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Academic literature on the topic 'Counselor Impairment'
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Journal articles on the topic "Counselor Impairment"
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Witmer, J. Melvin, and Mark E. Young. "Preventing Counselor Impairment: A Wellness Approach." Journal of Humanistic Education and Development 34, no. 3 (March 1996): 141–55. http://dx.doi.org/10.1002/j.2164-4683.1996.tb00338.x.
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LAWSON, GERARD. "Counselor Wellness and Impairment: A National Survey." Journal of Humanistic Counseling, Education and Development 46, no. 1 (March 2007): 20–34. http://dx.doi.org/10.1002/j.2161-1939.2007.tb00023.x.
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Muratori, Michelle C. "Examining Supervisor Impairment From the Counselor Trainee's Perspective." Counselor Education and Supervision 41, no. 1 (September 2001): 41–56. http://dx.doi.org/10.1002/j.1556-6978.2001.tb01267.x.
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Sheffield, Dale S. "Counselor Impairment: Moving Toward a Concise Definition and Protocol." Journal of Humanistic Education and Development 37, no. 2 (December 1998): 96–106. http://dx.doi.org/10.1002/j.2164-4683.1998.tb00411.x.
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Garske, Gregory G. "Managing Occupational Stress: A Challenge for Rehabilitation Counselors." Journal of Applied Rehabilitation Counseling 38, no. 4 (December 1, 2007): 34–39. http://dx.doi.org/10.1891/0047-2220.38.4.34.
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Occupational burnout is considered endemic to human service professionals, including those who work as rehabilitation counselors. Generally identified as a reaction to ongoing stress, burnout can be defined as a syndrome of emotional exhaustion, depersonalization, and reduced accomplishment which can occur among individuals who do “people work” of some kind. The burned out human service provider is prone to health problems, psychological impairment, loss of self-esteem, and a growing dissatisfaction with the job. The focus of this paper will be on human service related occupational stress, along with individual and organizational strategies and renewal. One of the guiding principles of preventative stress management is that individuals, along with organizations are responsible for health and well-being. In rehabilitation, the quality of the counselor-client interaction and service may well depend on the service provider's level of job satisfaction and well-being.
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Lustig, Daniel C., Yonghong Jade Xu, David R. Strauser, and Michael M. MacKay. "The Relationship Between Career Thoughts and Adjustment for Individuals With Multiple Sclerosis." Rehabilitation Counseling Bulletin 61, no. 2 (June 7, 2017): 112–20. http://dx.doi.org/10.1177/0034355217709457.
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The study investigated the relationship between the psychosocial adjustment and dysfunctional career thoughts for adults with multiple sclerosis. The Reactions to Impairment and Disability Inventory measured psychosocial adjustment, and the Career Thoughts Inventory measured dysfunctional career thoughts. The results found that (a) higher levels of depression were associated with higher levels of decision-making confusion and commitment anxiety and (b) higher levels of adjustment were associated with lower levels of decision-making confusion. Rehabilitation counselor implications are discussed.
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Tuttle, D. W. "The Role of the Special Education Teacher-Counselor in Meeting Students’ Self-Esteem Needs." Journal of Visual Impairment & Blindness 81, no. 4 (April 1987): 156–61. http://dx.doi.org/10.1177/0145482x8708100409.
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Teachers of the visually impaired play a critical role in the development of affective growth within the children and youth they serve. The impact of a visual impairment on the emergence of the self, self-concept, and self-esteem must be understood before intervention strategies can be effectively employed. Each of the phases of the adjusting process in response to either social stigma or vision loss requires a somewhat different focus in counseling efforts. Whether they admit it or not, teachers are counselors—for better or worse. The article concludes with a look at some of the attributes and behaviors that promote affective growth.
