Dissertations / Theses: 'Interns (Psychiatry) – Counseling of'

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Farber, Nancy Karen. "Counseling psychology doctoral students' help seeking behavior : factors affecting willingness to seek help for psychological problems." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137595.

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The purpose of this study was to identify factors that may affect counseling psychology doctoral students' tendencies to seek professional psychological help for their personal problems. The study had the following specific goals: (a) to identify psychology students' reasons for seeking professional help, (b) to identify psychology students' reasons for hesitating to seek professional help, (c) to determine the incidence of personal distress among psychology students, (d) to determine the incidence of professional psychological help seeking, and (e) to begin to examine the impact that training environments have on the development of psychologists' attitudes toward seeking personal psychotherapy.The population of this study was doctoral students in APA-approved programs in Counseling Psychology during their internship phase of training. The sample consisted of 178 pre-doctoral interns. Students were mailed a survey developed by the researcher. The survey instrument consisted of questions about psychological problems experienced and the extent to which students had sought or would seek help for these problems. The survey also addressed students' perceptions about whether or not personal help seeking was advocated in their training programs and extent to which the topic of personal psychotherapy was included in their graduate curriculum.Data were analyzed using a combination of qualitative and quantitative procedures. Grounded theory analysis techniques, frequency distributions and multiple regression analyses were utilized.The study reveals that the decision to seek help is a complex one. While most students had sought or would be willing to seek help in the future, many would hesitate to do so. Conclusions drawn are that psychologists (in training) may prefer to turn to professional help as a last resort, and that there are barriers that prevent trainees from obtaining psychological services including finances, availability of therapists, and concerns about confidentiality. Trainees who have had positive experiences with therapy or who value it for personal or professional growth are more likely to seek help. Trainees who perceive that help seeking is normative among their peers are also more likely to seek help. The topic of "psychologists' seeking help for themselves" is not consistently addressed as a part of counseling psychologists' formal training.
Department of Counseling Psychology and Guidance Services

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Brooks, Andrea B. "The impact of group supervision on counseling self-efficacy of master's-level counseling interns." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610059.

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The purpose of this study was to determine the impact of group supervision on counseling self-efficacy of master's-level counseling internship students. Larson's (1998a) Social Cognitive Model of Counselor Training (SCMCT) was used as the theoretical framework for the study. SCMCT addresses how counseling knowledge is transitioned to counseling action. The study was a quantitative, causal-comparative research design. The participants were 135 master's-level counseling internship students from a CACREP-accredited, private college in the southeast United States. Data was collected through the administration of online surveys: Counseling Self-Estimate Inventory (COSE; Larson et al., 1992), Group Supervision Impact Scale (GSIS; Getzelman, 2003), Supervisory Styles Inventory (SSI; Friedlander & Ward, 1984), and a demographics survey. Group supervisor impact (r = .227, p = .008), peer supervisee impact (r = .240, p = .004), and group supervision environment impact (r = .358, p < .001) were significantly correlated with counseling efficacy. Group supervision environment impact was the best predictor variable of counseling self-efficacy, b = .773, t(127) = 3.210, p = .002. There was no significant difference in counseling self-efficacy between participants with master's-level group supervisors and participants with doctorate-level group supervisors, t(133) = .586, p = .559. There was no significant difference in counseling self-efficacy between participants who had a group supervisor licensed in professional counseling and participants who had a group supervisor licensed in a different field, t(133) = .125, p = .901.

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Nyiri, Anna. "Managing Feelings of Incompetence in Supervision: A Modified Grounded Theory Study of Counselling Interns." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28616.

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Feelings of incompetence (FOI) are a pervasive self-care issue for practitioners of psychotherapy, independent of their levels of experience (Theriault & Gazzola, 2008). Supervision may be an effective strategy for alleviating the impact of FOI; however, it is unclear how FOI are managed in supervision and how therapists experience their struggles with FOI in the context of supervision. The researcher conducted semi-structured interviews with six Master's level counselling interns (5 female, 1 male) who were receiving individual supervision. A modified grounded theory analysis (Corbin & Strauss, 2008) yielded five major categories: Properties of Intern FOI that Required Management in and/or out of Supervision, Actions of the Intern that Pertain to the Management of FOI in Supervision, Attributes of the Intern That Influence FOI-Management in Supervision, Aspects of Supervision That are Helpful to the Management of FOI, and Aspects of Supervision That Hinder the Management of FOI. Implications for counsellor supervisors, counsellor educators, and counselling interns themselves are discussed.

