Relevant bibliographies by topics / Human services personnel – Supervision of / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Human services personnel – Supervision of.

Dissertations / Theses on the topic 'Human services personnel – Supervision of'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Human services personnel – Supervision of.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Knueppel, Alyce L. "Human service supervision standards and practices." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004knueppela.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Disque, J. Graham, and Clifton W. Mitchell. "Mind-Body Approaches to Supervision." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2814.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Disque, J. Graham. "Supervision: Focusing on the Sound of One Hand Clapping." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2811.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Donald, Emily, and Rebekah J. Byrd. "Learning in the Sand: Sandtray in Supervision and Across Curriculum." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2602.

Full text
Abstract:
Sandtray is a creative intervention that has been used in clinical supervision of counselors. It can be incorporated with a variety of theoretical orientations and provides an interactive and engaging way to involve supervisees. This presentation will cover the use of sandtray in supervision and expand ways in which it can be incorporated across the counselor education curriculum, providing counselor educators with another creative tool for engaging students in learning
APA, Harvard, Vancouver, ISO, and other styles
5

Donald, Emily, and Rebekah J. Byrd. "Learning in the Sand: Sandtray in Teaching and Supervision with Novice Play Therapists." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2610.

Full text
Abstract:
Sandtray can be incorporated with diverse theoretical orientations and provides an interactive and engaging way to involve supervisees and students. This presentation will cover the use of sandtray in play therapy supervision and teaching play therapists, with a focus on multicultural competence.
APA, Harvard, Vancouver, ISO, and other styles
6

Disque, J. Graham, and P. E. Robertson. "Using Reflective Teams in Supervision: Benefits for Clients, Counselors, & Team Members." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/2818.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Scarborough, Janna L. "Supervising School Counselors: Focusing On The “Other Skills.” Voices from the Field." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/1304.

Full text
Abstract:
This straightforward guide for new and practicing supervisors emphasizes the attainment of skills necessary to effectively supervise others in a variety of settings. Topics covered include the roles and responsibilities of supervisors, the supervisory relationship, models and methods of supervision, becoming a multiculturally competent supervisor, ethical and legal issues in supervision, managing crisis situations, and evaluation in supervision. User-friendly tips, case examples, sample forms, questions for reflection, and group activities are included throughout the text, as are contributing supervisors' Voices From the Field and the authors' Personal Perspectives-making this an interactive learning tool that is sure to keep readers interested and involved.
APA, Harvard, Vancouver, ISO, and other styles
8

Dearman, Philip Ross. "Computerised information systems and professional autonomy : the record of social work." Monash University, School of Humanities, Communications and Social Sciences, 2005. http://arrow.monash.edu.au/hdl/1959.1/5128.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Byrd, Rebekah, Emily Donald, and Rebecca Milner. "Boundary Violations and Counselor Liability Risk: Helping Supervisors and Counselors Attend to Sexual Attraction Issues in Counseling." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/2971.

Full text
Abstract:
The ACA Code of Ethics is clear in that sexual/romantic relationships with current clients, clients’ partners, and/or family member are prohibited (A.5.a). However, the most recent liability claims against counselors involve inappropriate sexual/romantic relationships with clients or partners/family members of clients. Join us to discuss clinical and supervision implications.
APA, Harvard, Vancouver, ISO, and other styles
10

Byrd, Rebekah J., and Patricia E. Robertson. "LGBTQ Counselor Connections." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/877.

Full text
Abstract:
Book Summary: Volume 2 of Group Work Experts Share Their Favorite Activities for Supervision is a follow-up to the first volume of this handy resource. This second volume contains more than 50 additionalactivities for the supervision of group work. Activities are organized into four sections: Multicultural and Social Justice Awareness, Supporting Process in Task and PsychoeducationalGroups, Setting and Population Specific interventions, and Developing Skills and the Coleader Relationship in Group Supervision of Group Leaders. Each section begins with adetailed introduction by an expert who reviews the current literature. The multicultural andsocial justice activities identify and address the ways in which identity affects the group as-a-wholeexperience, and also provide a model for supervisor competence. The activities in the Supporting Process in Task and Psychoeducational Groups section are designed to help supervisors more effectively develop and intentionally intervene in these types of groups. The Setting and Population Specific section offers activities for supervisors’ use with unique types of groups across varied contexts, and the development skills and coleader relationship activities support both beginning and more advanced group counselors in their work.
APA, Harvard, Vancouver, ISO, and other styles
11

