Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Faculty/School

Faculty of Science

First Advisor

Frederick R. Binding

Advisor Role

Thesis Supervisor

Abstract

The purpose of the present research was to study changes that students with field placements experience with the addition of discussion groups to the regular supervision. The participants were 29 undergraduate students enrolled in psychology courses requiring field placements. These students volunteered to be in discussion groups concerning placements. Thirteen students were in the experimental condition of discussion groups and 16 were in the control group with no additional resource support or supervision. The discussion groups met weekly for approximately 50 minutes during the winter term and were led by advanced psychology honours students. At the beginning of the program, all students were given Rosenberg’s Self-Esteem Scale (1965); Fey’s Acceptance of Others (1955); semantic differential scales (Osgood, Suci, & Tannenbaum, 1958) on their field placement site, target population, psychology undergraduate students, and advanced psychology undergraduate students, and they were asked whether they had made a career decision. In addition, a questionnaire on student learning and satisfaction with the placement program was given. No differences were found between the two groups. Limitations of the study were the small sample size and short duration of the program (one term).

Convocation Year

1983

Convocation Season

Spring

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