This study explored the comparison of microlab discussions of interpersonal competencies and corrective feedback on counselor trainees' defensiveness levels. Additionally, the effects of microlab discussions of interpersonal competencies or corrective feedback on counselor trainees' beliefs about their ability to communicate more clearly, receive corrective feedback with less difficulty, and act on corrective feedback receive more easily were explored. Participants in this study (N = 72) were counselor trainees enrolled in three different universities within the New Orleans metropolitan area. Participants completed the Tennessee Self-Concept Scale: Second Edition (TSCS: 2; Fitts & Warren, 1996) at least three weeks before taking part in a microlab discussion of interpersonal competencies or corrective feedback or not taking part in any discussion. Upon completion of the microlab discussion, participants in the treatment conditions completed the TSCS: 2 for the second time. Participants in the control condition simply met and completed the second administration of the TSCS: 2. Analyses of covariance were conducted on the posttest scores using the pretest as a covariate. Also, interaction effects were explored between demographic characteristics and treatment condition on posttest scores as well as responses to a group evaluation. Results did not support any of the hypotheses associated with participants who engaged in microlab discussion would have a lower defensiveness score as compared to a control group. Promising findings resulted from reactions to both microlabs by participants regarding their beliefs about their abilities to communicate more clearly, receive corrective feedback with less difficulty, and act on corrective feedback received more easily in the future. Also, a pattern associated with the number of courses completed was indicated due to a significant correlation with change in defensiveness course and interaction effects with treatment condition on responses to question 1 and 3 of the group evaluation. Counselor education programs, counselors who work with groups, and counselor trainees may benefit from exploring the possible benefits associated with microlab discussions as a form of pregroup training. Future research may provide more insight into the development of an instrument to more effectively measure defensiveness within the context of receiving corrective feedback. Also, the development of multi-session pregroup training may prove to be more effective in reducing defensiveness levels.

abstract: Background – Among influential education reports, there is clear consensus that an expansive range of intrapersonal (e.g. self-regulation) and interpersonal competencies (e.g. empathy) highly influence educational and career success. Research on teaching and learning these competencies is limited in engineering education. Purpose/Hypothesis – This dissertation study explores the impacts of a mindfulness training program on first-year engineering students and aims to understand potential impacts on the development of intrapersonal and interpersonal competencies. Design/Method – A four-session mindfulness-based training program was designed, developed, and facilitated to cultivate intrapersonal and interpersonal competencies. This study employed a multiphase mixed method design in which quantitative and qualitative data was collected from a total of 35 different students through a post survey (n=31), 3-month follow-up survey (n=29), and interviews (n=18). t-tests were used to evaluate the statistical significance of the program and a rigorous thematic analysis process was utilized to help explain the quantitative data. Results – The results suggest that the majority of students became more mindful, which led to improved intrapersonal competencies (i.e. self-management, critical-thinking, focus, resilience, and well-being) and interpersonal competencies (i.e. empathy, communication, teamwork, and leadership). Discussion / Conclusions – The study provides compelling evidence that mindfulness training can support the development of intrapersonal and interpersonal skills among engineering students, which can support their overall academic experience, as well as personal and professional development. Future design and development work will be needed to evaluate the integration and scalability potential of mindfulness training within engineering programs. / Dissertation/Thesis / Doctoral Dissertation Engineering Education Systems and Design 2019