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Relevant bibliographies by topics / Counseling practicum

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Academic literature on the topic 'Counseling practicum'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Counseling practicum"

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Wilber, Kathleen H., and Steven H. Zarit. "PRACTICUM TRAINING IN GERONTOLOGICAL COUNSELING." Educational Gerontology 13, no. 1 (January 1987): 15–32. http://dx.doi.org/10.1080/0380127870130102.

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SAKİ, Vildan, and Mustafa Şahin. "Examining the Experiences of Counselor Trainees towards Practices in Individual Counseling Practicum Course." International Journal of Psychology and Educational Studies 8, no. 1 (January 27, 2021): 110–23. http://dx.doi.org/10.17220/ijpes.2021.8.1.298.

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The aim of this study is to examine the experiences of the counseling trainees regarding the first practices they have carried out within the scope of Individual Counseling Practicum course. In the current study, phenomenological method based on qualitative approach was used. The sample group of the research consists of 20 participants who are senior students of the Counseling and Guidance undergraduate program and have completed their counseling practices. Data were collected through a semi-structured interview form and analyzed by inductive thematic analysis method. The experiences of the trainees were classified under 6 categories as a) the problems faced by trainees, b) the resources they use to solve their problems, c) their perceptions and experiences of their client's culture, d) contributions of the practices to them, e) their preferences for clients and f) the use of Culturally Sensitive Counseling course contents in counseling practices. The findings of the present study concluded that while the trainees were anxious due to the problems which they encountered during the practicum; they enjoyed many contributions of experiencing counseling. Based on the findings, some recommendations were made.

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Aman, Rahimi Che, and Nor Shafrin Ahmad. "Counseling practicum in producing excellent counselor." Procedia - Social and Behavioral Sciences 5 (2010): 1028–32. http://dx.doi.org/10.1016/j.sbspro.2010.07.230.

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Baltrinic, Eric R., Ryan M. Cook, and Heather J. Fye. "A Q Methodology Study of Supervisee Roles Within a Counseling Practicum Course." Professional Counselor 11, no. 1 (March 2021): 1–15. http://dx.doi.org/10.15241/erb.11.1.1.

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Counseling students often experience clinical supervision for the first time during their participation in practicum courses. Counseling practicum supervisees new to supervision rely on their supervisors to provide direction and structure in supervision experiences to help them grow professionally and personally. Yet little is known about how students view their roles as new supervisees. Supervisors can benefit from structuring and delivering their courses informed by new supervisees’ perspectives on their roles. Accordingly, the authors conducted a Q methodology study with a purposeful sample of seven counseling practicum students, a doctoral co-instructor, and a counseling practicum instructor engaged in a first-semester counseling practicum course. Principal components analysis with varimax rotation of Q-sort data revealed three factors depicting supervisee roles (i.e., Dutiful, Discerning, and Expressive Learners). Implications for applying findings to improve supervision instruction and student learning are discussed, including limitations and future research suggestions.

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Kiener, Michael. "Scholarship of Teaching in Rehabilitation Counseling Practicum." Rehabilitation Education 21, no. 3 (July 1, 2007): 169–77. http://dx.doi.org/10.1891/088970107805059661.

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SARI, SERLI NOVITA, and NURUL ATIEKA. "PERCEPTION STUDENT OF DEPARTMENT GUIDANCE AND COUNSELING AT UNIVERSITAS MUHAMMADIYAH METRO INTO SCHOOL COUNSELOR PROFESSION." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 5, no. 1 (June 15, 2015): 77. http://dx.doi.org/10.24127/gdn.v5i1.56.