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Hahn, Cassidy Elizabeth J. "Religion and spirituality in professional psychologist training a survey of interns /." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4502.

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Thesis (Ph. D.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains ix, 103 p. Includes abstract. Includes bibliographical references (p. 86-93).

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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.

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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.

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McCarley, Page Roberts. "The Influence of Interpersonal and Intrapersonal Self-Regulatory Variables on Performance Outcomes of Counseling Interns." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615568.

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This study explored the influence of supervisee intrapersonal and interpersonal regulatory characteristics on supervisor-rated evaluation of supervisee performance given within the context of a counseling supervision relationship. A sample of 60 counseling supervisee and supervisor dyads from University Counseling Centers were surveyed, both electronically and in paper form. By examining the most frequently studied correlates to performance within counselor trainee supervision, the study aimed to address a gap in the research literature understanding of the self-regulatory influences on performance evaluation. Regression analysis was used to address the hypothesis that the independent variables of emotional intelligence, self-efficacy, working alliance, and attachment orientation would account for a significant portion of the variance in total performance scores of the dependent variable of supervisee performance.

Results of this study indicated that the independent variables did not have a significant relationship with the outcome variable of performance evaluation. Post hoc analyses found that supervisor attractiveness did have a significant relationship with performance. Organizational literature has long advanced theories that attachment and emotional intelligence are integral to the supervisory relationship. Previous research has found independent relationships between emotional intelligence, self-efficacy, and working alliance and performance; however, this was the first study that looked at their collective influence on performance with the additional influence of attachment orientation. The results of this study suggest that the strength of the relationship of emotional intelligence, self-efficacy, working alliance, and attachment orientation to performance is not as great as previously reported. Additionally, and more importantly, the data suggest that references to attachment and emotional intelligence in organizational theory may be misguided or at best optimistic. The supervisory relationship, while complicated, may not be as interpersonally influenced as hypothesized, but post hoc analyses confirm that attraction does influence performance evaluation. These results suggest a possible new direction for future research.

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MacTaggart, JoAnne Kay. "Promoting resilience in psychotherapy interns through supervision| An integrated literature review." Thesis, Saybrook Graduate School and Research Center, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642966.

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Psychotherapy interns often report feeling traumatized by the process that attempts to match them with an internship site. Once placed, feeling unsupported in one's supervisory relationship may lead to burnout, which contributes to high rates of attrition. A supportive relationship between supervisors and interns appears significant to the development of their early professional resilience. This integrative literature review asks, "How do therapists at all stages of their career achieve and maintain professional resilience?" and "What is inherent in the supervisory relationship that influences such growth and resilience in interns?"

Literature on psychotherapy supervision, professional trauma, compassion fatigue, and resilience was selected from the psychodynamic, psychoanalytic, and existential-humanistic traditions as well as from relational neuroscience. This literature was integrated in such a way as to define, compare and contrast these concepts.

Psychotherapists report a variety of historic traumas that contribute to their choice of psychotherapy as a profession. Therapists also identify as falling on a dynamic spectrum of resilience, reporting both personal and professional protective and risk factors. Psychodynamic, psychoanalytic, and existential-humanistic training and professional models continue to highlight the value of the supervisory and consultant relationship in support of recovery from professional overwhelm toward lasting personal and professional resilience. Therapists at all stages of their career report achieving and maintaining professional resilience by practicing individualized self-care, engaging in dynamic personal psychotherapy, and through supportive relationships in supervision and consultation. The primary element in the supervisory relationship that promotes growth and resilience in interns is the ability of the empathic supervisor to privilege the supervisee's experience in the supervisory relationship as well as with their mutual clients.