Miller, Jason. "Delivery Services Performed by Personnel Without Direct Supervision: Three Essays." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404731644.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Lawson, Gerard Francis. "An examination of counselor development and supervision among home-based family counselors in Virginia." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1550154111.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Chan, Yuk-ying Gloria. "A study on appraisers' and appraisees' perception to performance appraisal system /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872422.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Chae, Ki Byung. "Development of the Chae Optimal Supervision Environment Test." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154036.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Disque, J. Graham. "Counselor Supervision: Videotape Sample #6." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2852.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Wilson, Karen Kreuger Larry. "A survey of employee engagement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6137.

Full text
Abstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Larry Kreuger. Vita. Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
17

Clinton, Timothy E. "Assessment of behavior and personality characteristics of master's level counselor education students across training and supervision." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618479.

Full text
Abstract:
Calls for a more prescriptive, individually tailored approach to counselor training have recently appeared in the literature. The focus of this study was the assessment of behavior and personality characteristics of master's level counseling students and to determine if change occurred among these characteristics as a result of counselor training and supervision or to the gender of the student.;Behavior was assessed using the Hutchins Behavior Inventory which measures the thinking, feeling and acting domains of behavior. Personality characteristics were measured using the Adjective Checklist and the California Personality Inventory. Data from eighty-five students were used.;Discriminant analysis was used to determine if personality characteristics discriminated the behavior groups. Additionally, repeated measures multivariate analysis of variance and the univariate analysis of variance component of the discriminant analyses were used to determine if change occurred.;Students differed across the behavior groups. Further, selected personality variables discriminated the behavior groups. When the discriminant function was used 85.88% of the students were classified correctly. Additionally, change was observed across training and supervision. The gender of the student was not significant in this analysis. The interventions of counselor training and supervision appeared to cause the change.
APA, Harvard, Vancouver, ISO, and other styles
18

Griffin, Dana Claudine. "A comparative study of professional school counselors' and school counseling interns' multicultural competence and moral development: Exploring the gap between training and supervision." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1539791816.

Full text
Abstract:
The purpose of this study was to assess differences in moral development, multicultural competency, and type of supervision received between professional school counselors and school counseling interns. as cited in the literature, professional school counselors rarely receive clinical supervision, yet they are charged with the training and development of school counseling interns. Due to differences in moral development, this procedure may lead to negative learning experiences for school counseling interns. It was hypothesized that there would be statistically significant differences in moral development and self-reported multicultural counseling competencies between professional school counselors and school counseling interns. Additionally, it was hypothesized that certain variables, including supervision and moral development scores would be significant predictors of self-reported multicultural counseling competency. Thirty school counseling interns and 61 professional school counselors responded to the request for volunteers to participate in the study. The Defining Issues Test-2 (DIT-2), the Multicultural Counseling Competence and Training Survey-Revised (MCCTS-R), and a general demographic page were used to assess differences. Significant differences were found in moral development between the two groups. The type of supervision received was also found to be significantly related to moral development scores. No significant differences were found between the two groups in multicultural counseling competency. Additionally, the type of supervision received and moral development scores were not significant predictors of multicultural competency above and beyond other demographic variables. Further research is needed to determine the extent that supervision impacts moral development and multicultural counseling competencies and to explore the link between moral development and multicultural competence in professional school counselors.
APA, Harvard, Vancouver, ISO, and other styles
19

Besser, Lori L. "A comparison in the attitudes of students in human service fields and non-human service fields regarding individuals diagnosed with mental illness." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001besserl.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Leone, Teresa A. "The manager's role in motivating employees for increased productivity and performance." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Grothaus, Timothy J. P. "An exploration of the relationship between school counselors' moral development, multicultural counseling competency, and their participation in clinical supervision." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154080.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Kwok, Wai-shun, and 郭威信. "An analysis of human resource management in the Fire Services Department." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B46757648.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Milner, Rebecca. "Mandala Creation and Exploration in Counseling, Supervision, and Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/2970.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

McLeod, Amy L. "A Phenomenological Investigation of Supervisors' and Supervisees' Experiences with Attention to Cultural Issues in Multicultural Supervision." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/39.