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Abstract: Guidance and Counseling Teaching profession is a profession with dignity and requiring scientific competence and qualifications. Many emerging negative perception, even from students of guidance and counseling to the profession of guidance and counseling. The problem in this research is formulated as follows: "What are the perceptions students of Guidance and Counselling, University of Muhammadiyah Metro the teaching profession Counseling?". The goal is to find out how students' perceptions of Guidance and Counselling, University of Muhammadiyah Metro the teaching profession Guidance and Counseling. The method used is quantitative descriptive. The population is students of guidance and counseling, the sample totaled 175 students. Instruments used in the form of Likert scale. The data analysis technique used percentages. The results showed that students' perceptions BK UM Metro is at a very high category to the teaching profession Guidance and Counseling. Suggestions put forward are: Based on these results, the researchers gave some suggestions are as follows: 1) for lecturers to add hours of practicum BK for students, and provide student guidance and counseling opportunities to interact more with teacher guidance and counseling directly in schools, and 2) the students are expected to apply to run a positive perception of the teaching profession Counseling well.Keywords: Perception, Student, Guidance and Counseling

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Jurich, Anthony P., and Cheryl J. Polson. "Effect of a Marriage and Family Therapy Practicum upon Students' Self-Perceived Strengths and Weaknesses." Psychological Reports 58, no. 2 (April 1986): 527–33. http://dx.doi.org/10.2466/pr0.1986.58.2.527.

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52 counseling students were asked to list five of their strengths and five of their weaknesses before and after they participated in their first Marriage and Family Therapy practicum. Responses were classified into 18 categories. The counseling practicum had a strong impact on the students' perceptions of their own strengths and weaknesses. Before the practicum, the students were very skills oriented. After the practicum, the students focused on the self-development and relationship aspects of the therapeutic situation.

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Hage, Sally M., Joseph R. Miles, Jioni A. Lewis, Patrick R. Grzanka, and Lisa A. Goodman. "The social justice practicum in counseling psychology training." Training and Education in Professional Psychology 14, no. 2 (May 2020): 156–66. http://dx.doi.org/10.1037/tep0000299.

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WARNKE, MELANIE A. "Suggestions for Teaching an Advanced Career Counseling Practicum." Counselor Education and Supervision 35, no. 3 (March 1996): 239–45. http://dx.doi.org/10.1002/j.1556-6978.1996.tb00227.x.

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Warnke, Melanie A., Jinsook Kim, Debbie Koeltzow-Milster, Sherri Terrell, Patricia J. Dauser, Stella Dial, John Howie, and M. J. Thiel. "Career Counseling Practicum: Transformations in Conceptualizing Career Issues." Career Development Quarterly 42, no. 2 (December 1993): 180–85. http://dx.doi.org/10.1002/j.2161-0045.1993.tb00433.x.

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Dissertations / Theses on the topic "Counseling practicum"

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Maxon-Kann, William. "How Counseling Students Respond to Receiving Supervision Letters from their Practicum Instructor." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492041506785455.

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Munchel, Brittani Fiore. "Exploratory Study of Counseling Professionals' Attitudes Toward Distance Clinical Supervision." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739527.

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Many forms of distance clinical supervision (DCS) have been used in the last decade, but a sparse amount of research addressing (DCS) in counselor education exists to date. The author used random and snowball sampling to survey American Counseling Association members, with a analytic sample total of 96 participants. In the sample, 54.2% of participants were licensed counseling professionals and 39.6% were student or post-masters level interns. The average participant age was 43, ranging from 23 to 74 years. Participants had a mean of 8.1 years of experience. A total of 37.5% of participants had used DCS at some point for supervision sessions. Overall, participants have a positive attitude toward DCS, agreeing most that DCS is a valid form of supervision and that they are interested in learning about DCS. Overall, participants are being minimally exposed to DCS (x¯ = 1.61). A moderate, negative relationship (r = -.39, p < .001) exists between individuals whom have used DCS and attitudes toward DCS (Cohen, Cohen, West, & Aiken, 2003, p. 52). Also, a weak, negative relationship (r = -.23, p < .05) was found between individuals who have used DCS and their level of exposure to DCS. There is a limited amount of literature related to DCS and counseling professionals are being minimally exposed to distance clinical supervision. Despite limited exposure and literature, professionals are still using DCS to conduct supervision sessions. Therefore, it would seem important to increase research focused on DCS and develop relevant practices in order for DCS to be an effective form of supervision.

