Counselor Education Commons^™

Development And Evaluation Of A Brief, Bystander Bullying Intervention For Low-Income, Ethnically-Blended Middle Schools, Molly Elizabeth Moran

Boise State University Theses and Dissertations

This dissertation includes three individual articles that examine a brief bystander bullying intervention (STAC) culturally adapted for low-income, ethnically-blended middle schools. Chapter One provides a brief introduction to the three articles that comprise this dissertation, the theoretical framework, and the rationale and purpose of this dissertation. Chapter Two includes a mixed-method study examining the development of the culturally adapted intervention. Qualitative data was used to inform the intervention adaptations. Quantitative data provides preliminary support for the cultural validity of the adapted intervention. Chapter Three includes a mixed-method study examining the appropriateness of the culturally adapted intervention. Qualitative data was collected …

What Are The Patterns Of Shared Viewpoints, Attitudes, Beliefs, And Opinions Of Full-Time Grandparent Caregivers About Their Experiences? A Q Methodological Study, Korrin Denee Kim

Doctoral Dissertations and Projects

Objective: Millions of grandparents in the United States provide full-time care to grandchildren. Although their actions are largely altruistic, they do not come without sacrifice. Often these sacrifices are associated with major consequences. Little is known about how grandparents prioritize their sacrifices. An improved understanding of how grandparents prioritize their sacrifices could facilitate better awareness, more specialized care, and improved policies for this population. Method: I used Q methodology to investigate grandparents’ perspectives on the sacrifices that they make to raise their grandchildren. Thirteen participants were recruited using snowball and purposive sampling. To create the Q-set, I used 26 statements …

Doctoral-Level Students Experience Adopting Gatekeeping Roles And Responsibilities Within Counselor Education, Evan Smarinsky

Graduate Theses and Dissertations

In counselor education and supervision, the term gatekeeping is used to describe the ongoing process of monitoring, evaluating, and remediating a student through their professional identity as a counselor. Gatekeeping is an ethical responsibility of counselor educators and supervisors, both faculty and doctoral-level students who supervise master’s-level students and is often identified as being one of their most difficult responsibilities. Doctoral-level supervisors play an important role in gatekeeping, although they are not involved in formal gatekeeping decisions and have not typically been the focus of research. Researchers have suggested there is a need to develop a better understanding of how …

Full Issue, Mississippi Counseling Association

Journal of Counseling Research and Practice

No abstract provided.

Author Information And Table Of Contents, Mississippi Counseling Association

Journal of Counseling Research and Practice

Author information, Table of Contents

An Attachment Model For Assessing Suicidal Risk, Keely J. Hope, Sondra Smith-Adcock

Journal of Counseling Research and Practice

A model for addressing suicidal risk utilizing attachment theory is addressed. Risk factors for suicide have generally been conceptualized at the level of individual characteristics rather than relational dynamics. Combining Shneidman’s common characteristics of a suicidal person with Bowlby’s attachment theory provides for a more relational view of suicide-related behaviors and communications. Considering high rates of suicide, especially among some population groups, it is important to have a more comprehensive framework for suicidal risk from which to treat suicidal clients.

Assessment Courses In Counselor Education, Donna M. Gibson, Leah J. Mccallum

Journal of Counseling Research and Practice

Pre- and post-surveys of an assessment class within the counselor education curricula were used to assess the thoughts, feelings, and concerns of counselors-in-training enrolled in the class. A mixed-methods study was con-ducted to assess themes in responses and examine comfort and competence with the concept of assessment. Results provide counselor educators insight into possible factors that affect and alter the perspective of counselors-in-training before and after taking an assessment class. Recommendations and implications for future re-search are discussed.

The Under-Representation Of Jewish Americans In Multicultural Counseling Literature, Rebecca M. Goldberg, Andrea L. Dixon

Journal of Counseling Research and Practice

Despite the ongoing presence of Jewish Americans in the field of counseling, a large gap exists in the literature regarding Jews as a multicultural group of people. This article is designed to bring attention to the lack of inclusion of Jewish Americans in multicultural counseling literature and curricula. Recommendations for counselor education training and counseling practices are provided.

A Study Of The Overlap Of School Counselor Identity And Duties, Melinda Gibbons, Derick Williams

Journal of Counseling Research and Practice

Professional school counselors (N=92) across grade levels completed the Professional Identity of School Counselors survey (PISC) online to provide their views of professional identity and the concepts of leadership, collaboration, advocacy, multiculturalism, and the general delivery (e.g., counseling, consulting, individual planning, and guidance curriculum), management (i.e., how school counselors organize their time in meeting student needs), and accountability (e.g., collecting, using, and reporting the results of data) tasks of the American School Counselor Association (ASCA) National Model. Participants identified advocacy, delivery services, and collaboration as most important to the professional identity of school counselors. None of the top activities were …

Refugee Students In Public Schools: Guidelines For Developing Inclusive School Counseling Programs, Bengu Erguner-Tekinalp, Vessela Ilieva, Katheryn K. Williams

Journal of Counseling Research and Practice

This paper identifies key experiences of refugee students and reviews how these children integrate into the formal schooling system in America. Refugee children face specific challenges, and counseling services are critical for the students’ success. Guidelines on counseling refugee students are limited. The purpose of this article is to provide guiding suggestions for school counselors to effectively help refugee students by identifying roles, responsibilities, and functions of school counselors using the ASCA National Model.

Secondary Student Schedule Changes: Accountability Issues In School Counseling Program Management, Tarrell Awe, Agahe Portman, Susannah Wood, Anna Vivianni

Journal of Counseling Research and Practice

Descriptive data collected on student schedule changes have been missing in the literature. School counselors agree the task of changing schedules is overwhelming, but there is no measure indicating the extent of time and attention devoted to schedule changes. The purpose of this article is to present data gathered during the crucial schedule change period just prior to the beginning of a new academic term. The findings may provide an incentive for school counselors to begin collecting data related to scheduling and establish concrete measures for providing information for dissemination to school district decision makers.

