Deliberate Psychological Education Research Articles

Experiences in a study abroad utilizing deliberate psychological education

Experiences in a study abroad utilizing deliberate psychological education

“A Reward at the End of the Tunnel”: A Phenomenological Analysis of Counselors’-In-Training Developmental Experience with Frequent Role-Plays

ABSTRACT Role-play exercises are a creative pedagogical tool to deliver various classroom content, including skills and theory. While role-plays can be impactful, educators should also be mindful of the vulnerability that can accompany these learning experiences. Cognitive developmental theory can help counselor educators understand counselors’-in-training (CITs’) emotional experiences (i.e., anxiety, discomfort, imposter syndrome) and guide their pedagogical interventions to align with the students’ developmental needs. In this phenomenological investigation, we used a cognitive developmental lens to explore masters-level CITs’ (n = 10) experiences with sustained, regular role-play during their training program. Using interpretative phenomenological analysis (IPA), we identified four themes: (a) clinical growth through the discomfort, (b) I didn’t know what I thought I knew, (c) common commitment to growth, and (d) interpersonal impact. The authors provide implications for counselor education and research, including intentional uses of deliberate psychological education (DPE) when implementing role-play in the classroom.

Applying What Works: A Case for Deliberate Psychological Education in Undergraduate Business Ethics

The teaching of business ethics continues to be a topic of great concern as both businesses and business schools seek to develop effective approaches for fostering ethical behavior. Responses to this objective have been varied, and consistent empirical evidence for a particular approach has not emerged. One approach, deliberate psychological education, offers a means for extending and integrating elements of developmental theory and has proven effective in professional settings, with college students, and recently, with undergraduate business students. The authors propose that this model be considered as an effective approach for business education programs and offer suggestions for integrating this model within undergraduate business curricula.

Promoting the moral reasoning of undergraduate business students through a deliberate psychological education‐based classroom intervention

Educating business students for ethical professional practice is a growing concern for both the corporate world and business education. Highly publicised scandals have pushed public trust in business to an all‐time low, resulting in losses of customers and high employee turnover. Corporate and business education leaders have begun to press for more effective models for promoting ethical development in business education. This study examined the effectiveness of one such model, Deliberate Psychological Education (DPE), in promoting greater cognitive moral reasoning in undergraduate business students. Its significant, positive findings hold promise for the promotion of more ethical business professionals through preparatory classroom intervention.

Promoting Ego Development and Multicultural Competence During Internship

This research involved an exploratory intervention to determine the effectiveness of using a deliberate psychological education (DPE) approach that incorporated issues of ethics, multicultural competence, oppression and diversity. The study attempted to discern if the DPE model used could make a difference in the promotion of ego development (which subsumes moral development) and multicultural knowledge and awareness of counselor interns. The intervention group showed significant gains compared to comparison groups in ego development as measured by the Washington University Sentence Completion Test (WSCT) (Loevinger 1985) as well as significant gains on the Knowledge subscale of the Multicultural Counseling Knowledge and Awareness Scale (MCKAS, Ponterotto et al. 2002).

Promoting moral reasoning and multicultural competence during internship

This paper reports a study designed to increase the moral reasoning and multicultural competence of White students in a counselling internship. An intervention was conducted to determine the effectiveness of using a deliberate psychological education (DPE) approach that incorporated issues of cultural competence, oppression and diversity. This study attempted to discern if the DPE model could make a difference in the promotion of moral reasoning and multicultural competence of counsellor interns. The Intervention Group showed significant gains compared to Comparison Group 1 and 2 in moral reasoning as measured by the Defining Issues Test‐2, as well as significant gains on the Knowledge subscale of the Multicultural Counseling Knowledge and Awareness Scale.

A Family Counselor Practicum Based on a Deliberate Psychological Education Model

The authors describe a family counseling practicum that is based on cognitive‐developmental theory and uses a Deliberate Psychological Education (DPE) model for developing a curriculum (N. A. Sprinthall & R. Mosher, 1978). Designed to promote the growth and development of adult learners, DPE facilitates learning and the developmental growth of beginning family counselors. A brief review of the origins of the DPE model and its use in counseling settings is followed by a description of the curriculum that has been implemented and refined over the past 10 years in the New Horizons Family Counseling Center at The College of William and Mary.