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O'Brien, Elizabeth. "THE RELATIONSHIP BETWEEN MASTER'S LEVEL COUNSELING PRACTICUM STUDENTS' WELLNESS AND CLIENT OUTCOMES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3832.

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Client outcome research focuses primarily on three specific aspects of therapy: therapist technique, client behaviors and therapeutic interaction. The term "therapeutic interaction" focuses on the relationship between the counselor and the client, and is often ignored in client outcome research. Counselor specific contributions to the therapeutic process are called therapist characteristics may be an innovative way to assess how counselors' impact clients' outcomes in counseling. For the purposes of this study administering the Five Factor Wellness Evaluation of Lifestyle and the Outcome Questionnaire to master's level student counselors assessed therapist characteristics. The Outcome Questionnaire was administered to clients at a community-counseling clinic at two points and a delta score was calculated to create the variable "client outcome." In order to test the research hypotheses, 70 master's level counseling students completed both the Five Factor Wellness Evaluation of Lifestyle and the Outcome Questionnaire. These scores were then matched with master's level counseling students' client delta scores, which created the dependent variable. The results of the multiple regression analysis indicated no statistically significant relationship; therefore the null hypotheses were accepted as the constructs student counselor wellness and client outcomes were not related. Results of the study were summarized and discussed, limitations of the study were explored and recommendations for future research were proposed.
Ph.D.
Department of Child, Family and Community Sciences
Education
Counselor Education

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Muro, Joel Hart. "An Investigation into how CACREP Accredited Institutions meet the CACREP Practicum Standards." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4656/.

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This study was designed to determine how institutions accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) meet the practicum requirements set forth in CACREP's 2001 standards. Practicum is a vital part of the matriculation process of counselors in training. This clinical based course allows students to practice the skills they have learned in previous, more didactic based courses. Trainees can stretch skills, all under the watch of a counselor supervisor with greater experience. Although CACREP instructs all accredited counseling programs to have such a course in place, the standards are not specific. Schools are often interpreting the standards in a multitude of ways, presumably to successfully meet the standards while still serving the student as well as the clientele who seek out mental health assistance (Pitts, 1992a). The purpose of this study was to determine what measures CACREP accredited institutions enact to meet the clinical practicum standards. The difference between this study and prior research that has addressed the practicum requirement is that the instrument used in this study specifically addressed every CACREP practicum standard, including technology, diversity, and concerns with supervision and meeting the direct client contact hour requirement. The results of the study showed that most programs do indeed meet the standards that have been set by CACREP. However, the way that these are met varies greatly from school to school. In addition, some schools have incorporated innovative practices that could be beneficial to both schools looking to gain accreditation and ones that are attempting to modify existing practices.

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DeLorge, Minges Corrie. "An Exploration of Counseling Practicum Students' Experiences in Department-Based and Community-Based Settings." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1545.

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Counselor educators are continually improving the quality of their training programs. The purpose of the present study was to investigate counseling students’ practicum experiences and development in community-based and department-based settings. The framework for this study was based on Stoltenberg’s integrated developmental model, which describes stages of counselor development and supervision conditions needed for a learning environment (Stoltenberg & Delworth, 1987; Stoltenberg & McNeill, 2010; Stoltenberg, McNeill, & Delworth, 1998) A nation-wide study was conducted utilizing counselor education practicum students enrolled in programs listed in the CACREP program directory (2008) and Counselor Preparation: Programs, Faculty, Trends (12th ed.; Schweiger, Henderson, Clawson, Collins, & Nuckolls, 2008), and subscribed to three listserves COUNSGRAD, CESNET, and COUNSLINK. A total of 435 responses were collected electronically with a completion rate of 70% (N = 305). The Demographic and Experience Questionnaire and the Supervision Level Questionnaire Revised (SLQ-R) were used. The results of this study indicated that practicum students’ experiences differed in community-based versus department-based settings. Students in department-based settings reported their settings were more structured than did students in community-based settings. Students who rated their settings as more structured also reported they were more satisfied with the amount of structure. Direct supervision modalities were utilized more often in department-based settings than in community-based settings. Students in community-based settings were supervised by licensed professional counselors, licensed professional counselor – supervisors, and licensed clinical social workers. Students in department-based settings were supervised by counseling professors, licensed professional counselors, licensed professional counselor – supervisors, and counseling doctoral students. Despite the differences in structure, supervision modalities, and supervisors, practicum students reported similar experiences in client population types and client issues. Additionally, no differences were found in counseling practicum students’ SLQ-R scores in community-based versus department-based settings, and no differences in students’ SLQ-R scores were found in direct supervision in comparison to indirect supervision. The number of supervision modalities used in practicum settings was not related to students’ SLQ-R scores. Significant relationships were found in two of the sub-scales on the SLQ-R: self and others awareness and autonomy with practicum students’ number of credit hours completed.

