Relevant bibliographies by topics / Counseling practicum / Dissertations / Theses
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Dissertations / Theses on the topic 'Counseling practicum'

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Published: 4 June 2021
Last updated: 3 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Moore, Revel Denise. "Speech-Language Pathologists on Multicultural Counseling Competency." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1650.

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Despite reports of speech-language pathology graduate-level programs focusing on multicultural competence, the literature suggests speech-language pathologists are not adequately educated and trained to be culturally competent. The purpose of this study was to examine the experiences of public school-based speech-language pathologists' graduate-level academic instruction and the clinical practicum experiences in multicultural competence, specifically in the area of multicultural counseling. Guided by the theory of multicultural counseling and therapy, this study used a phenomenological approach, employing semistructured, in-person interviews with 7 participants. The inclusion criteria used for selecting study participants included: having a master's degree in speech-language pathology, graduation from an accredited, graduate-level speech-language pathology program, certification by American Speech-Language-Hearing Association, employment as a speech-language pathologist for at least 2 years, and employment within the public school setting for at least 2 years at the time of the study. Concept mapping was used to analyze the participants' responses which allowed the organization of themes and subthemes that emerged. The analyzed data revealed the 7 participants shared experiences and perceptions in the following 5 themes: (a) the role of clinical practicum supervisors, (b) the approaches used to address multicultural counseling in academic instruction and clinical practicum experiences, (c) the influences in developing cultural competence, (d) feelings of preparedness once in the workplace, and (e) the effect adjustment counseling has on service delivery. The findings of this study support the need for more focus on multicultural competency in the area of multicultural counseling in the academic instruction and clinical practicum experiences of speech-language pathologists programs.
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Yates, Chad M. "The Use of Per Session Clinical Assessment With Clients In a Mental Health Delivery System: An Investigation Into How Clinical Mental Health Counseling Practicum Students and Practicum Instructors Use Routine Client Progress Feedback." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1331567104.

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13

Ray, Shannon Lounge. "An Investigation of Master's Level Counseling Students' Clinical Efficacy: The Relationship Between Graduate Record Examination Scores and Demonstration of Clinical Skills in Practicum." University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4379.

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The admission of students into Counselor Education programs aims to select those applicants with the best potential to successfully complete the graduate program as well as acquire effective clinical skills. The primary method of measuring achievement potential for graduate students in Counselor Education programs represents Graduate Record Examination Scores (GRE); minimal scores on the examination are required for program admission. This study examined the relationship between student achievement of clinical skills and incoming GRE scores. The study participants were 47 master's level Counselor Education students who were enrolled in Practicum in Counselor Education (MHS 6800) in the spring, summer, and fall semesters of 2002 as well as the spring, summer, and fall semesters of 2003. All students were required to submit videotapes of live counseling sessions conducted in the Community Counseling Clinic at the University of Central Florida. The videotapes were rated using the Global Scale for Rating Helper Responses, developed by George Gazda. An independent samples t-test was utilized to assess between group differences for the sample participants. The study results showed no significant differences between the demonstration of clinical skills in Counselor Education students with a GRE score over 1000 and those students with a GRE score below 1000. The study results suggested that other factors outside of those skills measured by the GRE might attribute to successful acquirement and demonstration of clinical counseling skills.
Ph.D.
Department of Child, Family and Community Sciences
Education
Child, Family, and Community Sciences
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Loving, Rachel. "School Counselor Training: Differentiated Site Supervision Based on Prior Work Experiences." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2899.

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Over a decade after the regulation change in Virginia allowing individuals without teaching experience to pursue school counseling careers, no known study had focused exclusively on differences site supervisors observe when training school counselors from different professional backgrounds and the extent to which those counselors employ a tailored supervision approach in the clinical setting. While site supervisor training has been an area of interest in recent articles (e.g., Dollarhide & Miller, 2006), its relationship to supervision philosophies and technique differentiation has not been previously addressed. The researcher investigated those topics using a mixed-method research design shaped by suggestions from recent literature (e.g., Better-Fitzhugh, 2010; DeKruyf, 2007; Luke, Ellis, & Bernard, 2011; Miller & Dollarhide, 2006; Peterson & Deuschle, 2006; Stephens, 2008). This study analyzed site supervisors’ perspectives on supervision, the role training can play in developing site supervisors’ confidence and philosophical orientation, and the beliefs and practices site supervisors employ when supervising former teachers and non-teachers. Observed differences between former teachers and non-teachers in the clinical setting existed, yet 7 out of 12 site supervisors did not differentiate their supervision approach in order to close this gap. Findings from both Phase I (survey) and Phase II (interview) of this study indicated that practice is linked to training. Site supervisors who reported receiving supervision training were more likely to work from a philosophy of site supervision, feel more confident about their ability to supervise, and believe that differences between former teachers and non-teachers were slight and could be overcome with supportive, intentional supervision.
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Kalra, Rashmi. "Counselling psychology of disclosure practices." Thesis, City University London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507426.

