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 stude

• Main Author: Walsh, Beaton J., 1959-
• Other Authors: Memorial University of Newfoundland. Faculty of Education, Memorial University of Newfoundland.Counselling Centre.
• Format: Thesis
• Language: English
• Published: 1993
• Subjects: Counseling in higher education > Newfoundland and Labrador; Metacognition; Learning disabilities; Newfoundland; Canada; Newfoundland studies; University of Newfoundland
• Online Access: http://collections.mun.ca/cdm/ref/collection/theses2/id/235257

Thesis (M.Ed.)--Memorial University of Newfoundland, 1993. Education Bibliography: leaves 79-89. 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.