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Ascher, David L. "A phenomenological investigation of counseling students' and practicum supervisors' experiences with the Counselor Competencies Scale." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4845.

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Counselor educators are charged with facilitating the development of counseling students towards becoming ethical and competent counselors (American Counseling Association (ACA), 2005; Council for Accreditation for Counseling and Related Educational Programs (CACREP), 2009). In addition, counselor educators serve as gatekeepers for the profession and deny entry to counseling students who demonstrate deficiency of necessary competencies (ACA, 2005; Association for Counselor Education and Supervision (ACES), 1993; CACREP, 2009). Numerous assessment tools utilized for the evaluation of counseling competencies have been developed, yet none has gained universal acceptance in the field of counselor education. The Counseling Competencies Scale?? (CCS, UCF Counselor Education Faculty, 2009) is a 32 item counseling-student assessment tool developed to measure counselors-in-training counselor competencies (counseling skills, professional dispositions, and behaviors). The psychometric properties of the CCS have been investigated (Swank, 2010); however, questions related to perceptions, purposes, and uses of the CCS remained. Therefore, the purpose of this descriptive, exploratory phenomenology was to understand counseling students' and practicum supervisors' lived experiences with the CCS. The sample included counseling practicum students (N = 23 (individual student interviews only, n = 11; student focus group interviews only, n = 4, individual student interviews and student focus group participants, n = 8)) and practicum supervisors (N = 6) from a CACREP accredited counselor education program in the Southeastern United States. The data was collected through individual interviews and focus groups with practicum students and individual interviews with practicum supervisors. All data was recorded, transcribed, coded, and analyzed for themes (Creswell, 2007; Moustakas, 1994).; The data analyses utilized a research key comprised of 34 meaning units (Devenish, 2002; Moustakas, 1994) and identified five themes within the data: (a) Cognitive understanding, (b) Emotional Understanding, (c) Feedback, (d) Trustworthiness, and (e) Gatekeeping. A visual metaphor was developed to illustrate the interaction of the five themes. Trustworthiness measures employed throughout the research included the use of (a) descriptions of researcher positionality, (b) a self-reflective field journal, (c) triangulation (student and supervisor individual interviews, student focus group interviews, and examination of the CCS document), (d) member checking, (e) peer debriefers, (f) an external auditor, (g) an extensive description of previous literature, and (h) an openness to disconfirming evidence (Creswell, 2007; Marshall & Rossman, 2006; Moustakas, 1994). The results supported that counseling students and their clinical supervisors identified the CCS as an appropriate and comprehensive supervisory tool; however, they acknowledged CCS-related limitations including inconsistent application, problematic scoring system, pass/fail structure, and delivery by instructors and practicum supervisors who demonstrated minimal investment of time and effort. Implications for counselor educators include the importance of program and faculty members' engagement and consistency regarding the use of (a) evaluation and feedback tools, (b) remediation and gatekeeping processes, and (c) counseling student performance expectations. Replication of this study at diverse institutions is suggested. In addition, quantitative and qualitative investigations examining counseling student competencies and development (e.g., CCS) would contribute to the counselor education, counseling-student development, and counseling supervision literature. A discussion of the investigation's limitations is included.
ID: 029809592; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 240-264).
Ph.D.
Doctorate
Education

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Sturm-Mexic, Jannette. "Counselor trainees' perceptions of preparedness for practicum supervision." ScholarWorks@UNO, 2005. http://louisdl.louislibraries.org/u?/NOD,286.

