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Social and Behavioral Sciences Commons™

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Counselor Education

Selected Works

2019

Articles 1 - 4 of 4

Full-Text Articles in Social and Behavioral Sciences

An Exploratory Investigation About Graduate Counseling Students’ Perceived Competencies In Integrated Care, Bridget Asempapa Ph.D. Sep 2019

An Exploratory Investigation About Graduate Counseling Students’ Perceived Competencies In Integrated Care, Bridget Asempapa Ph.D.

Bridget Asempapa

Integrated care is a holistic treatment modality that increases collaborative efforts between primary care and mental health providers. Support for integrated care is evident, but the development of counselors for this level of care is limited. This study examined graduate counseling students’ (N = 243) perceived competencies about integrated care. Additionally, the study shares findings regarding students’ experiences, useful skills, and concerns about their work in integrated care settings. The results from this study suggest that students have encouraging perceived competencies. However, there were indications that specific contextual challenges remain, but exposure to integrated care training will be valuable. Implications …

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First-Year Counselors-In-Training And Perceptions Of The Group Environment, Linwood G. Vereen, Lynn Bohecker, Anna Elliott, Kirsten Lamantia, Hailey Martinez, Nathanial Burrow May 2019

First-Year Counselors-In-Training And Perceptions Of The Group Environment, Linwood G. Vereen, Lynn Bohecker, Anna Elliott, Kirsten Lamantia, Hailey Martinez, Nathanial Burrow

Lynn Bohecker

This exploratory study examined the impact of three process groups for first-year, first-semester
master’s degree students (N = 20, total). The Group Environment Scale (GES; Moos 1994,
2002), Forms I (Ideal) and R (Real), were utilized to measure the participants’ ideal perceptions
and real perceptions of the small group environment. The overall results show that cohesion,
leader support, task orientation, order/organization, and leader control were critical aspects of
the experience. A group facilitator impact was found when comparing the results from the three
different groups. Implications for group work training and future research are presented.

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A Multicase Study Exploring Women’S Narratives Of Infertility: Implications For Counselors, Staci L. Born, Christin L. Carotta, Kristine Ramsay-Seaner Mar 2019

A Multicase Study Exploring Women’S Narratives Of Infertility: Implications For Counselors, Staci L. Born, Christin L. Carotta, Kristine Ramsay-Seaner

Staci Born

Infertility affects 6.7 million women in the United States (Chandra, Copen, & Stephen, 2013). Women’s experiences with infertility are not only influenced by biological health factors, but also by social, cultural, and personal variables. Given the prevalence and complexity of infertility, additional research is needed to further examine the nuances of women’s experiences. The purpose of this multicase study, as informed by four individual cases, was to explore how women construct their infertility narratives. Review of reflective journals found five common elements: (1) Emotional Rollercoaster, (2) Mind-Body (Dis)Connection, (3) Secret Identity, (4) Supportive vs. Constrained Communication Patterns, and (5) Fatalistic- …

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Pedagogical Perspectives On Counselor Education: An Autoethnographic Experience Of Doctoral Student Development, Anna Elliott, Beronica Salazar, Brittany L. Dennis, Lynn Bohecker, Tiffany Nielson, Kirsten Lamantia, David M. Kleist Dec 2018

Pedagogical Perspectives On Counselor Education: An Autoethnographic Experience Of Doctoral Student Development, Anna Elliott, Beronica Salazar, Brittany L. Dennis, Lynn Bohecker, Tiffany Nielson, Kirsten Lamantia, David M. Kleist

Lynn Bohecker

There is minimal literature related to understanding what training factors
contribute to the development of qualified counselor educators. Specifically,
we wondered if counselor education doctoral students are effectively prepared
for their roles as instructors. We chose an autoethnographic phenomenology
method as a means for exploring the experiences of doctoral students’
pedagogical development in a doctoral instructional theory course. We sought
to understand the essence of our experience through written reflection,
photography, and group reflective processes. Analysis revealed the value we
all obtained through the instructional theory course, experiential learning,
and self-reflection, which contributed to increased self-efficacy as emerging
counselor educators. …

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