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Articles 1 - 9 of 9
Full-Text Articles in Entire DC Network
Counselor Allegiance And Client Expectancy In Neuroscience-Informed Cognitive-Behavior Therapy: A 12-Month Qualitative Follow-Up, Thomas A. Field, Eric T. Beeson, Laura K. Jones, Raissa Miller
Counselor Allegiance And Client Expectancy In Neuroscience-Informed Cognitive-Behavior Therapy: A 12-Month Qualitative Follow-Up, Thomas A. Field, Eric T. Beeson, Laura K. Jones, Raissa Miller
Counselor Education Faculty Publications and Presentations
This article presents summative findings from a 12-month multiphase mixed-methods pilot study examining counselor and client perceptions of neuroscience-informed cognitive-behavior therapy (nCBT) following clinical application. Results from the first 6 months of the study indicated that the counselor's and client's beliefs about the credibility and effectiveness of nCBT (i.e., expectancy) remained stable from pretreatment to 6 months into treatment. The fourth phase of data collection at the 12-month interval followed an explanatory sequential process whereby the qualitative data were connected to earlier merged quantitative data to better understand initial findings from the first 6 months of the study. Results indicate …
The Impact Of Brief Intervention Workshops On Addiction Provider Knowledge, Skills, And Attitudes Toward Evidence-Based Practices, Diana M. Doumas, Susan Esp, Raissa Miller
The Impact Of Brief Intervention Workshops On Addiction Provider Knowledge, Skills, And Attitudes Toward Evidence-Based Practices, Diana M. Doumas, Susan Esp, Raissa Miller
Counselor Education Faculty Publications and Presentations
This study evaluated the impact of Motivational Interviewing (MI) and Screening, Brief Intervention, and Referral to Treatment (SBIRT) workshops on post-training knowledge, skills, negative attitudes, and interest in implementing evidence-based practices (EBPs). Participants (N = 70) were primarily mental health counselor (41.4%), social workers (20.0%), substance abuse counselors (15.7%), school counselors (5.7%) and nursing professionals (4.3%) who selected the one or two day workshop for continuing education credit. Participants attended either a Basic MI training workshop (one day) or a Basic MI training plus an Advanced MI/SBIRT training workshop (two day) to assess if exposure to two EBPs would improve …
A Randomized Controlled Trial Testing The Efficacy Of A Brief Online Alcohol Intervention For High School Seniors, Diana M. Doumas, Susan Esp, Brian Flay, Laura Bond
A Randomized Controlled Trial Testing The Efficacy Of A Brief Online Alcohol Intervention For High School Seniors, Diana M. Doumas, Susan Esp, Brian Flay, Laura Bond
Counselor Education Faculty Publications and Presentations
Objective: The purpose of this randomized controlled study was to examine the efficacy of a brief, web-based personalized feedback intervention (the eCHECKUP TO GO) on alcohol use and alcohol-related consequences among high school seniors. Method: Participants (N = 221) were high school seniors randomized by class period to either a brief, web-based personalized feedback intervention (the eCHECKUP TO GO) or an assessment-only control group. Participants completed online surveys at baseline and at a 6-week follow-up. Results: Students participating in the eCHECKUP TO GO intervention reported a significant reduction in weekly drinking quantity, peak drinking quantity, and frequency of …
Establishing School Counselors As Leaders In Bullying Curriculum Delivery: Evaluation Of A Brief, School-Wide Bystander Intervention, Aida Midgett, Diana M. Doumas, April D. Johnston
Establishing School Counselors As Leaders In Bullying Curriculum Delivery: Evaluation Of A Brief, School-Wide Bystander Intervention, Aida Midgett, Diana M. Doumas, April D. Johnston
Counselor Education Faculty Publications and Presentations
The authors evaluated a brief, school-wide bystander bullying intervention (STAC) designed to establish school counselors as leaders in curriculum delivery. Elementary school students trained in the program reported an increase in perceived knowledge and confidence to act as “defenders,” utilizing the STAC strategies when they observed bullying, and a decrease in bullying victimization and perpetration at a 4-month follow-up. We discuss implications for school counselors.
