Hostname: page-component-78c5997874-s2hrs Total loading time: 0 Render date: 2024-11-13T01:04:37.615Z Has data issue: false hasContentIssue false

An interview schedule for use in the assessment of tertiary students’ learning development needs

Published online by Cambridge University Press:  29 October 2015

Marcia Devlin*
Affiliation:
decalas Consultancy
*
decalas: Devlin Educational Consultancy and Learning Advice Services, 3 Mason Street, Northcote Victoria 3070, Ph/Fax: (03) 9481 8479, E-mail: [email protected]
Get access

Abstract

The initial interview is an important aspect of development of and intervention in tertiary student learning. Yet there are no published interview schedules available to psychologists working in the area of tertiary academic skills development This paper presents an interview schedule for use with individual tertiary students seeking assistance with learning and academic skills development. Some preliminary comments about the application of the schedule are also offered.

Type
Research Article
Copyright
Copyright © Australian Psychological Society 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Blechman, E.A., Tryon, A.S., McEnroe, M.J., & Ruff, M.H. (1989). Behavioural approaches: A strategy for the measurement of family interaction. In Wetzler, S. & Katz, M.M. (Eds.), Contemporary approaches to psychological assessment (pp. 4365). New York: Brunner/Mazel.Google Scholar
Bogels, S.M. (1994). A structured-training approach to teaching diagnostic interviewing. Teaching of Psychology, 21, 144150.CrossRefGoogle Scholar
Bogels, S.M., van der Vleuten, C.P.M., Blok, G., Kreutzkamp, R., Melles, R., & Schmidt, H.G. (1995). Assessment and validation of diagnostic interviewing skills for the mental health professions. Journal of Psychopathology and Behavioural Assessment, 17 (3), 217230.CrossRefGoogle Scholar
Devlin, M. (1996). Why the provision of one-to-one language and learning support is cost-effective for universities. In Chanook, K., Burley, V., & Davies, S. (Eds.), What do we learn from teaching one-to-one that informs our work with larger numbers? Proceedings of the conference held at La Trobe University (pp. 8290). Melbourne: La Trobe University.Google Scholar
Lang, G., van der Molen, H., Trower, P., & Look, R. (1990). Personal conversations: Roles and skills for counsellors. London: Routledge.Google Scholar
Murphy, G.C, Hudson, A.M., King, N.J., & Remenyi, A. (1985). An interview schedule for use in the behavioural assessment of children’s problems. Behaviour Change, 2 (1), 612.CrossRefGoogle Scholar
Weinstein, C.E., Palmer, D.R., & Schulte, A.C. (1987). Learning and Study Strategies Inventory. Clearwater, Florida: H & H Publishing Company, Inc.Google Scholar