A supervisory model emerged that (a) elevates personal history and awareness of an intern's preexisting risk and protective factors, (b) promotes in-session self-awareness, and (c) draws on existential-humanistic theory, leading to the development of resilience. This model serves to support the humanity of the intern and supervisor as evolving professionals while respecting and perhaps enhancing the orientation of the training site.

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Gilbert, Robert James. "THE ASCA NATIONAL MODEL AT THE INTERNSHIP SITE AS A PREDICTOR OF SCHOOL COUNSELOR INTERNS’ SELF-EFFICACY IN NORTHEAST OHIO." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1463334607.

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Haley, Sarah Jane. "The influence of supervision training on supervisor self-efficacy among doctoral interns at university counseling centers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2041.

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Thesis (Ph. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xii, 222 p. Includes abstract. Includes bibliographical references (p. 142-150).

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Walter, Sara Meghan. "Supervision experience and ego development of counseling interns' site supervisors and supervisees' level of ego development and occupational stress." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002540.

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Teixeira, Beverley. "Professional development among counselling psychology interns : exploring critical incidents." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017888.

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The journey towards becoming a counselling psychologist, in South Africa, includes the completion a 12 month internship. The internship year holds many challenges and demands for novice professionals and aims to assist them in making the transition from student to professional. This study aims to explore the subjective experiences of intern counselling psychologists and the critical incidents which assist them in making this transition. In addition, it aims to identify experiences impacting on the interns’ professional development and professional identity. Three registered counselling psychologists, who completed their internship at a South African university counselling centre within the last year, were recruited and participated in individual interviews. These interviews were semi-structured and followed the Critical Incident Technique method. Each interview was voice recorded and transcribed. The data collected was analysed using thematic content analysis. As the research design is qualitative, using a phenomenological approach, the focus is on presenting information-rich and detailed descriptions of participants “lived” experiences of their internship year. It attempts to understand significant incidents or events which influenced the participants’ professional and personal development as they navigate through this ambiguous period to become independent and ethical practitioners. Four predominant themes emerged from the data collected, which include a discussion pertaining to professional boundaries and limitations, learning within the internship environment, the effects of professional and personal support and, lastly, the transition from dependent to independent professional functioning.

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Koltz, Rebecca. "A qualitative study of mental health counseling interns as they transition from students to professionals." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006koltzr.pdf.

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Bowles, Vanessa Walters. "Compassion Satisfaction, Compassion Fatigue, and Burnout: A Survey of CACREP Counseling Interns' Perceptions of Wellness." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/30017.

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Counselor wellness is an important concept that can be taught in counselor education programs. Nonetheless, counseling interns tend to be at a higher risk for impairment issues due to stressors related to being novice counselors. The stress of engaging in therapeutic relationships with clients, lack of clinical experience, idealistic expectations of the profession, and personal issues can hinder their wellness. It is the responsibility of CACREP programs to incorporate wellness education into counselor training, which includes impairment topics such as compassion fatigue and burnout. The lack of this essential education can impede counseling interns' professional growth; create barriers within the therapeutic relationship, and raises questions about programs' gatekeeping policies. This study surveyed 68 counseling interns of 20 CACREP programs to determine: a) their levels of compassion satisfaction, compassion fatigue, and burnout as measured by the Professional Quality of Life (ProQOL) and, b) their perceptions of their programs' wellness curriculum and their knowledge of programs' nonacademic and retention policies as measured by The Counseling Interns' Perceptions of Wellness Survey (CIPW). Furthermore, this study examined the relationship between interns' perceptions of wellness and their levels of compassion satisfaction, compassion fatigue, and burnout. Descriptive and correlational statistics, and a MANOVA analysis were conducted to answer the research questions. The results demonstrate that a percentage of counseling interns were at a risk for compassion fatigue and burnout while providing therapeutic services to clients. Also, there were interns with low levels of compassion satisfaction. Additionally, there were interns who believed their programs were not educating them about counselor wellness and who were not knowledgeable of their programs' gatekeeping policies. There were positive relationships between interns' perceptions of their programs' wellness education and compassion satisfaction, and between compassion fatigue and burnout. There were negative relationships between wellness education and burnout, and compassion satisfaction and burnout. The results of this study suggest that counselor impairment occurs during training. Likewise, this study has reinforced the need to educate counseling students about impairment topics and wellness strategies. Further results suggest that counselor education programs need to strengthen and restructure gatekeeping policies during counselor training.
Ph. D.

