Effekten av aktive læringsformer for å øke teoretiske ferdigheter i målrettet tiltaksarbeid hos miljøterapeuter

Abstract

The purpose of this study was to see if active learning methods increased bachelor degree therapists’ theoretical skills in goal-directed interventions in accordance with the checklist by Løkke and Salthe (2012) which is defined by 1) observation and assessment prior to selection of goals and intervention, 2) goal and intervention, and 3) evaluation and reporting. Teaching methods were interteaching, self-study with tasks, lectures, videos, and practical tasks, and a Facebook group where the participants could discuss, and share subject matter related goal-directed interventions. The course lasted ten months and 22 participants, which were employed by municipalities in Innlandet County, Norway, completed pre- and posttest. 19 showed increased skills on posttest. Seven of the 13 participants who completed a follow-up test showed further increase. The participants also evaluated the course days, largely positively. We discuss validity threats to the results, as well as possible improvements of similar courses. Keywords: active learning methods, goal-directed interventions, social educators, multiple component staff training.