Date of Award
2024
Document Type
Dissertation
Degree Name
Psychology (Ph.D.)
Department
Psychology
First Advisor
Imad Zaheer
Second Advisor
Raymond DiGiuseppe
Third Advisor
Lauren Moskowitz
Abstract
The current study investigated if a pilot consultation method, Focused Acceptance Commitment Consultation (FACC), increased self-efficacy for teachers working with children with emotional and behavioral challenges. Four teachers from an alternative school in New Jersey participated in the study. The teachers' ages ranged from 46 to 60 years old, with a gender distribution of three female teachers and one male. Weekly measures included the Classroom Management Observation Tool (CMOT), which was used to observe the teachers' classroom management behaviors; the Teacher Sense of Efficacy Scale (TSES), which measured teacher self-efficacy; and the Multidimensional Psychological Flexibility Inventory (MPFI) to measure teacher psychological flexibility and inflexibility. A concurrent multiple baseline design across participants was used. The study was done in four phases, starting with baseline, then four treatment sessions across multiple staggered start points, two check-in sessions, and a four-month follow-up. Traditional visual analysis examined each phase's individual level and trend across the multiple staggered baselines. This visual analysis showed minor changes across phases and between variables to show a weak functional relationship between the participant's level of self-efficacy, psychological flexibility, and CMOT skills. Quantitative analysis was also conducted with visual analysis in the form of Percentage of Non-Overlapping Data (PND) and Reliable Change Index (RCI). Results indicated that while all teachers increased classroom management behaviors during the intervention phase, only three out of the four teachers increased their self-efficacy and psychological flexibility. Follow-up data revealed that teacher self-efficacy and classroom management behaviors were unsustainable. Whereas two of the four teachers maintained psychological flexibility and inflexibility gains at follow-up.
Recommended Citation
DiLorenzo, Darla Jean, "DOES FOCUSED COMMITMENT CONSULTATION (FACC) INCREASE TEACHERS’ SELF-EFFICACY FOR WORKING WITH CHILDREN WITH EMOTIONAL AND BEHAVIORAL CHALLENGES?" (2024). Theses and Dissertations. 735.
https://scholar.stjohns.edu/theses_dissertations/735