This week we were asked to think about our research question for our practicum experience this year. I have a knack for research and enjoy conducting research to find solutions to problems. When I discovered that we would be doing a research project this year, I was excited. I am happy doing just about any kind of research that leads to new information. Therefore, when my school psychologist recommended a possible topic, I jumped on the idea.
The school has many concerns that are researchable, but the school psychologist was presented with a research question provided by another faculty member. She was asked to look up information on students who receive instruction emotional disability (ED) services. The school psychologist asked me to start collecting research that has been done on the outcomes of students with ED. I fortunately discovered a great deal of research on the statistics of what happened to those students. Many of them had difficulties maintaining jobs for extended periods of time and often did not pursue a higher education.
I did not gather the full scope of what the school psychologist was interested in, but I imagine she is interested in the high school's own ED services and what outcomes are typical for those students. By comparing the high school program to the standard national outcomes, the school psychologist can perhaps see how their own students compare.
When thinking about this topic as a research project, I am immediately drawn to the methodology. I would like to know how this can be achieved. It would be difficult to establish a control group because students with ED should not be kept out of this program (unless it is completely new and not research based). I need to find out more information about what the faculty member and school psychologist have in mind for this project. I need to know what their goals are, who would be involved, what other treatment methods they have tried, and whether they maintain statistics on their graduates. I am sure I will come across more and more questions as I go along.
If this research project does not work out, I am also interested in looking into truancy behaviors and appropriate interventions. I have not found many interventions at the high school level that would be practical for the school to implement. While several of the interventions may be what are necessary, it would be difficult for a graduate practicum student to make a recommendation and receive financial support for it (like introducing the "small schools" concept). I have not completely given up on looking into this matter, but for now I may be switching topics to meet the focus of the school.
Monday, October 1, 2007
Mental Health - Karl Tomm Questions
This week we practiced using what are called the "Karl Tomm Questions." These questions are divided into categories depending on the type of question they are. During the last class session, I attempted to write down as many examples of each of the question types as possible. I was able to keep a record of at least one example for every type.
While it was difficult for me to use some of these questions with my friends without them realizing what I was doing, I was able to try some of the questions. The type of question I found myself using the most was distinction-clarifying. Typically, the question would sound like "What does ____ think about this?" or "How do you feel about that?" These questions would not only help me to understand better what was going on, but they also helped the individual critically examine their thoughts.
Another type of question I found myself using frequently was confrontational. I've noticed that I am typically confrontational in general, especially with my friends. An example of this type of question is "Are you sure you ____?" I have to be careful when using this question type because I saw that I had a tendency to carry a tone in it. My tone is not usually neutral and could work against me in a real therapy session. On the other hand, I know my friends so well and vice versa that I felt comfortable challenging their thoughts. In any case, when people are seeking help, these types of questions can shut them off, so I should be careful.
I did not have the opportunity to use all of the question types and I would like to in the future. I did not have the opportunity to try hypothesis and future-oriented. While I did typically ask "what happens next?" I rarely asked what it would look like. It would be ideal to learn these questions and have them become second nature, rather than referring to my notes each time. I was often put in a situation where the questions would have been very helpful, but they were not in my reach. The solution is to practice these questions more and hope to memorize them. The tricky part is, of course, determining when to use what type of question. Much of that process comes only with experience, of which I am lacking.
While it was difficult for me to use some of these questions with my friends without them realizing what I was doing, I was able to try some of the questions. The type of question I found myself using the most was distinction-clarifying. Typically, the question would sound like "What does ____ think about this?" or "How do you feel about that?" These questions would not only help me to understand better what was going on, but they also helped the individual critically examine their thoughts.
Another type of question I found myself using frequently was confrontational. I've noticed that I am typically confrontational in general, especially with my friends. An example of this type of question is "Are you sure you ____?" I have to be careful when using this question type because I saw that I had a tendency to carry a tone in it. My tone is not usually neutral and could work against me in a real therapy session. On the other hand, I know my friends so well and vice versa that I felt comfortable challenging their thoughts. In any case, when people are seeking help, these types of questions can shut them off, so I should be careful.
I did not have the opportunity to use all of the question types and I would like to in the future. I did not have the opportunity to try hypothesis and future-oriented. While I did typically ask "what happens next?" I rarely asked what it would look like. It would be ideal to learn these questions and have them become second nature, rather than referring to my notes each time. I was often put in a situation where the questions would have been very helpful, but they were not in my reach. The solution is to practice these questions more and hope to memorize them. The tricky part is, of course, determining when to use what type of question. Much of that process comes only with experience, of which I am lacking.
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