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This thesis comprises four sections which are as follows: a preface, a critical literature review, an empirical research study and a case study. The first section provides an introduction to the thesis. Within this section, I highlight how the evolution and construction of the research area facilitated the development of the other components within this thesis. I also illustrate how the structure of the sections within this thesis demonstrates the evolution of the research topic area. Finally, I comment upon the writing style I have adopted within this thesis. The critical literature review explores the current status of sex offender treatment programmes within the UK, and the implications this has upon the rehabilitation of rapists. Within this review, I critically explore the literature which details the theoretical underpinnings and effectiveness of sex offender treatment programmes within prison and community settings. I argue that the rapist is a distinct type of sex offender who requires specific, tailored treatment interventions. I attempt to review whether or not the specific rehabilitative needs of the rapist are being addressed within the current status of sex offender treatment programmes. In the empirical research study, I adopt a social constructionist epistemology which is informed by a critical realist position. I explore the discourses of unmarried secondgeneration South Asian women, with regard to their disclosure processes within their families and communities. I questioned four unmarried South Asian women using semi-structured interviews. The interviews were transcribed and the women's talk was analysed by a method of discourse analysis. The analysis of the women's talk revealed four discourses of disclosure practices: political discourse, disparity discourse, conflict discourse and discourse of individualism and collectivism. Further analysis of the emerging discourses revealed various subject positions and implications for subjectivity and practice. The research study concludes with a section detailing reflections and recommendations for practice emerging from the analysis of the women's discourse. The case study is a reflexive exploration of therapeutic work with a South Asian female client. In this case study, I illustrate working within a cognitive behavioural approach whilst facilitating the client's disclosure within therapy. I also highlight how the therapeutic relationship is affected by the client's disclosure processes.
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Vesic, John J. "Grief counseling a practical guide for pastors/counselors /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Gibbs, David J. "School counseling practices in alternative schools of Pennsylvania." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p074-0090.

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Daniel, Marguerite. "Private practice in counselling and psychotherapy." Thesis, University of Manchester, 2004. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504822.

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Yoon, Hong Sik. "The theory and practice of evangelistic Biblical counseling." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Scheider, David M. "Integrating theology and psychology in pastoral counseling practice." Theological Research Exchange Network (TREN), 2009. http://www.tren.com/search.cfm?p075-0080.

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Bitter, James Robert. "Theory and Practice of Family Therapy and Counseling." Digital Commons @ East Tennessee State University, 2014. http://amzn.com/1111840504.

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Ch. 1. Introduction and overview -- Ch. 2. The genograms of family therapy -- Ch. 3. The family practitioner as person and professional -- Ch. 4. Virtue, ethics, and legality in family practice -- Ch. 5. Theories and techniques of family therapy and counseling -- Ch. 6. Adlerian family therapy -- Ch. 7. Multigenerational family therapy -- Ch. 8. Human validation process model -- Ch. 9. Symbolic-experiential family therapy -- Ch. 10. Structural family therapy -- Ch. 11. Strategic family therapy -- Ch. 12. Solution-focused and solution-oriented therapy -- Ch. 13. Postmodernism, social construction, and narratives in family therapy -- Ch. 14. Feminist family therapy -- Ch. 15. Cognitive-behavioral family therapy -- Ch. 16. Parenting for the 21st century -- Ch. 17. Integration I: from self-discovery to family practice: forming a relationship and family assessment -- Ch. 18. Integration II: shared meaning, facilitating change, and tailoring interventions. Theory and practice of family counseling and therapy, 2nd Edition embraces multiple perspectives and provides a comprehensive discussion of contemporary family theories and practices, including human validation process and symbolic-experiential models. Bitter encourages students' personal growth and development as family therapists with a warm, inviting writing style and numerous self-reflection and active-learning exercises. Learning is enhanced through a consistent chapter organization and the use of a single case, the Quest family, throughout. This approach enables students to compare and contrast the various models and see how different approaches can be used in an integrated way. The text presents a four-stage process for conducting family sessions, including processes for forming relationships, family assessment, hypothesizing and shared meaning, and facilitating change. Each chapter ends with a Quest family case (which applies the model discussed in the chapter to the fictional Quest family), a summary and multicultural evaluation section, exercises for personal and professional growth, contact and Web information for finding out more about the specific therapy, recommended supplementary readings, and references. Additional cases throughout the text, based on Bitter's years of practice in marriage and family counseling, help students see how theories play out in the real world. A unique chapter on "Parenting for the 21st Century" addresses the fact that a majority of family counseling deals with parenting questions and issues.
https://dc.etsu.edu/etsu_books/1071/thumbnail.jpg
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Malemute, Charlene Louise. "Goal setting education and counseling practices of diabetes educators." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Fall2009/c_malemute_121509.pdf.

