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ACCEPTABILITY OF PSYCHOLOGICAL TREATMENTS: THE INFLUENCE OF THEORETICAL ORIENTATION ON PERCEIVED PROBLEM SEVERITY AND TEACHER RATINGS OF INTERVENTION ACCEPTABILITY (SOCIAL VALIDITY)
Abstract
This investigation concerns factors influencing teacher's acceptability ratings of school-based psychological interventions. 320 regular and special educators read problem descriptions and interventions developed from one of four theoretical models (medical, behavioral, intrapsychological, and collective). Subjects then rated the severity of the problem and the acceptability of the intervention. In addition, subjects indicated their personal belief about the nature of students' psychological difficulties. Results indicated the theoretical model used to describe problems did not influence significantly intervention acceptability ratings or perceived severity of problems. However, the theoretical orientation used to develop interventions did impact significantly on intervention acceptability (p < .001). The collective intervention was rated highest, followed in descending order by intrapsychological, behavioral, and medical interventions. The interaction effect between the problem description and intervention variables was not significant. Problem severity, as determined by the individual subjects, was significantly related to intervention acceptability. More severely perceived problems were associated with higher acceptability ratings. Finally, teachers overwhelmingly indicated the collective model as their personal belief about the nature of student school difficulties. Results were discussed in terms of teacher knowledge about treatment efficacy and the need for individualized consultative strategies.
Subject Area
Educational psychology
Recommended Citation
DARVEAUX, DION XAVIER, "ACCEPTABILITY OF PSYCHOLOGICAL TREATMENTS: THE INFLUENCE OF THEORETICAL ORIENTATION ON PERCEIVED PROBLEM SEVERITY AND TEACHER RATINGS OF INTERVENTION ACCEPTABILITY (SOCIAL VALIDITY)" (1986). ETD collection for University of Nebraska-Lincoln. AAI8629527.
https://digitalcommons.unl.edu/dissertations/AAI8629527