Full text
Abstract:
This study investigated the experiences of supervisors and supervisees involved in multicultural supervision, specifically regarding how cultural issues are addressed in supervision, the impact of attention to cultural issues on the supervisory relationship, and the impact of attention to cultural issues on supervisees’ development of perceived multicultural counseling competence (MCC). Six supervisors and nine supervisees who differed from each other on at least one cultural variable (e.g., race, ethnicity, gender, sexual identity, spiritual identity, age, ability status, and socioeconomic status) participated. The participating supervisees were receiving supervision from one of the participating supervisors at the time this study took place. Data were collected through individual, semi-structured interviews and a demographic information sheet. Data were analyzed using a phenomenological framework, which involved coding transcribed interviews and organizing codes into themes that express the essence of participants’ experiences. Themes that describe how cultural issues are addressed in supervision include frequency, responsibility for initiation of cultural discussion, supervisor’s role in addressing cultural issues, degree of intentionality, and scope of attention to culture. Participants also described positive and negative experiences with attention to cultural issues in supervision and the impact of these experiences on the supervisory relationship. Themes associated with the impact of positive experiences include cohesion/bonding, safety, and awareness. Themes associated with the impact of negative experiences include supervisee withdrawal, decreased feelings of competence, and improvement. Participants described factors contributing to the development of perceived supervisee MCC including supervisor techniques and characteristics, supervision process and experiences, clinical experience, coursework, and supervision has no impact on MCC. Implications for counselor education programs and supervisory practice are discussed.
APA, Harvard, Vancouver, ISO, and other styles
25

Farmer, Laura Boyd, and J. Graham Disque. "Harmonic Inquiry: A Supervision Technique for Developing Selves-Awareness." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2793.

Full text
Abstract:
Competence in counseling includes awareness of self and attitudes during the counseling process (American Counseling Association, 2005). Therefore, cultivating counselor self-awareness is a critical aspect of clinical supervision. The Association for Counselor Education and Supervision (ACES) described best practices for supervision, which stated that supervisors should use “interventions that address a range of supervision foci, including counseling performance skills, cognitive counseling skills, case conceptualization, self-awareness, and professional behaviors” (ACES, 2011). Promoting self-awareness in supervision often calls for creative approaches that go beyond basic problem solving in an effort to engage supervisees in a more self-reflective practice. By inviting supervisees to self-reflect and focus inwardly on their clinical experiences, the supervision process itself has the potential to create a more lasting “second-order change,” or change in the change process (Fraser & Solovey, 2007). This type of enduring change can create ripple effects, transforming the counselor as well as affecting other counselor-client relationships.
APA, Harvard, Vancouver, ISO, and other styles
26

Iseminger, Janice M. "Understanding learning activities of caseworkers for the development of their professional competence." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4800.

Full text
Abstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (September 25, 2007) Vita. Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
27

Logan, Patricia Adele. "Enhancing counselor empathy to promote moral development and conceptual complexity: A new model for counselor preparation and supervision." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154121.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Bitter, James Robert, and Rebekah J. Byrd. "Human Conversations: Self-Disclosure and Storytelling in Adlerian Family Therapy." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/872.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Chajnacki, Gregory M. "An assessment of human resource career development programs within targeted city governments." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1995. http://www.kutztown.edu/library/services/remote_access.asp.

Full text
Abstract:
Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1995.
Source: Masters Abstracts International, Volume: 45-06, page: 2936. Abstract precedes thesis as preliminary leaves i-iv. Typescript. Includes bibliographical references (leaves 80-84).
APA, Harvard, Vancouver, ISO, and other styles
30

Bernard, Julia M. "Caring for the Caregiver: Implementing and Teaching Self-Care in Human Services." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/936.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Wells, Brandi J. "Perceptions of School Psychology Supervisors and Practitioners about Supervision Practices in the Southeastern Region of the US: An Exploratory Study Using Concept Mapping." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/47.