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Thesis (M.S. in human nutrition)--Washington State University, December 2009.
Title from PDF title page (viewed on Feb. 11, 2010). "Program in Nutrition and Exercise Metabolism." Includes bibliographical references.
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Parrish, James D. "A practical theology of forgiveness applied in pastoral counseling." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Evans, Darin. "A practical commentary of Romans chapter five through eight." Theological Research Exchange Network (TREN) Access this title online, 2002. http://www.tren.com.

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Ndlovu, Richard Vusi. "Physicians' transmission prevention assessment and counselling practices with their HIV-positive patients." Thesis, University of Limpopo, 2002. http://hdl.handle.net/10386/2038.

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Muzerengwa, Enesto. "Marital Abuse of Zimbabwean Woman : a pastoral counselling." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58973.

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This is a strange phenomenon in the present day and yet is happening. This study unpacked the social, economic, cultural as well as religious factors that contribute to women staying in abusive relationships. Research has been carried out reporting that women stay in abusive relationships because of economic and social reasons, therefore this study has focused specifically on the cultural and religious reasons why women stay in these relationships. This study worked from a social- constructionist paradigm seeking to understand how within cultural and religious communities the role of men and women, marriage and how gender roles within marriages are understood, specifically from an African and Zimbabwean perspective. What cultural and religious discourse shapes this understanding and keeps so many women captive in abusive relationships? This is the main question that guided the study. The co-researchers of this study came from organisations who work with survivors of domestic violence.
Dissertation (MA)--University of Pretoria, 2016.
Practical Theology
MA
Unrestricted
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Davies, Sarah. "Temporality in addiction and counselling psychology practice." Thesis, City University London, 2014. http://openaccess.city.ac.uk/14786/.

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This mixed-methods study investigates psychological perspectives of time in a group of sixty-three individuals seeking help for alcohol/drug issues and who successfully completed a residential addiction treatment intervention. Measures of subjective time perspective (TP) were taken before and after treatment using a quantitative scale (short-form ZTPI) and a qualitative component to capture additional phenomenological experiences of time. Measures of depression and anxiety were also taken pre and post treatment. Overall significant positive associations were found between time perspectives, in particular past-negative, present-fatalism and present-hedonistic time orientations and depression and anxiety. Significant negative relationships were also found between mental health and past-positive and future time perspectives. Distinct changes were reported in temporality between pre and post measures of the addiction treatment intervention from both quantitative and qualitative perspectives. Associations were again made with more positive mental health at the post-treatment phase. The potential use and implications of findings for understanding addiction and considering psychotherapeutic treatment is discussed.
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UnKauf, Kristen. "A Personal Counseling Experience for Master's Level Counseling Students: Practices and Perceptions of Counselor Education Program Directors." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1154.

