
|Geographic Location:||Canada--Newfoundland and Labrador|
|Library of Congress Subject Heading:||Counseling in higher education--Newfoundland and Labrador; Metacognition; Learning disabilities|
Actions (login required)