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Malik, Rabia, and Muzafar Din Ahmad Bhat. "The management of Premenstrual syndrome: A review." Bangladesh Journal of Medical Science 17, no. 1 (January 11, 2018): 16–20. http://dx.doi.org/10.3329/bjms.v17i1.35273.
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Premenstrual Syndrome is a set of physical, emotional and behavioural symptoms that start during the week preceding menstruation and are alleviated when the menstrual flow begins. Epidemiological surveys have estimated that the frequency of PMS symptoms is about 80-90% with impairment of functioning. Women with severe PMS should be managed by a multi disciplinary team, which might comprise a hospital or community gynaecologist, psychiatrist or psychologist, dietician and counselor. Where there is multidisciplinary provision of care, this is of benefit both from the diagnostic and therapeutic point of view, giving the ability to offer a broad range of interventions from lifestyle interventions and cognitive behavioural therapy (CBT) to gynaecological interventions.Bangladesh Journal of Medical Science Vol.17(1) 2018 p.16-20
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Robold, Libby. "Yoga and Emotional Healing for Aggressive Youth." International Journal of Yoga Therapy 12, no. 1 (January 1, 2002): 81–88. http://dx.doi.org/10.17761/ijyt.12.1.5510512305304rh7.
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This article addresses an often misunderstood phenomenon—the plight of the emotionally challenged child—and how Yoga can make a difference in the healing process. An example of a working class plan for a small group is outlined, ready for a teacher, parent, or counselor to adapt to the needs of their children or students. Emotional impairment is often complicated by factors such as mental and psychological disturbances,post-traumatic stress, neglect, abuse, physical problems,or just being a part of the foster care and court systems,and Yoga can address many of the issues faced by this increasing population. Yoga as therapy, combined with the arts, makes good medicine and is a valuable complement or alternative to traditional treatment.
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Beery, Susan H., Herbert C. Quay, and William E. Pelham. "Differential Response to Methylphenidate in Inattentive and Combined Subtype ADHD." Journal of Attention Disorders 21, no. 1 (July 28, 2016): 62–70. http://dx.doi.org/10.1177/1087054712469256.
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Objective: To examine response to methylphenidate (MPH) assessed by direct observation of ecologically valid behaviors in boys with ADHD with high hyperactivity-impulsivity (HI) and those with predominantly inattentive symptoms (ADHD/I). Method: Sixty-three boys ages 7 to 13 participated in an ADHD Summer Treatment Program and received a double-blind placebo-controlled assessment of .3 mg/kg of MPH on problem behaviors and individualized behavior goals. Medication effect sizes were calculated for each child for each behavior. Results: Children with ADHD/HI ( n = 21) displayed larger MPH effect sizes for interrupting, verbal abuse, and compliance, and marginally greater response for teasing and counselor-directed goals. Children with ADHD/I ( n = 21) displayed small medication effect sizes ( ds < .20) for many behaviors often identified as primary deficits in this group (e.g., attention to activities, peer interaction, class work completion, and accuracy). Conclusion: Systematic medication assessment for ADHD/I that quantifies response in ecologically valid areas of functional impairment is essential.
Dissertations / Theses on the topic "Counselor Impairment"
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Curry, Jennifer. "AN INVESTIGATION OF THE RELATIONSHIP BETWEEN COUNSELING SELF-EFFICACY AND COUNSELOR WELLNESS AMONG COUNSELOR EDUCATION STUDENTS." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2557.