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There exists a strong endorsement in the literature of the effectiveness of an individual counseling experience as an influence in the personal and professional development of counseling students, yet few counselor education programs seem to require that students complete such an experience. Thus, the question arises as to why the required individual counseling experience as a client is not being required by a large proportion of counseling programs. The purposes of this descriptive, exploratory study were to determine the prevalence of the required experience as a client in individual counseling, examine the opinions of counselor education program leaders regarding the risks and benefits of experiential training components, determine the modalities used to deliver experiential training components, obtain counselor education program coordinators' views on the various modalities, and explore policies and procedures used in counselor education programs with respect to experiential training components. Finally, this study attempted to determine the level of satisfaction of those program directors who do utilize a required individual counseling experience, as well as their policies and procedures with regard to outcome measurement. Results of the study showed that there were some significant inverse relationships between counselor education program directors' opinions regarding potential benefits for counseling students and their policies regarding a required individual counseling experience. Additionally, although respondents did not strongly endorse the potential risks associated with the exercise, it is still not required by the majority of the counselor education programs surveyed. However, those program directors who do endorse a required individual counseling experience reported on its many benefits, and offered qualitative insights into how the requirement is implemented. The results of this study have implications for the counseling profession by offering empirical evidence regarding the prevalence of a required individual counseling experience for master's-level counseling students. The results of this study contribute to the counseling profession's knowledge base by determining counseling program directors' opinions of the potential benefits and risks of a required individual counseling experience, and by establishing that program directors whose programs require this exercise are overwhelmingly satisfied that the experience accomplishes the purposes for which it is intended.
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Falkner, Jeannie. "A study to investigate counselor financial wellness as a predictor of counselor money practices among counseling professionals in private practice /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1260798781&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1193424725&clientId=22256.

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Carlson, Natalie F. "Dietary Counseling Practices and Perceived Barriers Among Utah Dental Hygienists." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2324.

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Diet related factors are associated with the 2 most prevalent oral diseases- caries and periodontal disease. Furthermore, there is growing evidence of a synergistic link between nutrition, systemic health, and oral health. Regardless of this evidence and in spite of recommendations by dental associations, researchers have shown the majority of dental professionals are consistently excluding nutritional screenings and dietary counseling in their dental services. The purpose of this study was to examine the nutritional screening and dietary counseling practices of Utah dental hygienists and to evaluate possible associations between various factors influencing the implementation of nutritional services. Surveys were collected from members of the Utah Dental Hygienists’ Association. Mean scores showed low frequency and low confidence levels in performing nutritional services and high perceptions of barriers to care. Little to no difference in mean scores occurred when differentiating between degree achievements, years in dental hygiene practice, or component affiliation.
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Murray, Lacy. "Tobacco Cessation Counseling Practices amongst Dental Hygienists in Central Texas." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3926.

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Although tobacco cessation is an uphill battle for almost everyone who attempts to quit, it is important that dental hygienists do not assume that patients are not interested. Dental hygienists are in an ideal position to offer cessation help to their tobacco using patients. The purpose of this study was to gain a better understanding of the tobacco cessation practices among central Texas dental hygienists. Specifically, dental hygienists were asked about beliefs, motivation, and confidence with regard to their tobacco cessation practice. A positive significant, moderate, relationship was found between beliefs and confidence (r=0.647), beliefs and practices (r=0.704), knowledge and capability (r=0.579), motivation and capability (r=0.529), motivation and practice (r=0.605), and years of practice and capability (r=0.699). The mean confidence scores for hygienists with more than 20 years of experience differed from those with 1-5 years of experience (p=.003) and 6-10 years of experience (p=.025).
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32

Martin, Gary Richard. "Career Counseling Practices In Abet-Accredited Engineering Cooperative Education Programs." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3321.

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Purpose. The purpose of this study was to describe and evaluate the career counseling practices in all schools of engineering in the United States with ABET-accredited engineering Cooperative Education programs. Procedure. A thirty-two item questionnaire was developed and sent out to all ABET-accredited Cooperative Education offices. All the engineering coordinators in each office filled out the questionnaire. Eighty-six percent of the schools responded to the surveys. Findings. (1) Most engineering Co-op coordinators have educational backgrounds in engineering and have taken at least one class in career counseling. (2) Co-op coordinators tend to have caseloads and other responsibilities which restrict the amount of career counseling they can offer. (3) Little correlation exists between the amount of time coordinators spend career counseling and the ability of students to obtain jobs. (4) There is a slight negative correlation between coordinators' caseloads and their placement rate. (5) There is a slight positive correlation between coordinators' caseloads and the amount of time their students receive in career counseling. (6) There is a slight positive correlation between coordinators' caseloads and the amount of time they believe students should receive in career counseling. (7) There is no correlation between the total amount of time students receive in career counseling and their ability to secure Co-op jobs. (8) There are very slight positive correlations between the amount of time students receive in seven of eighteen specified career counseling services and their ability to get a Co-op job. Conclusions. The average coordinator was found to have a career counseling training level of one class. Many slight correlations were found between the amount of career counseling which students receive and their ability to secure Co-op employment. It was also found that coordinators with average amounts of career counseling training tend to spend the most time in career counseling services. Recommendations. (1) Similar studies should be conducted with engineering Co-op programs which were not necessarily accredited by ABET, and non-engineering Co-op programs. (2) It would also be of interest to correlate time spent career counseling with other measures of "success" such as cost-effectiveness, and student satisfaction.
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Mann, Elizabeth June. "Counselling psychology in the Church : potential and practice." Thesis, City University London, 2001. http://openaccess.city.ac.uk/8217/.

