Material Type  

 학위논문

 

0016935070

Date and Time of Latest Transaction  

20240214101849

ISBN  

9798380323048

DDC  

370

Author  

Weist, Madison McKee.

Title/Author  

Training Peer Mentors: Including Critical Dialogic Training in Peer-Mediated Check-In/Check-Out to Promote School Belonging - [electronic resource]

Publish Info  

[S.l.] : The University of Wisconsin - Madison., 2023

Publish Info  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Material Info  

1 online resource(125 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 85-03, Section: B.

General Note  

Advisor: Kilgus, Stephen.

학위논문주기  

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Abstracts/Etc  

요약This study examined the benefit of implementing critical dialogues as a training component within Peer-Mediated Check-In/Check-Out (PM-CICO), a Tier II behavioral intervention. Goals of the intervention were to disrupt traditional conceptualizations of school belonging (e.g., student-to-teacher relationships) by bolstering student-to-student relationships through critical dialogues and peer-mediated support. This was done by improving the effectiveness of peer mentor training for minoritized students engaged in Peer-Mediated Check-In/Check-Out (PM-CICO; Collins et al., 2017) using critical dialogues. Critical dialogues, a small group intervention grounded in the intergroup dialogue literature (Zuniga et al., 2012), has been shown to increase (a) identity and ally development, (b) perspective-taking, (c) attitude changes, (d) critical consciousness, (e) skills development, (f) action preparedness, and most importantly group climate across minoritized identities and group formats. The current study employed a concurrent multiple baseline design across participants (Cooper et al., 2007; Kennedy, 2005), evaluating change in student problem behavior and academic engagement per systematic direction observation. Visual analysis (Horner et al., 2005), Tau-U (Parker et al., 2011), and log response ratios (LRR; Pustejovsky, 2018) were used to analyze the resulting data. Results indicated an increase in school belonging and cultural acceptance reported by all participating students. No functional relationship was seen between PM-CICO and problem behavior or academic engagement, with null to moderate effect sizes seen across participants. PM-CICO was rated as acceptable, understandable, and requiring some home-school collaboration according to participating students, parents, and teachers. Discussion of implementation of PM-CICO in a high school setting and areas of further research related to school belonging with minoritized youth is presented.

Subject Added Entry-Topical Term  

Educational psychology.

Subject Added Entry-Topical Term  

Mental health.

Subject Added Entry-Topical Term  

Behavioral psychology.

Subject Added Entry-Topical Term  

Counseling psychology.

Index Term-Uncontrolled  

School belonging

Index Term-Uncontrolled  

Student relationships

Index Term-Uncontrolled  

Training peer mentors

Index Term-Uncontrolled  

Behavioral intervention

Index Term-Uncontrolled  

Dialogic training

Added Entry-Corporate Name  

The University of Wisconsin - Madison Educational Psychology

Host Item Entry  

Dissertations Abstracts International. 85-03B.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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소장사항  

202402 2024

Control Number  

joongbu:642485