Counseling Commons^™

Psychiatric Clinicians’ Perspectives On Continuing Education (Ce) Programming In Rural Maine, Charles Michael Wakeling

All Theses And Dissertations

There are a variety of barriers that psychiatric clinicians face when attempting to attend continuing education programming. The purpose of this qualitative, phenomenological research study was to explore continuing education practices within the health care industry, specifically mental health care, with a focus on psychiatric clinicians’ perspectives on continuing education programming in rural Maine. For the purposes of this research study, mental health care was inclusive of behavioral health care and substance abuse treatment. This study defined the term “psychiatric clinician” to be inclusive of social workers, counselors, and therapists. The participant pool was comprised of 37 psychiatric clinicians employed …

Cognitive-Behavioral Group Therapy, Elana R. Bernstein, Ray W. Christner

Counselor Education and Human Services Faculty Publications

This handbook describes in detail different contemporary approaches to group work with children and adolescents. Further, this volume illustrates the application of these models to work with the youth of today, whether victims of trauma, adolescents struggling with LGBT issues, or youth with varying common diagnoses such as autism spectrum disorders, depression, and anxiety.

A Collaborative Approach To Address Student Behavior And Academic Achievement Across Systems, Beverly Ngozi Okereke

Electronic Theses, Projects, and Dissertations

Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for …

Case Study: Provider For Program To Prevent The Revictimization Of Persons Trafficked For Sex, Janis G. Arlow

Masters Theses, 2010-2019

This case study seeks to identify behavior, skills, and attitudes of a professional providing an effective reintegration program for persons trafficked for sex. New demands on medical and social services were created over the past two decades by legislative changes. Initial research focuses on rescue and unmet primary needs. The service program selected for this study has stepped beyond awareness and rescue efforts to the rehabilitation and prevention of revictimization of trafficked persons. A literature review covers the history of sex trafficking in the United States; the recovery environment; materials, trainings and programs available for professionals seeking knowledge to serve …

Challenges And Supports During The Transition From High School To College For Students With Traumatic Brain Injuries, Michaela M. Kramer, Susan C. Davies

Counselor Education and Human Services Faculty Publications

Students who have sustained traumatic brain injuries (TBIs) may experience a number of consequences, all of which can impede the transition from high school to postsecondary educational settings. This study, which relied on interviews with students who had sustained TBIs and who had persistent problems related to their traumas, helped gain an understanding of their postsecondary transition experiences. Students’ parents were also interviewed to provide a point of comparison. The reports of these students—all of whom were enrolled in college at the time of the study—revealed significant challenges with attention and focus, fatigue, short-term memory, and social situations. Comments from …

School-Based Traumatic Brain Injury And Concussion Management Program, Susan C. Davies

Counselor Education and Human Services Faculty Publications

Traumatic brain injuries (TBIs), including concussions, can result in a constellation of physical, cognitive, emotional, and behavioral symptoms that affect students’ well-being and performance at school. Despite these effects, school personnel remain underprepared identify, educate, and assist this population of students. This article describes a model of service delivery for students with TBI in a large urban school district. The district's TBI Program and Concussion Management Team addresses unique issues related to assessment, intervention, and transition planning for this population of students, as well as prevention and education efforts in the district as a whole.

This model involved designating a …

Review: 'Living With Brain Injuries: Narrative, Community, And Women’S Renegotiation Of Identity' By J. E. Stewart, Susan C. Davies

Counselor Education and Human Services Faculty Publications

J. E. Stewart’s Living with Brain Injury: Narrative, Community, and Women’s Renegotiation of Identity provides an in-depth look at the experiences of ten women who sustained brain injuries at different points in their lives. Stewart’s qualitative research study highlights the unique and shared experiences of these women. Much of the current brain injury literature focuses on men, particularly combat veterans and athletes. Thus, a book focusing on personal struggles confronted by women with brain injury is both timely and needed.

Stewart’s work acknowledges the lost art of listening that is evident in current research and practice. The result is a …

Traumatic Brain Injury: Persistent Misconceptions And Knowledge Gaps Among Educators, Deborah Ettel, Ann E. Glang, Bonnie Todis, Susan C. Davies

Counselor Education and Human Services Faculty Publications

Each year approximately 700,000 U.S. children aged 0–19 years sustain a traumatic brain injury (TBI) placing them at risk for academic, cognitive, and behavioural challenges. Although TBI has been a special education disability category for 25 years, prevalence studies show that of the 145,000 students each year who sustain long-term injury from TBI, less than 18% are identified for special education services. With few students with TBI identified for special education, TBI is mistakenly viewed as a low-incidence disability, and is covered minimally in educator preparation. We surveyed educators and found that they lacked knowledge, applied skills, and self-efficacy in …

Career Counseling For Gifted Students: Understanding Student Needs And Strategies For Success, Layla J. Kurt

Counselor Education and Human Services Faculty Publications

Meeting the needs of gifted students’ career selection process can pose some unique considerations such as gifted asynchronous development, multipotentiality, and demographic differences such as gender, culture, and socio-economic status (SES) within the gifted population. To address the career counseling needs of gifted students, counselors need to understand the characteristics and needs of gifted students and the relationship this has in the career planning process. This article provides guidance for school counselors to understand gifted students and how to apply career counseling theories, such as the strengths-based approach, Social Cognitive Career Theory, and constructivist theory to this student population.

Data-Based Decision Making In School Counseling: Utilizing Multiple Single-Case Indicators To Evaluate Interventions, Ryan J. Mcgill, Kelly S. Kennedy, Randy T. Busse

Education Faculty Articles and Research

As the field of professional school counseling continues to move toward a data-based decision making model of service delivery, there is a need for dissemination of best practice methods for evaluating whether school-based counseling interventions are effective. In that vein, the purpose of this article is to review several methods of data-based decision making within a single-case outcome evaluation model, as well as their potential applications for school counseling interventions. To aid practitioners, the potential use of these methods is demonstrated in a case example and accompanying graphic displays.