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This case study describes the organisation inherent in the initiation and development of a counselling service in the Church of England Diocese of Gloucester. The aim was to provide counselling for clergy and their families which was based on professional standards of counselling psychology for both the client and the organisation of the diocese. The history of the situation in the diocese and the author's prior involvement which had led to this initiative are recorded in the background to this study in Appendix 1. This describes how the need for an organised professional counselling service had become increasingly evident as a result of-, [i] a vacuum left by the breakdown of the previous network of professionally unqualified helpers [ii] the growing incidence of clergy client work [iii] the bishop's need for clergy psychological assessment to assist in his decision making [iv] the lessons learned from the experience of the Diocese of Sheffield. [v] the need for competent practice by professionally qualified and supervised counsellors. The author became increasingly aware that such a counselling service needed to be formally and clearly structured, easily accessible, and reflect both high standards of counselling from the profession of counselling psychology for the client and also the theory and research which was currently emerging about counselling in organisations. The clergy counselling service aimed to be tailor-made to suit the size, culture, ministry, location and workforce of the diocese. The Dioceseo Gloucester is a predominantly rural diocese. It comprises a large part of the Cotswolds with their traditionally wealthy farming communities, the Forest of Dean which is an impoverished former mining area, and the large towns of Cheltenham and Gloucester between the two. The diocese has 325 parishes 238 licensed clergy and 225 licensed( lay) Readers.
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Menachem, Meir. "The role of counselling psychology in general practice." Thesis, Manchester Metropolitan University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409161.

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Bartlam, Bernadette. "Counselling in reproductive medicine : research, ethics and practice." Thesis, Keele University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398911.

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36

Bitter, James, and Don Yoo. "Group Consultation: Process and Practice." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/6101.

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Bitter, James Robert. "Current Therapeutic Practices: A Clinicians Forum." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5247.

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38

Gossman, Marion. "Student Counsellors’ Perceptions of the Effects of Recording the Counselling Interview." Thesis, University of Canterbury. Educational Studies and Human Development, 2009. http://hdl.handle.net/10092/3192.

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The use of audio and videotape recordings in counsellor education for the purpose of training and supervision is controversial. Although recordings give counsellors and supervisors direct access to the counselling session and therefore the skills of the counsellor, a number of concerns have been recorded both in early research (Betcher & Zinberg, 1988; Frankel, 1971; Gelso, 1973; Goldstein, 1988; Lamb & Mahl, 1956; Niland, 1971; Van Atta, 1969) and more recently in counsellors’ correspondence to the NZAC Newsletter (Anonymous, 2006; Grant, 2006) regarding the effects on counsellors, clients and on the counselling process itself. There is a scarcity of current research on whether or not recording of counselling or therapeutic interviews actually interferes with the counselling process. The few empirical studies of the effects of recording are inconsistent in their findings and their methodological flaws preclude meaningful interpretation of the literature as a whole (Goldstein, 1988). This qualitative research study focuses on one aspect of recording counselling interviews; the perceptions of counselling students. Thirteen counselling students enrolled on counsellor education programmes at five tertiary educational settings in Auckland and Christchurch, New Zealand participated in interviews. They indicated that they perceived the process of recording to be anxiety promoting, initially having an effect on their ability to be completely present in the counselling interview. They also reported that recording was extremely beneficial to the development of effective counselling skills. Counsellors perceived the process of recording to be a potential threat to the developing relationship between counsellor and client but many were able to manage this concern by establishing trust and rapport before introducing recording. The majority of the student counsellors perceived that they became more confident with the process over time, moving from a state of anxiety in initial recordings to a more relaxed style with practice. This has implications for future practice and for early introduction to frequent recording in counsellor education programmes.
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Spencer, Terrence Richard. "Counseling and therapy practices of school psychologists with parents and families." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/2184.