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Recent research in counselor training has focused on the difficulties and challenges facing counseling practitioners that result in high stress, burnout, compassion fatigue, vicarious trauma, and counselor impairment. The American Counseling Association's (ACA) Code of Ethics has addressed the ethical issues inherent in counselor impairment. Further, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) has focused on the development of counselors that will assist them in being resilient to workplace stressors. Wellness is a theoretically based construct that holds much promise for bolstering the resilience of pre-service counselors. In addition, counselor self-efficacy has been linked to greater advocacy for self and others, the use of higher order counseling skills, greater problem solving practice, and more self-regulated, ethical decision making. This study was designed to investigate the relationship between counselor self-efficacy and counselor wellness. A total of 88 participants completed both the Five Factor Wellness Evaluation of Lifestyle Inventory and the Counseling Self-Efficacy Scale. Demographic and descriptive statistics were included along with a Multiple Regression Analysis. Results did not indicate a statistically significant relationship. Potential limitations, implications for counselor educators, and future research directions were elucidated.Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
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Weatherford, Michael Patton. "An Exploration of the Experiences of Individuals with Visual Impairments in Counselor Education and Supervision Doctoral Programs." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1571651785562151.
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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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Henderson, Kathryn L. "The Remediation of Students in Counseling Graduate Programs: Behavioral Indicators, Terminology, and Interventions." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1135.
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This study explored the concept of student remediation in counseling graduate programs by examining the behavioral indicators associated with student remediation, the terminology used to discuss student remediation, and remedial interventions and their effectiveness. Members of the Association for Counselor Education and Supervision (ACES) were electronically surveyed using a researcher-designed instrument, the Counseling Graduate Student Remediation Questionnaire. A total of 607 individuals participated in the study for a response rate of 28.8%. The results of this study indicated that the overall five behavioral indicators considered by participants as needing remediation were the following: receptivity to feedback; basic counseling skills; boundaries with clients, supervisors, and/or colleagues; openness to self-examination; and advanced counseling skills. Five factors were identified within the behavioral indicators based on which can be remediated: Factor I, Personal Competencies; Factor II, Professionalism; Factor III, Personal Challenges; Factor IV, Honesty; and Factor V, Clinical Competencies. Significant group differences were found between counselor educators' and doctoral students' perceptions of what needs remediation with counseling graduate students, as well as what can be remediated with students. Significant group differences also were present between administrative faculty and non-administrative faculty on perceptions of what needs remediation with students. The overall three most preferred terms by participants used to discuss students in remediation included: challenging, problems with professional competence, and problematic. For remedial interventions, participants perceived that increased supervision was often effective as an intervention and that referring or recommending to personal counseling was occasionally effective. The results of this study seemed indicative of a broadening perspective regarding the topic of remediation, with perceptions shifting toward a positive framework rather than the more pejorative historical approaches. Overall, the conclusion from this study was that student remediation is currently developing within the field as a distinct concept with many specific associated behavioral indicators, terminology, and interventions.
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Crump, Beverly. "The Lived Experiences of Counselors Working with Youth with Problem Sexual Behaviors." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5317.
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Youth, between the ages of 12 and 17, account for the majority of sexual assaults in the United States. Counselors who work with youth with problem sexual behaviors need to have appropriate clinical skills to the degree to which clinical services increase the probability of effective results and are consistent with current professional knowledge. The purpose of this transcendental phenomenological study was to explore the lived experiences of counselors who work with youth with problem sexual behaviors. A purposeful sample of 8 licensed professional clinical counselors employed at a mental health agency in one city in Ohio shared their experiences through semi structured, in-person interviews in their natural settings. The data were collected, transcribed and analyzed using NVivo. The analysis of data conducted through horizontialzation, cluster of meanings, and coding for emergent themes. Transcendental phenomenological approach helped to uncover dominant and influential emotions, which counselors identified as frustration, tension, anger, and fear. The findings for this study revealed that self-care strategies reaffirmed their importance in wellness for appropriate job performance. Furthermore, the participants felt their school program was successful in teaching on various theories however, they indicated a need for more training in working effectively with this specific population. Academic institutions and mental health programs can use the results of this study to amend certification areas on the requirements and clinical skills necessary for counselors working with youth with problem sexual behaviors.
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Forsell, Angelléna. "Synhabiliteringens kurator – En bit i samverkanspusslet kring barn med synnedsättning i grundskolan." Thesis, Södertörns högskola, Socialt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46289.