Alcohol Use And Drinking Motives Among Sanctioned And Non-Sanctioned Students, Diana M. Doumas
Alcohol Use And Drinking Motives Among Sanctioned And Non-Sanctioned Students, Diana M. Doumas
Counselor Education Faculty Publications and Presentations
This study examined differences in the relationship of drinking motives to drinking behavior among sanctioned and non-sanctioned first year students (N = 298). Results of hierarchical regression analyses indicated for both sanctioned and non-sanctioned students, alcohol use was predicted by social and enhancement motives and alcohol-related consequences were predicted by social, enhancement, and coping motives. Additionally, high levels of conformity motives predicted alcohol use and alcohol-related consequences for sanctioned students only. Counseling implications are discussed.
Substance Use And Bullying Victimization Among Middle And High School Students: Is Positive School Climate A Protective Factor?, Diana M. Doumas, Aida Midgett, April D. Johnston
Substance Use And Bullying Victimization Among Middle And High School Students: Is Positive School Climate A Protective Factor?, Diana M. Doumas, Aida Midgett, April D. Johnston
Counselor Education Faculty Publications and Presentations
This study examined the relationship between substance use, bullying victimization, and school climate among middle and high school students (N = 498). Bullying victimization predicted substance use, particularly among high schools students. Additionally, among high school students, victims with positive perceptions of school climate reported less illicit drug use.
The Phenomenological Experience Of Student Advocates Trained As “Defenders” To Stop School Bullying, Aida Midgett, Steven J. Moody, Blaine Reilly, Sarah Lyter
The Phenomenological Experience Of Student Advocates Trained As “Defenders” To Stop School Bullying, Aida Midgett, Steven J. Moody, Blaine Reilly, Sarah Lyter
Counselor Education Faculty Publications and Presentations
We investigated lived experiences of student-advocates trained in a brief, bystander bullying intervention program to stop bullying as “defenders.” Personal values, taking perceived risks, implementing bullying intervention strategies, and positive sense of self were core themes with a textural-structural description helping define student’ experiences. Implications and future research are discussed.
Addictions Content Published In Counseling Journals: A 10-Year Content Analysis To Inform Research And Practice, Edward Wahesh, S. Elizabeth Likis-Werle, Regina R. Moro
Addictions Content Published In Counseling Journals: A 10-Year Content Analysis To Inform Research And Practice, Edward Wahesh, S. Elizabeth Likis-Werle, Regina R. Moro
Counselor Education Faculty Publications and Presentations
This content analysis includes 210 articles that focused on addictions topics published between January 2005 and December 2014 in the journals of the National Board for Certified Counselors (NBCC), Chi Sigma Iota (CSI), the American Counseling Association (ACA), and ACA member divisions. Results include the types of addictions content and behaviors studied as well as the populations and data analytic techniques used in the addictions research articles. Whereas most articles discussed addictions counseling techniques, addictions issues among non-clinical populations, and professional practice issues, fewer articles addressed clients in treatment, utilized clinical populations, or analyzed intervention outcomes. Implications for addictive behaviors …
Counselor In Training 360 Degree Case Conceptualization Process For Group Supervision, Meredith A. Rausch, Laura L. Gallo
Counselor In Training 360 Degree Case Conceptualization Process For Group Supervision, Meredith A. Rausch, Laura L. Gallo
Counselor Education Faculty Publications and Presentations
This article introduces a developmental process for case conceptualization practice during group supervision based on the underpinnings of the Integrative Developmental Model presented by Stoltenberg and McNeill (2010) and Mindsets by Dweck (2006). The design incorporates a strengths-based method encouraging reflective practice and risk-taking. Practical methods for group interaction and discussion are presented.