A Pilot Study of a Brief School Psychologist Training on the Anxiety Approach/Avoidance Framework
Date of Award
8-1-2024
Degree Name
Ed.S. in School Psychology
Department
Department of Counselor Education and Human Services
Advisor/Chair
Elana Bernstein
Abstract
This study examined the effectiveness of a brief virtual training for school psychologists on the approach/avoidance continuum and the role of parent/teacher accommodations in anxiety treatment through a single group quasi-experimental design. Participants (N = 13) attended a half-day virtual training and completed a pre-test, post-test, and follow-up questionnaire to measure knowledge gained and application. The mean knowledge of each participant prior to the training was compared to the mean knowledge of participants immediately following the training. In comparing the differences in scores from the pre-test and post-test surveys, participants showed significantly greater gains in knowledge from the pre-test (M = 3.09, SD = 0.39) to the post-test (M = 3.46, SD = .37). Additionally, a majority of participants reported that they had applied the knowledge gained from the training directly in their practice during the 5 months since the training occurred. Given the rising prevalence of anxiety in school-aged children, it is increasingly important to provide professional development opportunities for school psychology practitioners. The A3F training is one possible solution to increasing knowledge to aid school personnel and families in supporting students with anxiety. Implications for improving school psychologists service delivery for students with anxiety are discussed.
Keywords
Anxiety, Approach/Avoidance Continuum, Brief Training Session, School Psychologist
Rights Statement
Copyright © 2024, author.
Recommended Citation
Royster, Jessica L., "A Pilot Study of a Brief School Psychologist Training on the Anxiety Approach/Avoidance Framework" (2024). Graduate Theses and Dissertations. 7426.
https://ecommons.udayton.edu/graduate_theses/7426
