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Full-Text Articles in Education
Developing An Asynchronous Lgbtq+ Affirmative Counseling Training: A Mixed-Methods Study, Amber Pope, Noelle St. Germain-Sehr, Bianca Augustine, Amanda St. Germain-Sehr, Tai Lexumé, Jeff Moe, Senttra Snowden-Gregg, Tamika N. Jackson
Developing An Asynchronous Lgbtq+ Affirmative Counseling Training: A Mixed-Methods Study, Amber Pope, Noelle St. Germain-Sehr, Bianca Augustine, Amanda St. Germain-Sehr, Tai Lexumé, Jeff Moe, Senttra Snowden-Gregg, Tamika N. Jackson
School of Education Articles
Master's level counseling students completed a 5-week online asynchronous LGBTQ+ affirmative counseling training. Using a mixed-methods and quasi-experimental design, results indicated that participants’ LGBTQ+ knowledge, clinical skills, and advocacy increased posttraining. Content analysis revealed four themes of how students experienced the training. Implications, limitations, and future directions are discussed.
Using A Cultural Humilty Framework For Lgbtgeqiap+ Affirming Counseling Training, Amber Pope, Noelle St Germain-Sehr, Bianca Augustine, Amanda St. Germain-Sehr, Tai Lexumé
Using A Cultural Humilty Framework For Lgbtgeqiap+ Affirming Counseling Training, Amber Pope, Noelle St Germain-Sehr, Bianca Augustine, Amanda St. Germain-Sehr, Tai Lexumé
School of Education Articles
Excerpt from publication: "Although enhanced visibility has created more space for LGBTGEQIAP+ ways of being over the past few decades, anti- LGBTGEQIAP+ discourse, legislation, and acts of violence have increased in the U.S. in recent years. However, the number of LGBTGEQIAP+ Americans who self-realize their sexual, affectional, and gender expansive identities continues to increase, especially among younger generations (Jones, 2023)..."
A Virtual Internship To Prepare High School Students For Civic And Political Action, Jason A. Chen, Jeremy D. Stoddard
A Virtual Internship To Prepare High School Students For Civic And Political Action, Jason A. Chen, Jeremy D. Stoddard
School of Education Articles
We explored the impact of participating in a Virtual Internship (VI) computer-supported collaborative learning simulation, on high school students’ (n = 43) development of knowledge and skills for critiquing the political media with which they engage. Second, we evaluated the effect of this intervention on students’ self-efficacy for using specific media strategies to take political action. Finally, we explored the epistemic (knowledge-seeking) and non-epistemic aims that students set for themselves while participating within our VI, which was designed specifically to address students’ epistemic cognition. Analyses of both the quantitative and qualitative data revealed that students: (1) evinced gains in knowledge …