Promoting the Moral and Conceptual Development of Law Enforcement Trainees: A deliberate psychological educational approach

The history of ethical problems and corruption in American law enforcement is well documented. Current law enforcement training lacks a significant focus on ethics training and is in need of modifications which would include a greater emphasis on ethics education. This study drew on cognitive development theory, applied specifically to the domains of moral and conceptual development, to create and implement an educational programme for police officer trainees and college students studying criminal justice. The Deliberate Psychological Education model provided the framework for this educational program designed to promote development of moral reasoning and conceptual complexity among the participants. Significant gains were achieved for participants in the Deliberate Psychological Education intervention when compared with a control group in which the participants received the ethics training in a more traditional lecture format.

Promoting cognitive and ego development of African–American rural youth: a program of deliberate psychological education

The purpose of this study was to investigate the effects of a role-taking, action learning program on the cognitive and ego development of African–American rural high school students. The program employed instruction in scientific problem-solving in relation to past and current contributions of African–American scientists. There were two experimental and two comparison groups during the one semester program. The main effects were assessed in two related domains: (1) concrete to abstract thinking (a Piagetian measure); and (2) self-concept development (Loevinger's Ego Stages). The results indicated statistically significant gains in both abstract thinking and ego stage. Implications for school curriculum modification are also detailed.

Promoting psychological development, math achievement, and success attribution of female students through deliberate psychological education.

Promoting psychological development, math achievement, and success attribution of female students through deliberate psychological education.

Promoting psychological development, math achievement, and success attribution of female students through deliberate psychological education.

Promoting psychological development, math achievement, and success attribution of female students through deliberate psychological education.

Deliberate Psychological Education Revisited: A Conversation with Norman Sprinthall

After a brief overview of the major constructs of DPE, this article presents an extensive interview with Norman Sprinthall about DPE's evolution and future directions.

Alternate generation education: a developmental curriculum for secondary schools.

This article addresses the development, implementation, and evaluation of a high school curriculum intervention designed to promote the psychological development of students enrolled in a course on life history interviewing. The curriculum, based on the Deliberate Psychological Education practicum-seminar model, included field interviewing of older people about their lives, plus a class seminar to teach appropriate skills, discuss pertinent issues related to aging, and integrate the field experience. Students assumed the responsible role of life history interviewer, conducting at least three hours of interviews with one older person, thus counter-acting both adolescent egocentrism and generational isolation. The curriculum was designed to foster adolescents' understanding of older people in a manner which also stimulated the younger people's psychological development. A total of fifty-one tenth, eleventh, and twelfth graders at a public high school in a large midwestern city during the fall of 1979 were the subjects for the study. The multiple quantitative and qualitative measures indicated that the curriculum had a positive effect on the experimental students' psychological development. ANOCOVA procedures revealed that attitudes toward older people were significantly more positive, pre to post, for the experimental group (p less than .001), while those of the comparison group showed no change. Implications of the study for increased emphasis on responsible role-taking by adolescents in school programs, on intergenerational programming with a lifelong developmental focus, and on further time perspective research are discussed in the article.

Deliberate Psychological Education: State of the Art

Deliberate Psychological Education: State of the Art

Training and Supervising Counselors: Lessons Learned From Deliberate Psychological Education

A psychological education curriculum package designed to stimulate growth in three target areas (psychologival development, mastery of skills, and understanding concepts) was piloted with 18 in‐service counselors and teachers. Although significant gains were achieved in counseling skills and moral reasoning, shifts in ego and conceptual level failed to reach statistical significance. Bernier considers these results in light of developmental and cognitive theory and discusses implications for training and supervision. He presents a case for viewing counselor education within a developmental perspective.

Deliberate Psychological Education: A High School Cross-Age Teaching Model

Deliberate Psychological Education: A High School Cross-Age Teaching Model

Deliberate Psychological Education for Women: A Curriculum Follow-Up Study

Deliberate Psychological Education for Women: A Curriculum Follow-Up Study

Comments on the Deliberate Psychological Education Programs and the Toronto Moral Education Programs In Secondary Education

Comments on the Deliberate Psychological Education Programs and the Toronto Moral Education Programs In Secondary Education

A Reply to Jim Rest: Doonesbury's Football Team and Deliberate Psychological Education

A Reply to Jim Rest: Doonesbury's Football Team and Deliberate Psychological Education

Deliberate Psychological Education for Women: From Iphigenia to Antigone

Women's psychological growth is presented in this article from a developmental perspective. The findings are related to socialization patterns, and a cognitive‐developmental curriculum model that has successfully promoted ego maturity and moral decision‐making maturity in a class of 23 young women is overviewed. A formative evaluation model and the pre, post, and one‐year follow‐up data are included.