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Thesis (Ph. D.)--University of New Orleans, 2005.
Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Counselor Education Program"--Dissertation t.p. Vita. Includes bibliographical references.

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Abney, Paul C. "A Study of the Relationship Between the Levels of Self-Awareness within Students Enrolled in Counseling Practicum and the Measurements of Their Counseling Effectiveness." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3272/.

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Counselor self-awareness is considered an important aspect of counseling effectiveness according to the American Counseling Association and the American Psychological Association and in numerous studies and articles within the counseling literature. With the effort to improve the effectiveness of counseling practicum students comes the need to understand the relationship between effectiveness ratings and the levels of counselor self-awareness. Gestalt Therapy literature, and the development of the Personal Orientation Inventory (Shostrom, 1963) provided the working definition of self-awareness in this study. Research and evaluation are means for improving the correlation between students' characteristics in counselor training programs and their effectiveness as perceived by faculty and doctoral supervisors. The purpose of this study was to determine the effects of practicum students' ages and their levels of self-awareness upon counseling effectiveness as measured by faculty and doctoral supervisors in a university clinic setting. Twenty-nine students who were enrolled in four practicum classes were administered the Personal Orientation Instrument. Four faculty supervisors and eight doctoral supervisors were administered the Counselor Effectiveness Rating Scale (Myrick & Kelley, 1971). The instruments were administered in the tenth week of the counseling practicum semester. Analyses of the data revealed a statistically significant interaction between the older practicum students' levels of self-awareness and their counselor effectiveness as rated by the more experienced faculty supervisors. Further analyses of the data revealed that there was a statistically significant main effect between the practicum students' age groups and their counselor effectiveness as rated by the less experienced doctoral supervisors.

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Watts, Richard E. "The Relationship Between Selected Adlerian Personality Constructs and Counselor Effectiveness in a Master's Level Counseling Practicum." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278074/.

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This study was designed to examine the relationship between selected Adlerian personality constructs and counselor effectiveness in a master's level practicum. In addition, the relationship between counselor age and counselor effectiveness was examined.

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Brant, Jamie L. "WHEN CLIENTS CRY IN SESSION: EXPERIENCES OF STUDENTS ENROLLED IN A CACREP ACCREDITED CLINICAL MENTAL HEALTH COUNSELING MASTER’S DEGREE PROGRAM." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1587994436642005.

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Books on the topic "Counseling practicum"

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Okobiah, Otete C. Practicum in counselling: Training and supervision. Nsukka: Hallman Publishers, 1992.

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Okeke, Beatrice A. Techniques and practicum in guidance & counselling. 2nd ed. Enugu: CPA and Gold Publishers, 2002.

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The counseling practicum and internship manual: A resource for graduate counseling students. New York, NY: Springer Pub. Co., 2010.

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Boylan, John Charles. Practicum and internship: Textbook for counseling and psychotherapy. 2nd ed. Washington, D.C: Accelerated Development, 1995.

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B, Malley Patrick, and Scott Judith 1940-, eds. Practicum and internship textbook for counseling and psychotherapy. Muncie, Ind: Accelerated Development, 1988.

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Barte, Recaredo P. Legal counseling with notes on practicum and practice court. 2nd ed. Manila, Philippines: Rex Book Store, 2006.

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Boylan, John Charles. Practicum and internship: Textbook and resource guide for counseling and psychotherapy. 4th ed. New York: Brunner-Routledge, 2008.

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Supervision strategies for the first practicum. 2nd ed. Alexandria, VA: American Counseling Association, 1999.

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Noble, Iversen Janet, and Juntunen Cindy Lee, eds. Supervision strategies for the first practicum. Alexandria, Va: American Counseling Association, 1995.

