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Articles 1 - 12 of 12
Full-Text Articles in Counseling
Multicultural Curriculum Designs In Counselor Education Programs: Enhancing Counselors-In-Training Openness To Diversity, Dorota Celinska, Roberto Swazo
Multicultural Curriculum Designs In Counselor Education Programs: Enhancing Counselors-In-Training Openness To Diversity, Dorota Celinska, Roberto Swazo
Journal of Counselor Preparation and Supervision
Multicultural competencies are critical elements in both counselor preparation and practice. In accordance with the standards of the Council of Accredited Counseling and Related Educational Programs (CACREP), counselor education programs must implement multicultural competencies as one of core curriculum areas. Although research evidences the positive impact of multicultural training, it remains a challenge to establish which curriculum designs and pedagogical approaches are most effective. This study compares self-reported openness and comfort in interactions with diverse populations of 87 counselors-in-training across two distinct multicultural curriculum designs (i.e., single multicultural course vs. infusion through the curriculum) in a CACREP accredited counselor education …
Grant Writing For The Counseling Professional, Megan E. Delaney
Grant Writing For The Counseling Professional, Megan E. Delaney
Journal of Counselor Preparation and Supervision
This article provides an overview of grant writing for the counseling professional. The information presented is a combination of several sources including recent literature; current government regulations, policies and submission guidelines; information from foundations and non-profit funding agencies; and the author’s own ten years in grants administration. The aim of this article is to provide counselors and counselor educators new to grant writing a better understanding of the typical processes and procedures in proposal preparation. Concepts discussed include identifying a strong need, working with a team, finding the right funder and the fundamentals of writing a successful proposal.
Reap What You Sow: Planting The Seeds Of Supervision In Your Master's Students, Nick R. Abel, Tom Keller, Brandie Oliver
Reap What You Sow: Planting The Seeds Of Supervision In Your Master's Students, Nick R. Abel, Tom Keller, Brandie Oliver
Scholarship and Professional Work – Education
Nick Abel's handout from the NCACES 2016 conference.
Students With Physical Disabilities - Reflections On Their Experiences With Work Preparation Programs, Services And Accommodations In A Higher Education Institution, Claudia Castillo
FIU Electronic Theses and Dissertations
For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out.
The purpose of this study …
Challenges And Supports During The Transition From High School To College For Students With Traumatic Brain Injuries, Michaela M. Kramer, Susan C. Davies
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
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 …
Ciis Today, Spring 2016 Issue, Ciis
Ciis Today, Spring 2016 Issue, Ciis
CIIS Today
This volume is the Spring 2016 issue of CIIS Today, the Magazine of the California Institute of Integral Studies.
Review: 'Living With Brain Injuries: Narrative, Community, And Women’S Renegotiation Of Identity' By J. E. Stewart, Susan C. Davies
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 …
Counselors’ Perceived Preparedness For Technology-Mediated Distance Counseling: A Phenomenological Examination, Daniel C. Holland
Counselors’ Perceived Preparedness For Technology-Mediated Distance Counseling: A Phenomenological Examination, Daniel C. Holland
Counseling & Human Services Theses & Dissertations
This phenomenological study examined counselors’ perceptions of their formal preparation for engaging in technology-mediated distance counseling with the intent of gaining an understanding of their lived experiences. Semi-structured interviews were conducted with seven seasoned counselors who regularly engage in technology-mediated distance counseling. The results highlighted two categories emerging: the counselor and training/education. Themes related to motivation and counselor attributes emerged from the first category and themes of availability, inadequacy, and modality emerged from the second. The implications from this study suggest a lack of availability of effective training on technology-mediated distance counseling. The implications also suggest areas of potential future …
Traumatic Brain Injury: Persistent Misconceptions And Knowledge Gaps Among Educators, Deborah Ettel, Ann E. Glang, Bonnie Todis, Susan C. Davies
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
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.
Increasing College Opportunity: School Counselors And Fafsa Completion, Laura Owen, Erik Westlund
Increasing College Opportunity: School Counselors And Fafsa Completion, Laura Owen, Erik Westlund
Journal of College Access
Closing postsecondary opportunity gaps has become a national, state and local educational priority. To help eliminate these gaps, the US Department of Education initiated a project that provided real time student level Free Application for Federal Student Aid (FAFSA) completion status to large urban school districts. Leveraging this information, school counselors identified and supported students and families as they navigated the financial aid process, resulting in statistically significant impacts on FAFSA completion and college attendance.