Preferred Qualities In High School Counselors, Kirk Zinck, April Hughes, Rachel Oney

Journal of Counseling Research and Practice

Utilizing focus groups with middle, high school, and university students, this phenomenological study developed a three-faceted perspective on student preferences for the personal and professional qualities of high school counselors. Findings revealed that students value the accessibility of counselors. Informants identified elements of accessibility that include authentic concern, trustworthiness, an interactive presence, unconditional acceptance, and attuned empathy as the primary qualities they prefer in a high school counselor. The findings have implications for the professional development of high school counselors and for those who train, hire, and supervise them.

Pre-Practicum Students And Cognitive Complexity, Shawn L. Spurgeon, Marianne Woodside, Tricia Mcclam, Eric Heidel, Michael Catalana

Journal of Counseling Research and Practice

Eighteen students enrolled in a professional orientation and ethics course as part of a counseling training program participated in a study designed to assess the cognitive complexity of first semester master’s counseling students. We used the one-minute question and analyzed the results based on Bloom’s taxonomy for the cognitive domain. Results suggest a relationship between course content and level of cognitive development. Implications for counselor training and development are discussed.

The Next Step In The Public Recognition/Acceptance Of Professional Counselors, Don Locke

Journal of Counseling Research and Practice

Public perception and acceptance of professional counselor has increased significantly with each additional level of creditability that professional counselors have obtained. As professional counselors have developed their skills through supervised clinical practice their ability to serve clients has also increased. Mississippi could well be served even more efficiently in the future by individuals who have acquired additional advanced clinical skills. These skills could be achieved through the completion of a clinical doctorate.

Text Messaging Between School Counselors And Students: An Exploratory Study, Nicholas R. Gilly

Graduate Theses & Dissertations

This exploratory case study examines the impact of text messaging on mentoring relationships when used as an outreach between school counselors and high school students, where established relationships are lacking. An SMS gateway was used to mediate communication between school counselors (N=2) and students (N=5) over a three-month timeframe. The SMS gateway converted email, sent from counselors, to text messages, which were received on mobile devices of students and allowed students to respond back to counselors. Findings indicate that the use of text messaging may ease scheduling of face-to-face meetings between counselors and students, but evidence does not support any …

Exploring Authenticity, Prosocial Lying, And Power In Addiction Recovery Groups: A Conceptual Model, Mahmoud Yacoub

Graduate Student Research Symposium

Previous literature suggests a connection between dispositional power and authenticity, where those with high dispositional power reported higher levels of authenticity than participants who had lower dispositional power (Kifer, Heller, Perunovic, & Galinsky, 2013). There is little research about the intersectionality of prosocial lying, authenticity, and dispositional power, as well as their utility in group work. This session will introduce a conceptual model that explores the intersection prosocial lying, authenticity, and dispositional power in addiction recovery groups under the framework of narrative and existential theory. Narrative theory posits that people suffer from living under a dominant narrative that often ignores …

Engaging Professional Advocacy Through Community-Based Participatory Research And Community Engagement, Anastasha Homa-Earl

Graduate Student Research Symposium

Community engagement (CE) and service learning are trending in institutions of higher education, with instructors including community-based coursework to encourage applied, experiential learning (Henderson, 2017; Johnson, 2013). Counselors are called to advocate both for their clients and for the counseling profession overall, in addition to their role as change-makers in regards to the accessibility of services (ACA, 2014; ACA 2018). Some research suggests that interprofessional collaboration can be beneficial for addressing social advocacy efforts, and that advocacy and experiential learning can help to develop professional identity (e.g. Mellin, Hunt, & Nichols, 2010; Luke & Goodrich, 2010; Myers, Sweeney, & White, …

Effects Of The Supervisory Relationship On Counselors Development Of Self-Efficacy, Carolyn A. Russo

Education Dissertations

Abstract

The growing need and use of mental health services illustrates how critical the development of competent counselors is to the nation’s health. Level of counselor self-efficacy is suggested to strongly influence counselor development and competency in practice. Several supervisory factors have been identified in the literature as significantly influencing counselors’ level of self-efficacy. However, the effect of the supervisory relationship and its impact on post-graduate counselor-in-training self-efficacy is unknown. The purpose of this phenomenological study was to explore the construct of counselor self-efficacy in relation to the supervisory relationship and the development of counseling skills in a post-graduate sample. …

Confidentiality In Counselor Experiential Training Groups: An Exploratory Study, Poonam V. Doshi, Rostyslaw W. Robak, Paul W. Grffin, Alfred W. Ward

Journal of Counseling Research and Practice

This study investigated whether maintaining confidentiality influenced members’ self- disclosure and perceptions of benefitting from group experience in the context of an instructor- led experiential graduate-level training group. Participants were 31 counselors-in-training in a 60-credit master’s degree program in mental health counseling enrolled in an experiential group dynamics class. The findings indicate that maintaining confidentiality is positively associated with increased self-disclosure among group members as well as perceived benefit from the group. The implications of these findings for educators as well as practicing counselors and researchers are discussed.

Cultivating Multicultural Competency In Supervision Using An Identity Style Framework, Erin K. Popejoy, Kendra Shoge, Cameron Houin

Journal of Counseling Research and Practice

Multicultural competency is a necessary component of counselor supervision. However, when ingrained and unquestioned biases tied to personal identity arise, it may feel impossible to have important conversations in a professional and safe way. The authors propose a conceptual framework that provides a navigational toolkit for these difficult conversations. A brief case example highlights a possible scenario and path to resolution.