Full text
Abstract:
Supervision is essential to the development of school psychologists. Effective supervision cultivates professional competence and objectivity, enhances service delivery, encourages critical thinking and problem solving, and supports school psychologists to engage in continuous professional development activities. Yet, there is little information available about how school psychology practitioners and supervisors view supervision and in what ways actual supervision practices can improve. This study employed concept mapping, which is a structured analytic methodology that allows qualitative and quantitative data to be expressed as visual models to explore practicing school psychologists’ and supervisors’ perceptions about supervision by: (a) investigating what impediments hindered supervision efforts, (b) identifying what advocacy methods may increase supervision opportunities, and (c) examining whether and how school psychologists and supervisors agree on potential impediments and possible facilitators to improve supervision practices. Overall, participants reported that they provided or received supervision and were generally satisfied with it; however, practitioners received much less than the time recommended by national professional associations. Although, participants were generally pleased with supervision, they also believed that supervision needed more structure, ongoing formal evaluations, setting of goals, and time management. Further, few supervisors follow established models or used clinical techniques during supervision and there was a need for formal training of supervisors. Participants suggested the following to facilitate supervision in authentic school settings: (a) planning and committing to supervision, (b) setting parameters and guidelines, (c) identifying appropriate supervisors, (d) using alternative supervision formats, and (e) seeking guidance and direction from the National Association of School Psychologists. Recommendations for practice and future research are discussed.
APA, Harvard, Vancouver, ISO, and other styles
32

Davis, Janet P. "Determinants of human resources management performance on county efficiencies a study of Florida counties /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002053.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Scarborough, Janna L. "The School Counselor Activity Rating Scale: An Instrument for Gathering Process Data." Digital Commons @ East Tennessee State University, 2005. https://doi.org/10.2307/42732469.

Full text
Abstract:
The importance of collecting process data describing school counselor practice is widely supported as a component of accountability. However, the lack of practically significant and valid instruments may hamper this practice. The School Counselor Activity Rating Scale was designed to measure how school counselors actually spend their time versus how they would prefer to spend their time in job-related activities. Its development, initial validity and reliability results, and potential applications are presented in this article.
APA, Harvard, Vancouver, ISO, and other styles
34

Bitter, James Robert, and Rebekah J. Byrd. "Human Conversations: Self Disclosure & Storytelling in Adlerian Therapy." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/920.

Full text
Abstract:
Starting with Adler’s original work with families in an open forum, there is a long history of both self-disclosure and storytelling in therapeutic practice. This presentation traces that history and identifies the purposes and goals of these interventions in Adlerian therapy. Demonstrations of effective use are provided. Participants will learn the purposes and therapeutic goals for self-disclosure & storytelling in Adlerian counseling & therapy. Participants will learn guidelines for appropriate use of self-disclosure and storytelling in therapy.
APA, Harvard, Vancouver, ISO, and other styles
35

Bitter, James Robert, and Rebekah J. Byrd. "Human Conversations: Self-disclosure & Storytelling in Adlerian Therapy." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/908.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Turner, Deborah Nackley. "An exploratory investigation of school counselors' experience in school reform: Interviews with ten counselors." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154180.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Kegolis, Jeffrey L. "New professionals' perspectives of supervision in student affairs." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1236973557.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Farley, Anne M. "Street-level democracy." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 204 p, 2007. http://proquest.umi.com/pqdweb?did=1257807131&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Lin, Yi-Chun. "On-line supervision of school counselors: effects on case conceptualization skills and self-efficacy." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3490.

Full text
Abstract:
This study examined the supervision effectiveness of three online peer supervision models as measured by the two outcome variables of case conceptualization skills and self-efficacy. Also, it explored the impact of developmental levels of school counselors on the outcomes of supervision. Practicing school counselors from a national sample were randomly assigned to three groups: the Online Structured Peer Supervision Group (S group), the Online Peer Discussion Group (D group), and the Control Group. Two instruments measuring the outcome variables (dependent variables) were administered: the Clinical Hypothesis Exercise Form (CHEF) and the Counselor Self-Efficacy Scale (CSES). The independent variables were the two experimental conditions and the supervisee years of experience. In addition, the Counselor Supervision Experience Questionnaire collected information regarding the overall on-line supervision experience. No significant differences were found before and after the online peer supervision groups by statistical analysis; however, positive feedback regarding the supervision experience was provided by participants in response to qualitative questions.
APA, Harvard, Vancouver, ISO, and other styles
40

Disque, J. Graham. "Approaches to Bullying in Schools." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2812.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Kellum, Kathleen Erin Hartney. "Structured reflecting teams in group supervision: a qualitative study with school counseling interns." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/302.