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Kridler, Jamie Branam. "Senior Interns and Faculty Partnerships with Chamber of Commerce Research Projects." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/5868.

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Walter, Sara. "SUPERVISION EXPERIENCE AND EGO DEVELOPMENT OF COUNSELING INTERNS' SITE SUPERVISORS AND SUPERVISEES' LEVEL OF EGO DEVELOP." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3560.

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The primary purposes of this study were (a) to investigate the relationship between counseling interns’ site supervisors’ experience and training in supervision and their own levels of ego development and (b) to investigate the relationship between supervisors’ levels of ego development and the ego functioning and occupational stress of their intern-supervisees. The theoretical framework for this investigation included cognitive developmental models of supervision (e.g., Blocher, 1983; Stoltenberg, 1981), ego development (Loevinger, 1976, 1997) and the Person-Environment Fit theory of occupational stress (French, Rogers, & Cobb, 1974). The findings of this study contribute to an understanding of (a) the levels of ego development and post-degree clinical supervision experiences of internship site supervisors in different areas of counseling specialty; (b) the relationship between social-cognitive developmental levels and levels of perceived occupational stress in counseling interns; and (c) cognitive development theory and counseling supervision. Ninety-six counseling internship students in three master’s level counseling programs accredited by the Council for Accreditation for Counseling and Related Educational Programs (CACREP) in Central Florida as well as 58 (73% response rate) of their internship site supervisors participated in the study. The site supervisors completed the Supervisors Experience Questionnaire (Walter, 2008) and the Washington University Sentence Completion Test--Form 81 (WUSCT; Hy & Loevinger, 1996). The participating counseling internship students completed a demographics questionnaire, the WUSCT--Form 81, and the Occupational Stress Inventory--Revised (OSI-R; Osipow, 1998). The statistical procedures used to analyze the data included chi-square, ANOVA, simultaneous multiple regression, and MANOVA procedures. The primary research hypotheses for the study were (1) that formal training in supervision and participation in post-graduate clinical supervision would predict supervisor ego development and (2) that supervisor ego development would predict supervisee ego development and occupational stress levels; these were not supported for these data. However, the results identified statistically significant relationships between supervisor participation in post-graduate clinical supervision and area of counseling specialty, with school counselor supervisors less likely to have participated in supervision than other supervisors. Additionally, the findings identified a negative correlation between interns’ levels of perceived occupational stress and their ego development levels (14.6% of the variance explained), as well as a negative correlation between interns’ levels of satisfaction with their internship site supervision and their levels of occupational stress (40% of the variance explained). The data from this investigation suggested that school counseling interns experienced higher levels of occupational stress due to occupational roles and lower levels of personal resources than interns in other counseling tracks, with the track accounting for 25.6% of the variance in the occupational stress levels. Implications for counseling supervisors and counselor educators are presented, along with areas for future investigation.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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Block, Mara Gertrude. ""Care of the Afflicted Flock": Pastoral Counseling, Psychiatry, and Disorderly Sexual Subjects." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845473.

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While scholars have argued that modern medical authority over sexuality stands in some relation to earlier religious discourse, modern religion and its new relationship to medicine are absent from these narratives. This dissertation takes up just such a study through narrating the emergence of modern pastoral counseling and its assumptions, categories, and therapeutic techniques, all of which were deeply entangled with modern sciences of the mind. Modern pastoral counseling marks a decisive discontinuity from the long tradition of philosophical and Christian care for the soul in its relation to medicine and in its view of the self. This dissertation argues that mid-century American Protestant understandings of sexuality depended on a modern psychological conception of the self. Through analysis of archival documents, theological texts, and hospital case histories from the early clinical pastoral training movement, this study investigates the shifting pastoral rhetoric used to understand sexual maladjustment, and it traces shifting attempts to rework Christian sexual ethics. While psychiatry was the primary framework for making sense of queer love—at times even for queer people themselves—some fashioned new and imaginative languages for expressing forms of queer love and queer religion. Juxtaposing clinical discourse with these diverse genres not only illuminates the limits of contemporary debates about religion and sexuality, but it also illustrates the importance of studying entanglements of religion, science, and medicine in everyday life and social practice.
Religion, Committee on the Study of

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Ancellotti, Teresa B. "Contextual variables of the counselor internship experiences from the perceptions of the interns: Contributions to their psychological development." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539618506.

