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Full-Text Articles in Education

Using Supervision To Prepare Social Justice Counseling Advocates, Harriet L. Glosoff, Judith C. Durham Dec 2010

Using Supervision To Prepare Social Justice Counseling Advocates, Harriet L. Glosoff, Judith C. Durham

Department of Counseling Scholarship and Creative Works

Over the past several years, there has been an increased focus on integrating not only multiculturalism in the counseling profession, but also advocacy and social justice. Although the professional literature addresses the importance of cultural competence in supervision, there is a paucity of information about social justice advocacy in relation to the process of counseling supervision. In this article, the authors share a rationale for Integrating a social justice advocacy orientation in supervision, discuss the connection between diversity and social justice advocacy counseling competence, address challenges faced by supervisors, and suggest specific strategies for use in supervision to prepare counselors …


Self-Injury And The Role Of The Human Service Professional, Laurie M. Craigen, Rebekah F. Cole, Tammi Milliken Oct 2010

Self-Injury And The Role Of The Human Service Professional, Laurie M. Craigen, Rebekah F. Cole, Tammi Milliken

Counseling & Human Services Faculty Publications

Given the broad field of human services, human service professionals are likely to encounter self-injury. Thus it is critical that they become knowledgeable about self-injury and understand how to best intervene with clients who self-injure. Through case studies the readers will learn about helpful ways to respond to a client who harms him/her self through the use of a non-judgmental and supportive stance. This manuscript has direct implications for direct human service providers, human service educators, human service students, and supervisors by demonstrating the wide continuum of services humans service professionals can provide to clients who self-injure including: utilizing basic …


Spiritual Bypass: A Preliminary Investigation, Harriet L. Glosoff, Craig S. Cashwell, Chereé Hammond Apr 2010

Spiritual Bypass: A Preliminary Investigation, Harriet L. Glosoff, Craig S. Cashwell, Chereé Hammond

Department of Counseling Scholarship and Creative Works

The phenomenon of spiritual bypass has received limited attention in the transpersonal psychology and counseling literature and has not been subjected to empirical inquiry. This study examines the phenomenon of spiritual bypass by considering how spirituality, mindfulness, alexithymia (emotional restrictiveness), and narcissism work together to influence depression and anxiety among college students. Results suggested that mindfulness and alexithymia accounted for variance in depression beyond what is accounted for by spirituality and that all 3 factors (mindfulness, alexithymia, and narcissism) accounted for variance in anxiety beyond what is accounted for by spirituality. Implications for counselors are provided.


Learning Ideas - Special Education Tips For Foster Parents Who Are Surrogate Parents, University Of Maine Center For Community Inclusion And Disability Studies Jan 2010

Learning Ideas - Special Education Tips For Foster Parents Who Are Surrogate Parents, University Of Maine Center For Community Inclusion And Disability Studies

Education

Surrogate parents are appointed to represent children with disabilities whenever the birth parents or guardian of a child with a disability cannot be identified, located, or when the child is in the custody of the state. They have all the rights of birth parents for educational matters, e.g. permission for evaluation and placement, release information and request for educational hearing. The primary responsibility of surrogate parents is to ensure that children with disabilities are provided with a free, appropriate public education. (Adapted from http://www.maine.gov/doe/special ed/programs/surrogate/index.html)


Rehabilitation Counselor Education And The New Code Of Ethics, Harriet L. Glosoff, Rocco Cottone Jan 2010

Rehabilitation Counselor Education And The New Code Of Ethics, Harriet L. Glosoff, Rocco Cottone

Department of Counseling Scholarship and Creative Works

The purpose of this article is to discuss recent changes in the Commission on Rehabilitation Counselor Certification Code of Professional Ethics for Rehabilitation Counselors , effective January 1, 2010, that are most relevant to rehabilitation counselor educators. The authors provide a brief overview of these key changes along with implications for ethical practice in rehabilitation counselor education.


Ethical Issues In Rehabilitation Counselor Supervision And The New 2010 Code Of Ethics, Harriet L. Glosoff, Kathe F. Matrone Jan 2010

Ethical Issues In Rehabilitation Counselor Supervision And The New 2010 Code Of Ethics, Harriet L. Glosoff, Kathe F. Matrone

Department of Counseling Scholarship and Creative Works

The 2010 revision of the Code of Professional Ethics for Rehabilitation Counselors addresses changes in ethical standards related to rehabilitation counselor supervision. In an effort to promote awareness of these changes, this article offers a brief overview of the revisions and implications for practice including the responsibility of supervisors to actively engage in and support professional development activities.


Munchausen Syndrome By Proxy: Identification And Intervention, Alexandra Elizabeth Walk, Susan C. Davies Jan 2010

Munchausen Syndrome By Proxy: Identification And Intervention, Alexandra Elizabeth Walk, Susan C. Davies

Counselor Education and Human Services Faculty Publications

Munchausen Syndrome by Proxy (MSBP), also known as “factitious disorder by proxy,” is a mental illness in which a person lies about the physical or mental well-being of a person he/she is responsible for (The Cleveland Clinic, 2008). Most often the dynamic transpires between a mother and her child. The motivation behind MSBP is that the adult seeks the attention typically given to those who are sick, and attempts to get the attention by causing or lying about illness in his/her child. MSBP is a type of child abuse and can result in long-term physical and psychological effects or even …


Traumatic Brain Injury: Transition And Intervention, Susan C. Davies Jan 2010

Traumatic Brain Injury: Transition And Intervention, Susan C. Davies

Counselor Education and Human Services Faculty Publications

The Individuals with Disabilities in Education Act defines traumatic brain injury as an acquired in· jury to the brain caused by an external physical force. The injury results in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; langnage; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, …