Full text
Abstract:
As school counseling interns graduate and transition to a professional school counseling work world, there are issues which may affect their personal and professional development, such as ongoing skill acquisition, keeping current in the field, and reflective awareness of professional counselor growth. Counselor educators continually seek approaches and methods of training school counseling interns with potential for transference to the world of practicing school counselors. However, translating ongoing supervision of school counselors to the real world setting can prove problematic. First, there is a lack of clinical supervision after graduation, and then any supervision received tends to be provided by school administrators. This exploratory study sought to explore the potential of one model of group supervision, which could potentially translate into the real work world of practicing school counselors. The purpose of the study was to explore the experiences of school counseling interns' with a reflecting team model of group supervision, Structured Reflecting Team Supervision (SRTS), during the final, internship semester. A qualitative method was used for this exploratory study due to the scant research in the areas of clinical group supervision and the SRTS model with the school counseling intern population. This study was designed to answer the following research question: What are the experiences of school counseling interns exposed to the reflecting team model of group supervision throughout their internship semester? Data consisting of structured open-ended interview guides (SOIG) were gathered three times throughout the semester. Data was also gathered one time through a separate SOIG at the end of the semester from the academic supervisors to ensure consistency of the use of the model. Study participants found hearing multiple perspectives on the same case to be the most important aspect of their time together. Several participants suggested an earlier start to the SRTS model might provide an opportunity to follow the cycle of new idea implementation and reporting back progress from those ideas. A number of participants looked forward to trying the model in the field through peer consultations to meet the needs for further clinical supervision.
APA, Harvard, Vancouver, ISO, and other styles
42

Shrewsbury, Jeffrey. "Perceptions of job satisfaction in an ICF/MR environment." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=72.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Byrd, Rebekah J. "Civility in the Workplace." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2598.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Bitter, James R., P. E. Robertson, and J. Graham Disque. "Definitional Ceremonies: Integrating Community into Multicultural Counseling Sessions." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2802.

Full text
Abstract:
Definitional Ceremonies are used as a forum for integrating members of diverse cultures into multicultural counseling sessions. The authors provide a philosophical foundation, implementation process, and excerpts from a typescript of a recent definitional ceremony involving a women and her mother, both recently in the United States from Panama.
APA, Harvard, Vancouver, ISO, and other styles
45

Disque, J. Graham, and P. E. Robertson. "Admissions Process: What Are We Really Trying to Assess?" Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2821.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Disque, J. Graham. "The Work of Byron Katie." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2840.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Disque, J. Graham. "The Work of Byron Katie." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2843.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

Langenbrunner, Mary R., and J. Graham Disque. "The Healing Power of Stories for Children: An Annotated Bibliography." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2803.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Scarborough, Janna L., and John R. Culbreth. "Examining Discrepancies Between Actual and Preferred Practice of School Counselors." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/1296.

Full text
Abstract:
his study of elementary, middle, and high school counselors (N = 361) investigated the discrepancies, and the factors predictive of the discrepancies, between the actual practice and preferred practice in interventions associated with a comprehensive, developmental school counseling program. Results indicated that school counselors preferred to spend their time in accord with best practice. Subsequently, selected professional, employment, self-efficacy, and school climate variables were found to predict differences between actual and preferred practice.
APA, Harvard, Vancouver, ISO, and other styles
50

Scarborough, Janna L., and Melissa Luke. "School Counselors Walking the Walk and Talking the Talk: A Grounded Theory of Effective Program Implementation." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/1297.

Full text
Abstract:
Comprehensive, developmental school counseling programming has been associated with numerous benefits for students and is considered current best practice. A qualitative, grounded theory study was conducted to investigate eight professional school counselors employed across grade level, geographic setting, and region within the United States. This article presents this research and the emergent model for successful comprehensive, developmental school counseling program implementation. Implications for school counselor education and practice, as well as future research, are discussed.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Human services personnel – Supervision of' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography