Psychosocial Factors and Success in Clinical SpeechLanguage Graduate Programs

Transcription

1 Psychosocial Factors and Sccess in Clinical SpeechLangage Gradate Programs Rebecca M. Alper, Ph.D., CCC-SLP, Temple University Linda Loko, Ph.D., CCC-SLP, University of Iowa Richard R. Hrtig, Ph.D., University of Iowa Karen Bryant, Ph.D., CCC-SLP, University of Iowa

2 Acknowledgments and Disclosres Department of Commnication Sciences and Disorders No Financial Disclosres Dr. Karen Bryant: Director of SLP Clinical Edcation Dr. Linda Loko: Former Clinic Director and Associate Clinical Professor

3 Learning Objectives After attending the session, participants will be able to define perceived self-efficacy and locs of control. identify some of the possible implications of the presented data for admissions and clinical training. describe if and how perceived self-efficacy and locs of control are related to clinical training otcomes.

4 Backgrond Need for Academic AND Clinical Proficiency Limited Information in Admissions Profiles Psychosocial Factors and Academic/Professional Otcomes1 Role of Self-Efficacy and/or Locs of Control in Clinical Training? 1(Conley & Yo, 2013; Goodrich, 2014; Majer, 2009; Pinqart, Jang, & Silbereisen, 2003; Wang, Bowling, & Eschleman, 2010)

5 Backgrond Definitions PLOC: internal vs. external control perceptions (Rotter, 1966) Control Control PSE: intentionality, forethoght, self-reactiveness, and selfreflectiveness (Bandra, 2001) High Low

6 Prpose Self-Efficacy and Locs of Control Clinical Performance Academic Measres

7 Research Qestions 1. Are PLOC and/or PSE related to the standard academic and clinical measres collected by gradate programs (i.e., GRE scores, GPAs, and KASA scores)? 2. Do stdent PLOC and/or PSE scores change over the corse of training? 3. Do PSE and/or PLOC scores contribte significantly to predicting stdents clinical sccess (i.e., their performance on clinical evalations) above and beyond standard academic measres? What can we learn from individal differences?

8 Participants N= 45 clinical speech-langage gradate stdents Variable First-Year Stdents (n=25) Second-Year Stdents (n=20) Age 23.8 (SD=4.30) (SD=1.04) Gender 23 F: 2 M 19 F: 1 M Pre-Gradate Clinical (SD=29.04) Hors (SD=50.38) Undergradate GPA 3.81 (SD=.19) 3.80 (SD=.17) GRE Composite (SD=6.583) (SD=6.457) GRE Qantitative (SD=3.18) (SD=3.36) GRE Verbal (SD=4.77) (SD=4.37) GRE Written 4.32 (SD=.56) 4.38 (SD=.48)

9 Methods: Measres of Interest Perceived Self-Efficacy (PSE)1 23 items with 5-point scale 1=strongly disagree à 5=strongly disagree Positive and negative statements (adjsted at scoring) If I can't do a job the first time, I keep trying ntil I can. (p.666) I avoid trying to learn new things when they look too difficlt for me. (p.666) Score range 23 (lower self-efficacy) to 115 (higher self-efficacy) Perceived Locs of Control (PLOC)2 3. GPA 4. KASA Scores 5. Clinical Spervisor Ratings 1( Sherer et al., 1982; Sherer & Adams 1983) 2(Rotter, 1966) 29 forced-choice statement pairs In the long rn the bad things that happen to s are balanced by the good ones. vs. Most misfortnes are the reslt of lack of ability, ignorance, laziness, or all three. ( p.12) Score range 0 (more internal) to 23 (more external)

10 Methods: Data Collection Agst PSE Scale1 PLOC Scale2 Baseline Demographics December GPA KASA Evalations Spervisor Srveys May 1( Sherer 2(Rotter, et al., 1982; Sherer & Adams 1983) 1966) GPA PSE Scale1 PLOC Scale2 KASA Evalations

11 Reslts: PSE, PLOC, and Baseline Measres Baseline correlations (per Fergson, 2009) PSE (1st & 2nd-year combined) GRE Composite (r = -.312, p =.037)* GRE Verbal (r = -.325, p =.029)* NOT: age, prior clinical hors, GPA, PSE (Higher PSE) -GRE Composite* -GRE Verbal* PLOC (More Internal) -GRE Composite* -GRE Qantitative -GRE Verbal GRE Qantitative, GRE Writing PLOC (1st and 2nd-year combined) GRE Composite (r =.334, p =.025)* GRE Qantitative (r =.278, p =.064) GRE Verbal (r =.279, p =.063) NOT: age, prior clinical hors, GPA, GRE Writing

12 Reslts: Change in PSE PSE Scale Score Beginning and End-of-Year Self-Efficacy Scores PSE Agst PSE May First-Year Stdents Second-Year Stdents

13 Reslts: Change in PSE

14 Reslts: Change in PLOC PLOC Scale Score Beginning and End-of-Year Locs of Control Scores PLOC Agst PLOC May First-Year Stdents Second-Year Stdents

15 Reslts: Change in PLOC

16 Reslts: PLOC and PSE Predict Clinical Evalations PLOC or PSE (parameter estimate, p-vale) Baseline PSE (-.022,.031) First-Year Baseline PLOC (-.061,.008) First-Year Baseline PLOC (-.074,.039) Model Covariates (parameter estimate, p-vale) N/A Predicted Otcome (model R2) Interpretation KASA SelfEvalation: Higher baseline PSEà Lower December KASA self-evalation score (.123) GRE Qantitative (.070,.004) KASA Intervention : December (.430) More internal baseline PLOCà Higher first-year KASA intervention score N/A KASA SelfEvalation: May (.154) More internal baseline PLOCà Higher first-year KASA self-evalation score

17 Reslts: Clinical Sccess Predicts PSE and PLOC Predictor (parameter estimate, p-vale) Predicted Otcome (model R2) Interpretation 1) KASA Self-Evalation: December (-6.095,.017) 2) GRE Composite (-.646,.012) 3) Nmber of Prior Clinical Hors (.124,.019) PSE: May (.399) All else constant 1) Lower self-evalation scoreà Higher May PSE 2) Lower GRE CompositeàHigher May PSE 3) More prior clinic horsàhigher May PSE 1) KASA Evalation Score: December (-2.124,.030) 2) GRE Writing Score (2.692,.064) PLOC: May All else constant (.267) 1) Higher KASA evalation score à More internal May PLOC 2) Lower GRE Writing Scoreà More internal May PLOC

18 Reslts: Individal Differences KASA Discrepancy Scores (per Fergson, 2009) May KASA Discrepancy (1st-year) GRE Composite (r =.549, p =.018)* GRE Verbal (r =.483, p =.042)* Technical Skills (r=.526, p=.042)* Interpersonal Skills with Client (r=.562, p=.015)* -GRE Composite -GRE Verbal -Technical Skills -Interpersonal Skills with Client Larger May KASA Discrepancy -December KASA Written Commnication Smaller May KASA Discrepancy May KASA Discrepancy (1st and 2nd-year combined) GRE Composite (r =.441, p =.013)* GRE Verbal (r =.399, p =.026)* December KASA Written Commnication (r= -.405, p=.03)*

19 Reslts: PSE, PLOC, and Baseline Measres Baseline correlations (per Fergson, 2009) PSE (1st & 2nd-year combined) GRE Composite (r = -.312, p =.037)* GRE Verbal (r = -.325, p =.029)* NOT: age, prior clinical hors, GPA, PSE (Higher PSE) -GRE Composite* -GRE Verbal* PLOC (More Internal) -GRE Composite* -GRE Qantitative -GRE Verbal GRE Qantitative, GRE Writing PLOC (1st and 2nd-year combined) GRE Composite (r =.334, p =.025)* GRE Qantitative (r =.278, p =.064) GRE Verbal (r =.279, p =.063) NOT: age, prior clinical hors, GPA, GRE Writing

20 Reslts: Individal Differences Predictor (parameter estimate, p-vale) Predicted Otcome (model R2) Interpretation 1) GRE Composite (.157,.018) May KASA All else constant Discrepancy 1) Higher GRE Composite (1st-years) score à larger (r=. 302) discrepancy in May KASA scores 1) GRE Composite (.137,.012) 2) December KASA Written Commnication (-1.653,.009) May KASA All else constant Discrepancy 1) Higher GRE Composite (combined; scoreà larger.267) discrepancy in May 2) Higher KASA scores for Written Commnication in Decemberà smaller discrepancy in May

21 Smmary of Findings 1) Are PLOC and/or PSE related to the standard academic and clinical measres collected by gradate programs (i.e., GRE scores, GPAs, and KASA scores)? YES! HIGHER PSE at baseline ßà LOWER GRE Composite and GRE Verbal More INTERNAL PLOC at baseline ßà LOWER GRE Composite, GRE Qantitative, and GRE Verbal

22 Smmary of Findings 1) PLOC and PSE are related to standard academic measres collected by gradate programs. 2) Do PLOC and/or PSE scores change over the corse of training? NO! YES! Overall Individally

23 Smmary of Findings 1) PLOC and PSE were related to standard academic measres collected by gradate programs. 2) PLOC and PSE scores did not change across the year overall, bt there was a lot of individal variability. 3) Do PSE and/or PLOC scores contribte significantly to predicting stdents clinical sccess above and beyond standard academic measres? PLOC: KASA Intervention and Self-Evalation PSE: KASA Self-Evalation BUT different directions AND clinical performance dring the year à PLOC and PSE otcomes YES!

24 Smmary of Findings 1) PLOC and PSE were related to standard academic measres collected by gradate programs. 2) PLOC and PSE scores did not change across the year overall, bt there was a lot of individal variability. 3) PLOC and PSE contribte significantly to predicting stdents clinical performance in some domains. 3B) What can we learn from individal differences? Higher GRE scores à larger May KASA discrepancies Higher KASA written commnication scores à smaller May KASA discrepancies Stdent academic and psychosocial characteristics may impact their interactions with and evalations by spervisors.

25 Clinical Implications and Ftre Research Clinical Implications Like clients, stdents are individals with different strengths and challenges. Clinical interactions and performance are inflenced by stdent psychosocial factors and vice versa. Psychosocial factors in combination with academic characteristics might help in selecting stdents. Ftre Research Fostering stdents self-perceptions throgh spervision techniqes. Exploring the relationship between stdent and client self-perceptions and client otcomes. Dynamic system: spervisor-stdent dyad Spporting/fostering stdents grown and self-perceptions à important for clients Different starting places and spervision approaches

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