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Att arbeta inom synhabiliteringen som kurator idag är en komplex situation. Det gäller att kunna hantera olika typer av problem och att samverka med andra enheter. Att ha svåra samtal med barn om deras synnedsättning, stötta vårdnadshavare och hantera andra myndigheter är vanliga arbetsuppgifter för kuratorn inom synhabiliteringen. Kuratorns roll är att fungera som barn och vårdnadshavares stöd när det gäller skolsituationen. Det är många bitar som ska ordnas för att skolbarn med synnedsättning ska ges en rättvis, tillgänglig och delaktig skolsituation. I denna kvalitativa studie intervjuas fem kuratorer, inom synhabiliteringen i olika delar av Sverige, om sina kunskaper, upplevelser, erfarenheter och insatser till grundskolebarn med synnedsättning och kuratorns samverkansroll kring dessa barns situation i grundskolan. Studiens teoretiska utgångspunkt är huvudsakligen Bronfenbrenners utvecklingsekologiska systemteori, med komplettering av Foucaults maktteori. Resultaten visar att det finns ett stort behov av samverkan med skolan och andra enheter för att skolsituationen ska bli rättvis för elever med synnedsättning. Varje skolsituation för elever med synnedsättning är unik med många komplexa faktorer utöver rent pedagogiska och sociala som spelar in när det gäller samverkanspusslet. Resultaten tyder också på viss förekomst av samverkansproblem mellan myndigheter, vårdnadshavare och skolan, som kuratorn inom synhabiliteringen får hantera.Working as a counsellor at low vision habilitation centres is a complex situation. It is important to be able to deal with different problems and collaborate with different actors in other sectors of the society. Having conversations with children about their visual impairment, supporting guardians and dealing with other authorities is common tasks for a counsellor at low vision habilitation centres. The counsellor acts as support for the child and the guardian regarding the child´s school situation. There are many pieces to be arranged to ensure that school children with visual impairment are given a fair, accessible and participatory school situation. In this qualitative study five counsellors are interviewed about their knowledge and experiences working in the Swedish low vision habilitation centres and their interventions to primary school children with visual impairment. The study is based on Bronfenbrenner's ecology system theory of development with complementing Foucault's power theory. The results show that there is a great need for collaboration between the school and other sectors for it to be fair for students with visual impairment. The results also find that there are some collaborative problems between authorities, guardians and the school, which the counsellor have to deal with.
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Murphy, Janys M. "A yoga intervention for counselors with compassion fatigue : a literature review and qualitative case study." Thesis, 2013. http://hdl.handle.net/1957/37794.
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The purpose of this manuscript style dissertation was to increase understanding of the experiences of counselor's with compassion fatigue as they participated in a yoga intervention. Compassion fatigue is a condition that creates both physical and psychological impairment as a result of working in the helping role. Yoga is an ancient body and mind practice that is thought to reduce various negative physical and psychological effects. In order to address how and why counselors with compassion fatigue were affected by a yoga intervention, research using an exploratory case study method was conducted. Four counselors were first interviewed for 45 minutes; next they participated in four 60 minute yoga classes, kept journals on their experience before and after each class, and finally participated in 60 minute focus groups. Five major themes emerged from the analysis of the qualitative data in response to the research question of how and why yoga impacted counselors with compassion fatigue: participating in both the intervention and the study, experiencing a change in how the counselors internally processed compassion fatigue, experiencing a reduction in
compassion fatigue, experiencing a change in the counseling relationship, and experiencing a change in how they practice yoga. Counselor post-intervention scoring on the Professional Quality of Life Scale (ProQOL) suggests lower secondary traumatic stress and burnout, and increased compassion satisfaction. In-depth qualitative interviews with participants further substantiated these findings. Both the literature review and case study provide implications for future research in the areas of compassion fatigue, counselor wellness, yoga interventions, and self-care.Graduation date: 2013