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A survey was conducted of 191 members of the National Association of School Psychologists who actually practiced in schools. The purpose of this study was to examine some of the self-reported differences which had not yet been investigated between two groups of school psychologists: those who do and those who do not choose to provide direct counseling/therapy services to parents and families. Some of these uninvestigated differences included time constraints, ratio of service, the perceptions of influence on their job roles, and the respondents' perceptions of administrative support. This study was also directed at determining the therapeutic models rated by members of the two groups as most useful and what differences exist in their beliefs about the factors important in the etiology of child referrals. The results showed that very few school psychologists in school practice are actually engaged in counseling/therapy with parents and families although a majority of school psychologists think these services should be conducted in the schools. School psychologists who have administrative support, have time allotted for the activity, and who perceive more control over their job roles are more likely to be conducting counseling and therapy with parents and families in the schools. Likewise, school psychologists whose job descriptions discourage them from conducting counseling and therapy with parents and families in the schools are no less likely to engage in those services; nor does the number of students to be served relate to this decision. School psychologists' perceptions of the usefulness of any particular - therapeutic model do not appear to bear much relationship to their - choices to spend time providing services to parents and families. The only exception to this appears to be a relationship which exists between perceiving the usefulness of the Reality Therapy and Adlerian models and spending time in therapy with mothers and fathers. Also the relationship between seeing the usefulness of the Family Systems model and spending time in therapy with families was significant. No strong relationships existed between the choice to provide counseling/therapy to parents and families and beliefs about the perceived importance of various etiological factors when dealing with child problems.
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De, Freitas Tony Michael. "Epistemology and the use of scripture in pastoral care and counselling." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20316.

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Thesis (DTh)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: This dissertation explores the topic of epistemology and the use of Scripture in pastoral care and counseling. It examines the epistemological foundations of all theology and ministry in order to provide clarity and guidance for pastoral care within our current early twenty-first century context. The key problem that is implied in the topic ‘Epistemology and the use of Scripture in pastoral care and counseling’ is the following: What normative and methodological role should the Bible play in the counseling situation and what is the basis for this role? This problem essentially deals with the interaction between biblical and extra-biblical data in the pastoral encounter and how they are to be related. The following dynamics exist in systemic relationship: understanding and use of Scripture; epistemological foundations; theological method; ministry practices. The key assumption is that theology and pastoral care must deal with epistemological concerns, and that failure to do so has negative consequences. An indissoluble link exists between theory and practice: the elements of epistemology, methodology and practice should be consistent and in line with each other. This serves as a vital criterion for the integrity and validity of the various theories and practices that are examined and proposed in this dissertation. Pastoral care and biblical counseling are examined in terms of these dynamics. Comprehensiveness in epistemology, basic theological method, and pastoral practice is recommended. This is proposed as the best response to specific challenges posed by our current postmodern and pluralistic context. This research argues that it is possible to have a comprehensive and inclusive approach to knowledge, with a related comprehensive and organic practice of biblical counseling, while retaining an emphasis on the uniqueness of Jesus Christ and the key normative role of the Scriptures, all within a valid epistemological grounding. The issue of validation or warrant for this proposal is neither strictly foundational nor relative. It exists somewhere in between and finds its locus ultimately in God. Such a stance is firmly placed within the dynamics of faith as it interacts with reason and experience. There is therefore no ultimate, empirical proof that can be given, but this is true for knowledge and truth claims in all disciplines and realms of knowledge.
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Disque, J. Graham. "A Creative Comprehensive “Exam”: Utilizing Videos to Understand Counseling Perspectives." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/2815.

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Cates, Keith Aaron Suh Suhyun. "Counselor spiritual competencies an examination of counselor practices /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1861.

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43

Fry, Heather Lynn. "The application of virtue ethics to the practice of counseling psychology." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121745359.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains ix, 70 p. Includes bibliographical references (p. 47-50). Available online via OhioLINK's ETD Center
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Bitter, James Robert. "Instructor's Manual for Theory and Practice of Family Therapy and Counseling." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5207.