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The purpose of this phenomenological investigation was to explore the counseling internship experience and gain knowledge of the variables that counselor interns perceived impacted their psychological growth. The interns who volunteered for the study were participating in a counseling internship to complete their requirements for a master's degree from a CACREP accredited institution. This qualitative study was chronicled for phenomenological analysis by conducting four interviews with each intern during their counseling internship. Further items for data analysis included a record of observations made by the researcher's attendance of their weekly internship class, analysis of videotaped counseling sessions presented in the internship class by use of the Flanders Interactional Analysis for Counseling and written essays of internship goals produced by the interns at the beginning of the internship experience. Cognitive developmental theory was used as a framework for discussion of how knowledge was assimilated and accommodated as interns faced the challenges of counseling clients independently for the first time. Internship sites included substance abuse and family therapy clinics. This phenomenological analysis found the following issues critical to the interns' psychological development: age of the intern, type of clientele at the internship site, supervision, need for sense of personal power (defined as self-reliance, viewing oneself as capable of producing knowledge, and insight into one's own life experiences) to overcome their desire to be authority figure in counseling relationships, and the process of learning case conceptualizations especially with reference to the interns' conceptualization of client-counselor relationships.

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Protivnak, Jake J. "An Analysis of the Impact of the Onsite Supervision Relationship on the Behaviors of School Counseling Interns in Ohio." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1125949544.

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Stinson, Jill D., and Michael D. Clark. "Motivational Interviewing with Offenders: Engagement, Rehabilitation, and Reentry." Digital Commons @ East Tennessee State University, 2017. https://www.amzn.com/1462529887.

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From experts on working with court-mandated populations, this book shows how motivational interviewing (MI) can help offenders move beyond resistance or superficial compliance and achieve meaningful behavior change. Using this evidence-based approach promotes successful rehabilitation and reentry by drawing on clients' values, goals, and strengths--not simply telling them what to do. The authors clearly describe the core techniques of MI and bring them to life with examples and sample dialogues from a range of criminal justice and forensic settings. Of crucial importance, the book addresses MI implementation in real-world offender service systems, including practical strategies for overcoming obstacles.
https://dc.etsu.edu/etsu_books/1135/thumbnail.jpg

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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.

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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.

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Gayer, Harvey L. "Differential perceptions of prospective predoctoral psychology interns : an experimental investigation of potential bias in selection." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027108.

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A discrepancy between the number of predoctoral internship applicants and Association of Psychology Postdoctoral and Internship Centers' internship positions has recently been noted (Gloria & Robinson, 1994; Murray, 1996). Applicants now outnumber positions available. This imbalance has caused researchers (e.g., Lopez, Moberly, & Oehlert, 1995) to focus on criteria affecting selection decisions. Researchers, who have relied strictly on non-experimental methodology, have ascertained that important and consistent criteria for intern selectors are breadth and types of clinical experiences, performance during interviews, and letters of recommendation.A criteria that was not specifically addressed in earlier surveys of intern selectors was doctoral program type (i.e. clinical, counseling, and school psychology). Interestingly, doctoral program type had been hypothesized by Gayer and Gridley (1995) to have a significant impact on intern selection decisions, such that a preference pattern would emerge with clinical applicants preferred over counseling applicants, and counseling applicants preferred over school applicants. This pattern was hypothesized to occur even if application materials from the three doctoral program types were identical. The present study, in the form of an experimental survey utilizing analogue techniques, was developed to test the aforementioned hypothesis. Results confirmed that doctoral program type has a statistically significant, moderate influence on intern screening/selection and that the hypothesized preference patterns pervasively exist across a variety of selector (e.g., gender and doctoral program type attended) and setting (e.g., geographic location, site type, population density in the site's locale, and socioeconomic status of a site's clientele) variables. Implications of this preference pattern and recommendations for applicants, trainers, and selectors are discussed.
Department of Educational Psychology

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Williams, Carl B. "The Relationship Between the Educational Beliefs and the Instructional Practices of Education Interns." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/102.

