(PS6-89) Service-Learning Engagement to Build Communication Skills: It Can Be Fun and Games

Abstract Text:

Introduction: Service-learning and community engagement mutually benefit doctoral clinical psychology students and underserved laypersons. Partnering with the Director of PCOM’s Community Wellness Initiative provided a novel learning environment and a model for experiential learning. Qualitative analyses detail the learning outcomes.

Purpose: Beginning service-learning early in doctoral studies is ideal to promote the value of community engagement while developing foundational communication skills and competencies of health service psychologists. Laypersons gain knowledge about Cognitive-Behavioral Therapy and clinical services, while they and doctoral students increase their comfort level interacting with each other in a low-risk prosocial activity. The purpose of this qualitative study was to systematically evaluate the impact of the service-learning experience on students as reported through self-reflection.

Methods: Students from two first-year clinical PsyD cohorts participated in three-hour sessions as a group with residents of apartments for income-qualifying senior or disabled residents. After an introduction to Cognitive-Behavioral Therapy to lay the foundation of how thoughts, feelings, and behaviors are connected, students engaged residents in playing games such as Uno, Go Fish, or stress-reducing coloring to foster positive feelings through behaviors of play and conversation. Pre-work and instruction included relevant readings and faculty mentoring. Community members shared stories about their personal history, hobbies, and lives while playing. All participants displayed joy and laughter. Students submitted self-reflections as a course requirement. IRB approval was obtained. Analyses: NVivo from Lumivero will be used to complete a qualitative thematic analysis of de-identified submissions. In order to enhance the reliability and validity of the analysis, the research team will independently code 10% of self-reflections for identified themes and comparison to NVivo output.

Results: Qualitative thematic analysis of 34 250-word self-reflection entries by students highlights the importance of community engagement, the value of talking to people with different backgrounds and ages, students’ biases and own areas for growth and development, and their commitment to community service going forward. Details of these analyses and findings will be presented. Implications: This study highlights community partnership in novel pedagogy for practicing fundamental clinical skills, offering valuable insights into the educational benefits of learning from community members who may be users of health service psychology. Likewise, this service learning experience provided a positive activity for older residents who may have less access to mental health providers.