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Book Summary: A model for successful integration of multiple points of view, James R. Bitter's THEORY AND PRACTICE OF FAMILY THERAPY AND COUNSELING, 2nd Edition supports the development of personal, professional, and ethical family practice. The book's concrete, empirically based approaches, as well as diagnostics and visual tools, allow readers to observe others in groups. Updated to reflect recent research and current practice, the Second Edition also includes a new chapter on Object Relations Family Therapy. Case studies, sample dialogues, and exercises help readers apply the concepts they have learned.
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Somers, Allyson. "Provision of cardiovascular genetic counseling services: current practice and future directions." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367924189.

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Martin, Ian. "The role of program evaluations in improving and sustaining state-supported school counseling programs a cross case analysis of best practices /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/104/.

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47

Bitter, James, Monica Nicoll, and Carolyn Crowder. "Panel Discussion of Narcissism: Adlerian Perspectives in Practice." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6091.

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48

Bitter, James, and Monica Nicoll. "Panel Discussion on Narcissism: Adlerian Perspectives in Practice." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6098.

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49

France, Kharod A. "Triadic Supervision| An Exploration of Supervisors' Perceptions, Experiences and Practices." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718450.

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Although first recognized as an equivalent to individual supervision in the 2001 standards of The Council for Accreditation of Counseling and Related Educational Programs (CACREP), to date it still remains the case that very little research has been done on this unique and increasingly popular supervision modality. Despite being utilized in counselor education programs across the county, as of the spring of 2015, only seven dissertations and 13 empirical journal articles have been written addressing triadic supervision specifically. With this being the case, relatively little is known about the various processes that underlie the triadic supervision process or about best practices to increase its effectiveness.

The purpose of this qualitative study was to explore and gain a better understanding of supervisors’ perceptions, experiences and practices with regards to triadic supervision. Data was collected by way of in-depth, semi-structured interviews conducted either via phone or via Skype. Of the 23 supervisors who participated in this study, all had conducted triadic supervision within the last 5 years and all were either graduates of, currently enrolled doctoral students in or faculty members at CACREP accredited programs. Data was analyzed using basic interpretive qualitative techniques, where more specifically the seven-step analysis plan detailed by Marshall and Rossman (2006) was utilized.

The initial fourteen themes that emerged from the data analysis process were further synthesized into eight primary findings. These findings addressed the three primary research questions of this study: (a) How do supervisors go about structuring their triadic supervision sessions and what is the thought process behind this decision? (b) What are supervisors’ thoughts on the role and influence of the second supervisee in session and on the supervisory process? (c) What specific aspects of triadic supervision impact supervisors’ behavior and decision-making throughout the course of the supervisory process? Implications for counselor preparation and practices were discussed, where specific and separate recommendations were given for both Counselor Education programs and for supervisors. Recommendations for future research were also discussed.

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Chugani, Carla. "Dialectical Behavior Therapy in College Counseling Centers: Practical Applications and Theoretical Considerations." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5926.

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Authors over the last two decades have discussed the myriad of challenges present in managing college students with severe mental health disorders. During the same time period, Marsha Linehan developed dialectical behavior therapy (DBT) as an empirically sound intervention for individuals with suicidal and self-injurious behaviors and this treatment grew to be an evidence-based practice for a range of challenging clinical issues. I argue that one solution to continued increases in college students who present for treatment to their college counseling centers with difficult-to-treat mental health issues, including but not limited to, borderline personality disorder (BPD), is to implement DBT programs on college campuses. As such, the purpose of this dissertation is to address both practical and theoretical issues in the implementation of DBT in college counseling centers. In chapter two, I begin by presenting an overview of DBT as a comprehensive treatment model and a review of the research to date related to DBT in college counseling centers. In chapter three, I offer a detailed account of the program development and implementation process of the DBT program housed in the college counseling center at Florida Gulf Coast University. In chapter four, I present an investigation of current trends and barriers to implementation of DBT in college counseling centers. Finally, in chapter five, I present a qualitative inquiry of the experience of BPD as told by individuals who have been successfully treated with DBT. I argue that understanding client experiences and behaviors in context is critically important if one is to be able to respond empathically and compassionately. In essence, these chapters represent my attempt to synthesize two areas that I believe are required for successful implementation of DBT programs that provide good quality care: 1) Navigating the complexities of implementing DBT in college counseling centers as practice setting and 2) Appropriate management for clinician biases and tendencies to stigmatize BPD clients, which interferes with their ability to provide care that is both effective and compassionate.
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