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Education researchers suggest that, since belief systems influence practicing teachers' behavior, it is important for teachers to examine their educational beliefs to determine whether those beliefs are consistent with current knowledge about teaching and learning. If the same relationship between beliefs and practices of inservice teachers holds true for preservice teachers, since beliefs are extremely resistant to change, reflection upon educational beliefs should be cultivated during the preservice stage of teacher development. To discover whether such a parallel exists, 12 preservice teachers, during their internships, were selected for study. First, they responded to a series of vignettes to ascertain beliefs about five instructional strategies. Second, a content analysis of the the interns' lesson plans was conducted to determine their instructional practices. Finally, 7 of the 12 interns were interviewed to explore consistencies and discrepancies. The study's results indicate that the findings of research studies documenting a connection between educational beliefs and instructional practices of inservice teachers also hold true with regard to preservice teachers. The study suggests that teacher education programs embrace and operationalize the proposition that encouraging reflective thought in teacher candidates is critical to enhancing their professional preparation.

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Milliken, Tammi F. "The impact of cognitive development on White school counselor interns' perspectives and perceived competencies for addressing the needs of African-American students." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154135.

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Kuehl, Gregg A. "The impact of case note documentation by counseling trainees on case conceptualization abilities." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379122.

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The purpose of the study was to examine the effect of STIPS case note documentation and SOAP case note documentation on counseling trainees' perceived case conceptualization abilities. By training master's level counseling students in the use of case note writing and then asking them to rate their perceived conceptualization this study looked at an area of training that has received little attention in the past. This study attempted to begin the process of understanding if case note documentation could be an area that could help counseling students develop their case conceptualization skills.Quantitative and qualitative data analysis was utilized due to the exploratory nature of this study. The quantitative portion examined how the case note documentation affected trainees' perceived case conceptualization abilities while the qualitative portion examined patterns in the responses of participants to open-ended questions about case note documentation.The quantitative results showed that there was no significant difference between the groups in terms of their perceived case conceptualization. The qualitative results indicated that there are benefits and drawbacks to both the STIPS and the SOAP case note formats.
Department of Counseling Psychology and Guidance Services

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Duarte-Gómez, Nancy. "Integration of psychodynamic psychotherapies with Latinos." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Babins, Leonard H. "Group approaches with the disoriented elderly : reality orientation and validation therapies." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63315.

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McClure, Amanda Kristin. "Willingness of Individuals to Seek Mental Health Treatment: The Impact of Gender and Parent Therapy Experience." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/187.

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The purpose of this study was to investigate whether parent therapy experience and gender influenced men's and women's attitudes toward seeking mental health treatment. Participants included 207 women and 212 men ages 18 to 30 years attending Western Kentucky University. Participants completed a demographics survey and the Inventory of Attitudes Toward Seeking Mental Health Treatment. Results indicated that more favorable attitudes toward seeking mental health services were exhibited by participants who reported that a parent attended therapy. Additionally, a gender difference in attitudes toward mental health services was uncovered, in that women were found to display more positive attitudes toward seeing therapy than men. Results also indicated that women whose mothers only attended therapy had more favorable attitudes towards mental health treatment than women whose fathers only attended therapy. Although not reaching a level of statistical significance, the study also uncovered a trend for men whose fathers only attended therapy to display greater levels of Indifference to Stigma than males whose mothers only attended therapy. Finally, as assessed in the demographics survey, as the relationship quality with the mother increased, individuals' attitudes toward mental health services became more positive.

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Masselink, Saralyn Marie. "What is culture? What is compentency? What is Latino? : an exploratory study of clinicians' perceptions and practice of cultural competency with Latino clients : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5910.

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Naicker, Samantha. "Perceptions of psychologists regarding the use of religion and spirituality in therapy." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1363.