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Levitov, Justin E. Translating theory into practice: A student guide to counseling practicum and internship. Long Grove, Ill: Waveland Press, 2009.

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Book chapters on the topic "Counseling practicum"

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Jungers, Christin M., and Judith Scott. "Selected Topics Surrounding Ethical Issues in Counseling." In Practicum and Internship, 139–55. 6th edition. | New York, NY : Routledge, 2019. | Previous edition cataloged under John Charles Boylan.: Routledge, 2019. http://dx.doi.org/10.4324/9780429506307-8.

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Jungers, Christin M., and Judith Scott. "Selected Topics Surrounding Legal Issues in Counseling." In Practicum and Internship, 157–73. 6th edition. | New York, NY : Routledge, 2019. | Previous edition cataloged under John Charles Boylan.: Routledge, 2019. http://dx.doi.org/10.4324/9780429506307-9.

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Jungers, Christin M., and Judith Scott. "Looking Ahead to a Career in Professional Counseling." In Practicum and Internship, 235–40. 6th edition. | New York, NY : Routledge, 2019. | Previous edition cataloged under John Charles Boylan.: Routledge, 2019. http://dx.doi.org/10.4324/9780429506307-12.

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Brigman, Greg, Elizabeth Villares, and Linda Webb. "Supervision in Practicum and Internship in School Counseling." In Evidence-Based School Counseling, 165–207. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315670621-8.

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Studer, Jeannine R., and Aaron H. Oberman. "Applying Counseling Theories during Your Clinical Experience." In A Guide to Practicum and Internship for School Counselors-in-Training, 49–71. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429266089-3.

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Oberman, Aaron H., and Jeannine R. Studer. "Understanding How to Assess Your School Counseling Program Using the ASCA National Model." In A Guide to Practicum and Internship for School Counselors-in-Training, 163–77. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429266089-10.

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Baker, Caroline A., and Sibyl Cato West. "Understanding How to Define Your School Counseling Program Using the ASCA National Model." In A Guide to Practicum and Internship for School Counselors-in-Training, 121–27. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429266089-7.

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Oberman, Aaron H., and Jeannine R. Studer. "Understanding How to Manage Your School Counseling Program Using the ASCA National Model." In A Guide to Practicum and Internship for School Counselors-in-Training, 128–44. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429266089-8.

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Studer, Jeannine R., and Aaron H. Oberman. "Understanding How to Deliver Your School Counseling Program Using the ASCA National Model." In A Guide to Practicum and Internship for School Counselors-in-Training, 145–62. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429266089-9.

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Newcomb, Sarah, and Benjamin F. Cummings. "Making the Science Practical: Behavioral Interventions in Practice." In Financial Counseling, 141–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72586-4_10.

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Conference papers on the topic "Counseling practicum"

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Аzarnov, Nikolai. "Analysis of Social and Psychological Difficulties in Course of Counseling Clients." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-27.

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In the practice of psychological counselling for clients, there are often socio-psychological difficulties that frustrate the process and make it impossible for the parties to achieve their goals. Misunderstanding, discrepancies, bad relations between the parties, distrust for each other, and other difficulties originate directly in situations of interaction between psychological counselors and their clients. The aforementioned difficulties require special analysis. This constitutes the main goal and novelty of the present study. Psychological counseling is deemed as an interaction, as actions of parties towards each other, underpinned by unity of the subject, place, and time of their activity. A psychological counselor and each of their clients undertake some actions to solve a target goal, including in situations of immediate interaction. As a result, each party sets and realises certain goals, is motivated by certain motives, is active, etc. They shall solve a target goal by mutual efforts. The article contains a summary on personal interaction situations, and on social-psychological phenomena that are generated by personalities in counselling situations. The article describes the essence, main phases and social-psychological difficulties of the interaction of psychological counselors and their clients. The following main methods selected for studying social-psychological difficulties of counseling interaction: diagnostic interview, questionnaire, final reports upon client checkups, expert evaluation. The findings confirmed the hypothesis of negative socio-psychological phenomena acting as a form of difficulty upsetting the counsellor-client interaction. The study has provided an opportunity to broaden the understanding of the content and the socio-psychological challenges of psychological counselling.

