The work discusses the effectiveness of the counselling treatment to enhance student academic success. The participants were randomly assigned to either an experimental group (66 students who had completed counselling treatment) or a wait-list comparison group (44 students). The Adult Self Report (ASR) by Achenbach and Rescorla [2003. Manual for the ASEBA adult forms & profiles. Burlington, VT: Research Center for Children, Youth, & Families, University of Vermont] and the Outcome Questionnaire 45 (OQ-45) by Lambert and Hill [1994. Assessing psychotherapy outcomes and processes. In A. E. Bergin & S. L. Garfield (Eds.), Handbook of psychotherapy and behavior change (pp. 72–113). New York: John Wiley] were applied before and after the counselling sessions. Data show statistically significant decrease in the ASR clinical scales for both internalising and externalising problems after counselling as well as in the OQ-45 scores for distress symptoms and relationship difficulties. Compared with the control group, the students who received counselling exhibited a significant recovery regarding their progress with their studies.

Biasi, V., Patrizi, N., Mosca, M., De Vincenzo, C. (2016). The effectiveness of university counselling for improving academic outcomes and wellbeing. BRITISH JOURNAL OF GUIDANCE & COUNSELLING, 248-257 [10.1080/03069885.2016.1263826].

The effectiveness of university counselling for improving academic outcomes and wellbeing.

Biasi V.
Conceptualization
;
Patrizi N.
Software
;
Mosca M.
Data Curation
;
De Vincenzo C
Data Curation
2016

Abstract

The work discusses the effectiveness of the counselling treatment to enhance student academic success. The participants were randomly assigned to either an experimental group (66 students who had completed counselling treatment) or a wait-list comparison group (44 students). The Adult Self Report (ASR) by Achenbach and Rescorla [2003. Manual for the ASEBA adult forms & profiles. Burlington, VT: Research Center for Children, Youth, & Families, University of Vermont] and the Outcome Questionnaire 45 (OQ-45) by Lambert and Hill [1994. Assessing psychotherapy outcomes and processes. In A. E. Bergin & S. L. Garfield (Eds.), Handbook of psychotherapy and behavior change (pp. 72–113). New York: John Wiley] were applied before and after the counselling sessions. Data show statistically significant decrease in the ASR clinical scales for both internalising and externalising problems after counselling as well as in the OQ-45 scores for distress symptoms and relationship difficulties. Compared with the control group, the students who received counselling exhibited a significant recovery regarding their progress with their studies.
Biasi, V., Patrizi, N., Mosca, M., De Vincenzo, C. (2016). The effectiveness of university counselling for improving academic outcomes and wellbeing. BRITISH JOURNAL OF GUIDANCE & COUNSELLING, 248-257 [10.1080/03069885.2016.1263826].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/341326
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