Perlesz A J, Stolk Y, Firestone A F
Bouverie Family Therapy Center, Victoria, Australia.
Fam Process. 1990 Mar;29(1):29-44. doi: 10.1111/j.1545-5300.1990.00029.x.
This study presents the results of an evaluation of two cohorts of trainees who had completed a 2-year training program in family therapy. The 15 trainees were assessed in the areas of perceptual/conceptual, intervention/executive skills and personal development both pre- and post-training. Although the group results showed skill acquisition in all areas assessed, the individual results revealed a complexity in performance glossed over by the group analysis. Trainees' learning commenced from different baselines, advanced at different rates, and there was a marked discrepancy between self-reports of improvements (or otherwise) and the results of the observer-rated measures. We recommend that increasing attention be paid to individual differences in learning styles in training and in evaluation.
本研究展示了对两组完成了为期两年家庭治疗培训项目的学员进行评估的结果。在培训前和培训后，对这15名学员在感知/概念、干预/执行技能以及个人发展等方面进行了评估。尽管小组结果显示在所有评估领域都有技能习得，但个体结果揭示了小组分析所掩盖的表现复杂性。学员们的学习起点不同，进步速度各异，而且在自我报告的进步情况（或反之）与观察者评分测量结果之间存在明显差异。我们建议在培训和评估中，应更多地关注学习风格的个体差异。