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Perelygina, Elena, Olga Zotova, and Sergey Mostikov. "Migrants' Perceptions of Psychological Support." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-43.

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An increase in a number of migrants intensifies the need for professional psychological support and counseling for the latter in order to facilitate their social-psychological adaptation. In order to organise the psychotherapeutic process effectively and provide quality services, it is necessary to pay special attention to clients’ expectations and perceptions of psychological help. Unfortunately, this issue is currently underrepresented in domestic psychological research. The success of the psychologist’s work largely depends on a clear understanding of the ethnicity, the uniqueness of each ethnic group and the appropriately chosen methods. This paper presents the results of a survey of counselling psychologists with experience of working with migrants from post Soviet countries as well as the results of a comparative analysis of the perceptions of the psychologist’s work with representatives of the dominant ethnic group and migrants. The study objective: explore perceptions of the work of a counselling psychologist among migrants and members of the dominant ethnic group. Respondents’ answers were processed using expert assessments. The study was participated by three groups: 20 psychologists (of the dominant ethnic group); 20 migrants, and 20 citizens of the Russian Federation without psychological education. The dominant attitude in the minds of many respondents is that psychotherapy is useless, ‘a person should cope on their own, telling a psychologist about their problems is a sign of weakness’. At the same time, most of the interviewees note that they (their families) have psychological problems, however, they are not prepared to work on solving them. It is worth highlighting the particular importance of psychological education and public enlightenment in order to develop a more adequate image of the psychologist and a clear understanding of the specifics of psychological counselling.

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Silvennoinen, Minna, Antti Pirhonen, and Johanna Maksimainen. "Designing patient education and counseling practices." In 2013 IEEE 2nd International Conference on Serious Games and Applications for Health (SeGAH). IEEE, 2013. http://dx.doi.org/10.1109/segah.2013.6665298.

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Darmawani, Evia, Muhammad Ferdiansyah, Arizona, Nurlela, and Bela Janare Putra. "Skill Assessment of Sixth Semester Counseling Students in Cross-Cultural Counseling Practices." In 2nd International Seminar on Guidance and Counseling 2019 (ISGC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.019.

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Carolina, Calaras. "Psycho-pedagogical counseling of the family as a factor in streamlining intergenerational communication and relationships." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p226-230.

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The article contains a theoretical study with practical implications, which shows the specifics and content of family psycho-pedagogical counseling, approached as a factor in streamlining intergenerational communication and relationships. The characteristics of psycho-pedagogical counseling, its dimensions (psychological and pedagogical) and basic aspects, which require the attention of the specialist in the family counseling process in order to harmonize communication and family relationships, were listed and explained in an original way.

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Cuznetov, Larisa. "Systemic family counseling with young school-age students during the pandemic and post-pandemic crisis." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p218-225.

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The article contains a theoretical study with the recommendation of practical implications from the authors' own experience, which elucidates the purpose, objectives, tasks, content and technology of systemic counseling of the family with young school children during the pandemic and post-pandemic crisis. Likewise, the study contains the content and specificity of the counseling process for the family, adults and children.

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Javed, Bridget, Nadir Kheir, and Adil Yousif. "Patient Counseling Practices among Community Pharmacists in Qatar." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.hbpp1645.

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Hațegan, Vasile Petru. "Meditative practice as a tool in Philosophical counseling." In DIALOGO-CONF 2018. Dialogo, 2018. http://dx.doi.org/10.18638/dialogo.2018.5.1.13.

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Dachepally, Rashmitha. "Pediatric Residents' Attitudes and Practices Regarding Tobacco Cessation Counseling." In Selection of Abstracts From NCE 2015. American Academy of Pediatrics, 2017. http://dx.doi.org/10.1542/peds.140.1_meetingabstract.129.