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Religion and spirituality are acknowledged coping resources, yet for many years, the use of religion and spirituality was not practiced in therapy. Psychologists were once branded the least religious of all academicians; however there is evidence of an integration of psychology with religion and spirituality. Recently, studies have been conducted to prove the success of using religion and spirituality to cope with psychological disorders, prevent unhealthy behaviours and promote resilience. Despite this, very little research to date has explored South African psychologists’ perceptions on this matter. This study aimed to explore the perceptions of psychologists in the Nelson Mandela Metropolitan Municipality area about the use of religion and spirituality in therapy. Purposive sampling was employed to obtain a sample and focus groups were used to the collect data. The data was analyzed using Tesch’s model of qualitative content analysis. Many themes emerged from the data analysis process. The participants indicated that they perceive the definitions of religion and spirituality as difficult to define and reach consensus on. Nevertheless, the participants recognized that religion and spirituality are important aspects of their clients’ lives and that they cannot be ignored in therapy. Particular emphasis was placed on the fact that religion and spirituality are coping mechanisms for both clients and psychologists. Most of the participants indicated that they were willing to discuss religion and spirituality with their clients if they brought it up. The participants highlighted specific factors that made it possible for them to engage with their clients on religious and spiritual levels, and factors that made it difficult for them to do so. The value of the research was discussed. Limitations of the study were also highlighted and based on these, recommendations for future research were outlined.

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Stinson, Jill D., and Judith V. Becker. "Treating Sex Offenders: An Evidence-Based Manual." Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1462506933.

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This structured yet flexible manual presents an innovative group treatment approach that targets deficits in self-regulation—a central problem for sex offenders. Safe Offender Strategies (SOS) comprises 10 evidence-based modules that teach participants the skills to desist from problem behaviors, manage their emotions and impulses, and break unhealthy relationship patterns. Motivational enhancement and validation techniques are woven throughout this collaborative treatment. SOS can be used with a range of clients—including high-risk offenders and those with mental illness or intellectual disabilities—in institutional or outpatient settings. Fifteen reproducible forms and worksheets can be downloaded and printed in a convenient 8 1/2" x 11" size.
https://dc.etsu.edu/etsu_books/1065/thumbnail.jpg

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Holtgraves, Marnell M. "Diagnosis and schemata : counselors' perceptions and hypothesis-testing strategies." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/832991.

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The Diagnostic and Statistical Manual of Mental Disorders, Third Edition, Revised (DSM-III-R) published by the American Psychiatric Association (APA) in 1987 is currently the primary tool used by counselors in clinical settings for diagnosing clients' psychological and behavioral problems. Beginning with the third edition of the manual (DSM-III; APA, 1968) a multiaxial process for diagnosis was introduced to encourage a biopsychosocial perspective of client's problems.This study was designed to investigate if alterations in diagnosis on Axis IV and V could further encourage a biopsychosocial perspective. It was designed to imitate the rapid diagnostic process that takes place in many clinical settings. In the present study, the criterion for a biopsychosocial perspective was the maintenance of neutral perceptions and unbiased hypothesis-testing strategies following diagnosis of a client.Twenty-four counseling psychology trainees participated in the study. The counselor trainees diagnosed a client after listening to approximately 20 minutes of an audio-tape of an initial assessment interview. The 12 counselor trainees in the control group diagnosed the client using the standard multiaxial format for diagnosis. The 12 counselor trainees in the experimental group diagnosed the client using an alternative format which encouraged a focus on positive aspects of the client and the client's environment.The counselor trainees completed the Impression Formation Questionnaire to assess their perceptions of the client. They then wrote 12 questions they would ask the client in the next counseling session. These questions constituted their hypothesis-testing strategies for their diagnoses on Axis I and Axis II.The counselor trainees in both groups maintained primarily neutral perceptions of the client as measured by the IFQ. The counselor trainees in both groups favored confirmatory hypothesis-testing strategies when assigned to groups based on their hypothesis-testing strategy score (p < .05).The results of this study indicated that the standard and alternative multiaxial formats for diagnosis may encourage neutral perceptions of a client when counselors must diagnose the client based on very little information. Neither format for diagnosis was successful, however, in discouraging a biased, confirmatory search for information.
Department of Counseling Psychology and Guidance Services

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Bernard, Julia, Michelle Moser, and Megan Quinn. "ETSU BRAIN Trust: Creating a Culture of Resilience at ETSU." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7692.

