TY - JOUR
T1 - Assessing the efficacy of contextualized group counseling education in Asia
T2 - A mixed methods study
AU - Sing-Kiat Ting, Rachel
AU - Jian-Ai Thong, Justine
AU - Lim, Joy Yung-Re
AU - Jones, Elizabeth
N1 - Funding Information:
We thank all the students participants who contributed to this study, as well as the funding support from the Education Excellence of Monash University Malaysia.
Funding Information:
This research was supported by an Education Excellence grant (E/EE/LTG_03/2018/01) from Monash Malaysia University (2018–2019).
Publisher Copyright:
© 2022, The Author(s).
PY - 2022/9
Y1 - 2022/9
N2 - Many experiential learning teaching models are developed in Western cultures, with their efficacy not tested in non-Western cultures, especially in counseling education. This study examined the learning experiences of students (n = 52) enrolled in a culturally contextualized experiential teaching method implemented across a 3-year period in a Malaysian university Masters-level group counseling course. The course changes included group demonstrations by lecturers and peers, live group participation and observation, group dynamics map drawing and debriefing, paired group proposal writing and presentation, and group note- taking. This study adopted a mixed method approach with a short survey consisting of both standardized scales and open-ended questions, administered at the beginning and end of each 12-week semester. Archival data on students’ evaluation was also retrieved from the year before the intervention, to compare with the 3 years of intervention. Results showed a statistically significant improvement in students’ perceived group leadership skills and leadership characteristics at the end of the course. Students’ overall satisfaction with the course quality also improved significantly from the year prior to the implementation of the new teaching method. Qualitative coding identified three major themes–active learning classroom that led to confidence in group counseling knowledge and skills; experiential activities in the tutorial sessions, with opportunities to carry out their proposed group activities; and formative feedback given throughout the semester during tutorial settings contributing to the higher course satisfaction rate. To conclude, we discuss the implications of contextualized experiential learning for higher education counseling pedagogy in the Asian region.
AB - Many experiential learning teaching models are developed in Western cultures, with their efficacy not tested in non-Western cultures, especially in counseling education. This study examined the learning experiences of students (n = 52) enrolled in a culturally contextualized experiential teaching method implemented across a 3-year period in a Malaysian university Masters-level group counseling course. The course changes included group demonstrations by lecturers and peers, live group participation and observation, group dynamics map drawing and debriefing, paired group proposal writing and presentation, and group note- taking. This study adopted a mixed method approach with a short survey consisting of both standardized scales and open-ended questions, administered at the beginning and end of each 12-week semester. Archival data on students’ evaluation was also retrieved from the year before the intervention, to compare with the 3 years of intervention. Results showed a statistically significant improvement in students’ perceived group leadership skills and leadership characteristics at the end of the course. Students’ overall satisfaction with the course quality also improved significantly from the year prior to the implementation of the new teaching method. Qualitative coding identified three major themes–active learning classroom that led to confidence in group counseling knowledge and skills; experiential activities in the tutorial sessions, with opportunities to carry out their proposed group activities; and formative feedback given throughout the semester during tutorial settings contributing to the higher course satisfaction rate. To conclude, we discuss the implications of contextualized experiential learning for higher education counseling pedagogy in the Asian region.
KW - Asian culture
KW - Contextualization
KW - Experiential learning
KW - Group counseling
KW - Training efficacy
UR - http://www.scopus.com/inward/record.url?scp=85131596457&partnerID=8YFLogxK
U2 - 10.1007/s10447-022-09471-3
DO - 10.1007/s10447-022-09471-3
M3 - Article
C2 - 35698476
AN - SCOPUS:85131596457
VL - 44
SP - 550
EP - 568
JO - International Journal for the Advancement of Counselling
JF - International Journal for the Advancement of Counselling
SN - 0165-0653
IS - 3
ER -