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Stepanova, D. E. "Psychodrama as a method of psychological counseling." In XX Anniversary All-Russian Scientific and Practical Conference of Young Scientists, Postgraduates and Students. Technical Institute (BRANCH) of NEFU, 2019. http://dx.doi.org/10.18411/s-2019-121.

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Reports on the topic "Counseling practicum"

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McCauley, Ann P. Equitable access to HIV counseling and testing for youth in developing countries: A review of current practice. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1008.

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While many people get HIV-related counseling and testing, only those who receive pre- and post-test counseling, and test voluntarily, are participating in voluntary counseling and testing (VCT). The high rates of HIV infection among youth make it crucial to find programs to prevent infection. Because there is evidence that many adults benefit from VCT, there is increasing interest in extending these services to young people. VCT counseling helps adolescents evaluate their own behavior and its consequences. A negative test result offers the opportunity to recognize vulnerabilities and develop risk-reduction plans to adopt safe behaviors. Young people who test HIV-positive can receive referrals for care and have opportunities to discuss and understand what their HIV status means and what responsibilities they have to themselves and others as a result. Young women who are pregnant and test HIV-positive should be offered special care to safeguard their own health and minimize the risk of passing the virus to the baby. This report assesses the available evidence about the current status of VCT and youth in developing countries.

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Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.

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Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.

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Hurtado, Suzanne L., Jenny A. Crain, Robyn M. McRoy, Cynthia M. Simon-Arndt, Gerald E. Larson, and Tara M. Smallidge. Best Practices for Addressing Combat Operational Stress and Other Behavioral Health Conditions in Marine Corps Substance Abuse Counseling Centers. Fort Belvoir, VA: Defense Technical Information Center, August 2010. http://dx.doi.org/10.21236/ada561915.

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Slingerland Howell, Jere'. A Study Describing the Counseling Practices of the Pastors in the Pacific Northwest Conference of the Free Methodist Church. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1799.

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Saavedra, Lissette M., Antonio A. Morgan-Lopez, Anna C. Yaros, Alex Buben, and James V. Trudeau. Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. RTI Press, May 2019. http://dx.doi.org/10.3768/rtipress.2019.rb.0020.1905.

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Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.

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Glista, Danielle, Robin O’Hagan, Danielle DiFabio, Sheila Moodie, Karen Muñoz, Keiran Joseph, Christine Brown, et al. Virtual Hearing Aid Care – Clinical Practice Guidance Document. Western Libraries, Western University, August 2021. http://dx.doi.org/10.5206/0820211097.

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This document was informed by literature reviews conducted in accordance with the Joanna Briggs Institute’s guide to evidence synthesis (Aromataris & Munn, 2017; https://joannabriggs.org) and includes evidence related to client candidacy, delivery models, modalities of delivery, and outcomes of virtual hearing aid fitting and management. This document provides clinical practice guidance for virtual hearing aid fitting and management processes and technological requirements in the delivery of such services (herein referred to as virtual hearing aid care). Virtual hearing aid care can include services delivered directly to a client by a provider or using facilitator-supported services and specialized equipment, depending on client factors, type of care, and the timepoint in the care process (e.g., initial versus follow-up appointments). This document will address virtual care including the following types of hearing aid care: o Programming o Verification o Validation o Management (counselling and education) Currently, virtual hearing aid care is better suited to follow-up appointments

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Nutrition Science for Health and Longevity: What Every Clinician Needs to Know. Gaples Institute, 2021. http://dx.doi.org/10.51150/gaples1.

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This online nutrition course for clinicians, approved for 4 hours of continuing medical education, is designed to provide a solid foundation of clinically relevant nutrition knowledge, and outlines practical strategies to incorporate nutritional counseling into a busy clinical practice. Course elements include: 1) Clickable links to more than 100 key references; 2) Sections on clinician self-care, fad diets, screening for patients with food insecurity, and motivational interviewing; 3) Over 20 immersive clinical scenarios; 4) Downloadable summaries of each section with key takeaways.

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