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Articles 1 - 6 of 6
Full-Text Articles in Social and Behavioral Sciences
Identity And Positive Youth Development: Advances In Developmental Intervention Science, Kyle E Eichas, Alan Meca, Marilyn J. Montgomery, William Kurtines
Identity And Positive Youth Development: Advances In Developmental Intervention Science, Kyle E Eichas, Alan Meca, Marilyn J. Montgomery, William Kurtines
Faculty Publications - Graduate School of Counseling
This chapter provides an overview of advances in developmental intervention science that have contributed to an emerging literature on identity-focused positive youth development interventions. Rooted in the tradition of applied developmental science, developmental intervention science aims to advance the evolution of sustainable developmental intervention strategies targeting positive developmental outcomes. These developmental intervention strategies are intended to complement the wide array of well-established treatment and prevention intervention strategies targeting risky and problem behaviors. Within this framework, positive identity interventions seek to create empowering intervention contexts that promote the development of an increasingly integrated—and therefore an increasingly complex, coherent, and cohesive—self-constructed self-structure. …
Effects Of Mindfulness Training On First Year Doctoral Students’ Therapeutic Relationships, Joel Simons
Effects Of Mindfulness Training On First Year Doctoral Students’ Therapeutic Relationships, Joel Simons
Doctor of Psychology (PsyD)
The quality of the relationship established between client and clinician during psychotherapy has been found to be a robust, common, and curative factor regardless of clinician theoretical orientation. The positive impact of therapeutic relationships remains distinct from technique and accounts for the greatest amount of therapeutic change that is within clinicians’ control. The growth of effective mindfulness-based treatments has led some to postulate that mindfulness may improve clinicians’ ability to establish positive therapeutic relationships. If that is true, then mindfulness practice may be particularly relevant to early clinical training when students are learning basic relational skills. This study examined the …
Spiritual/Religious Issues In Therapy At A Community Mental Health Clinic, Courtney Elizabeth Mcconnell
Spiritual/Religious Issues In Therapy At A Community Mental Health Clinic, Courtney Elizabeth Mcconnell
Doctor of Psychology (PsyD)
Abstract The purpose of this dissertation is to explore the growing area of spirituality and religion in counseling. The American public values religion; and the American Psychological Association (APA) acknowledges religion/spirituality as a vital area of diversity. With APA calling for specialized training in religious diversity, it is important to consider what religious/spiritual issues arise in a community counseling setting. This study was designed to determine whether clients or therapists raise religious issues, and whether clients who self-identify as religiously affiliated spend more time discussing religious/spiritual topics in session. In addition, researchers hoped to learn about what religious content was …
Mindfully Educating Our Future: The Mesg Curriculum For Training Emergent Counselors, Lynn Bohecker, Cristen Wathen, Pamela Wells, Beronica M. Salazar, Linwood G. Vereen
Mindfully Educating Our Future: The Mesg Curriculum For Training Emergent Counselors, Lynn Bohecker, Cristen Wathen, Pamela Wells, Beronica M. Salazar, Linwood G. Vereen
Faculty Publications - Graduate School of Counseling
The 2009 Council for Accreditation of Counseling and Related Educational Programs standards (II.G.6.e) and the Association for Specialists in Group Work both promote and support counselors in training (CITs) having direct experience as group members. Counselor educators must develop experiential group curricula, which intentionally facilitate CIT growth and development, while meeting ethical and accreditation standards. The Mindfulness Experiential Small Group (MESG) Curriculum was developed to assist in meeting and exceeding these standards. The skills obtained through the MESG can provide CITs with ways to manage academic and emotional challenges while facilitating counselor development in a group context.
Best Practices In Clinical Supervision: Evolution Of A Counseling Specialty, L. Dianne Borders, Harriet L. Glosoff, Laura A. Welfare, Danica G. Hays, Lorraine Dekruyf, Delini M. Fernando, Betsy Page
Best Practices In Clinical Supervision: Evolution Of A Counseling Specialty, L. Dianne Borders, Harriet L. Glosoff, Laura A. Welfare, Danica G. Hays, Lorraine Dekruyf, Delini M. Fernando, Betsy Page
Faculty Publications - Graduate School of Counseling
A number of developments have marked the evolution of clinical supervision as a separate specialty since publication of the Standards for Counseling Supervisors in 1990, including accreditation and counselor licensure standards, supervisor credentials, and research on supervision practice and supervisor training, nationally and internationally. Such developments culminated in the development of a statement of Supervision Best Practices Guidelines. The Guidelines are described, followed by suggestions for their implementation and further evolution through research.
Identity-Related Dysfunction: Integrating Clinical And Developmental Perspectives, Erin A. Kaufman, Marilyn J. Montgomery, Sheila E. Crowell
Identity-Related Dysfunction: Integrating Clinical And Developmental Perspectives, Erin A. Kaufman, Marilyn J. Montgomery, Sheila E. Crowell
Faculty Publications - Graduate School of Counseling
Recent changes to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders highlight the importance of identity dysfunction within several psychiatric diagnoses. Despite a long-standing tradition of identity research and theory in the developmental literature, there is limited work establishing intersections between clinical and developmental conceptualizations of identity problems. The relative lack of integration between decades of clinical and developmental work is unfortunate, and likely limits progress in both areas. In this commentary, the authors argue for greater interdisciplinary collaboration and highlight contributions from developmental and clinical theories, which, if integrated, could enhance identity scholarship. The developmental psychopathology …