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Twidwell, Robert E. "The Impact of a Therapist's Language in Computer-Mediated Communication." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3093.

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Background: Nearly 45 million adults in the United States live with a mental health disorder and only 43% of them seek treatment. One of the major barriers to seeking treatment is accessibility and can be addressed through telepsychology, or providing services with technology. With technological improvements in written communication, using computer-mediated communication (CMC; e.g. text messaging) has become more regularly used and examined in healthcare. To date, little research has focused on the use of practitioner language in telepsychology. Method: Two samples (university sample and national sample) totaling 396 participants were asked to rate a therapist on attractiveness (i.e. likability and sociability), expertness, and trustworthiness after reading one of four text-message introductions. The messages varied in the language used: Jargon, jargon with layman explanations, layman only, and text speak. Analysis: The participants’ ratings of the therapist were analyzed using analysis of variance to examine differences between the rating means. Results: University participants rated a therapist higher in attractiveness when the text-message used layman language only compared to jargon, jargon with layman, and text speak. Both samples rated the therapist lower in attractiveness, expertness, and likelihood to use services of therapist when the text-message contained text speak.

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Ziff, Katherine K. "Asylum and Community: Connections Between the Athens Lunatic Asylum and the Village of Athens 1867-1893." Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1091117062.

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Kersting, Karen E. "THE TICKING OF THE “BIOLOGICAL CLOCK”: WORRY ABOUT FUTURE FERTILITY IN NULLIPAROUS WOMEN." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3903.

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Abstract Title: The Ticking of the “Biological Clock”: Worry about Future Fertility in Nulliparous Women By: Karen Kersting, M.A., M.S. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2013. Major Director: Kathleen M. Ingram, J.D., Ph.D. Associate Professor of Psychology Department of Psychology Modern women are waiting until later in their lives to have children than women of previous generations, a trend influenced by a number of factors including financial stability, dating norms, and career goals and responsibilities. As women age, their fertility may decline in ways that make it less likely that they will be able to become pregnant and increase the odds having a child born with a birth defect. Some women are known to experience worry about whether they will be able to become pregnant when they are ready to try. The primary purpose of this study was to assess how much women are worrying, what demographic and cultural factors predict higher levels of worry, and if worry about future fertility is related to symptoms of distress. Through online recruitment, 598 nulliparous women between the ages of 25 and 40 years completed a cross-sectional, self-report survey. Mean scores on measures of future fertility worry revealed a low-to-moderate, but consistently present level of worry. As hypothesized, multiple regression analysis showed that higher levels of endorsement of the personal importance of motherhood were related to higher levels of future fertility worry, as was age and the interaction of age and importance, but to a lesser extent. Knowledge of fertility was not related to increased worry. Additionally, higher levels of future fertility worry were shown to be related to higher levels of symptoms of depression and symptoms of anxiety. And an open-ended question revealed that women hold a variety of reasons for not wanting to become pregnant presently, including career, relationship, and financial concerns. Overall, the study contributes rigorous findings to a previously unstudied research question and population: How much do nulliparous women who have not experienced infertility worry about their fertility? And what influences that worry? The findings imply that media, researchers, practitioners, the general public, and even women themselves may have held errant assumptions about the thoughts and feelings of nulliparous women, and that worry about fertility is complex, generally moderate, and closely related to personal values.

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Nguyen, Hong T. "The role of social support, parent-child relationship quality and self-concept on adolescent depression, achievement, and social satisfaction among children who experience the death of a family member." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/162.

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Experiencing the death of a family member at a young age is a confusing time for many children. Some clinicians have reported that parental death is the most stressful life event for children, and some studies have traced adults' mental health difficulties to unresolved childhood grief (Balk, 1983; Krahnstoever, 2006). Despite the hardships endured after a family member's death, some children manage to endure the pain of loss better than others because they are resilient due to a variety of protective factors (Masten, 2003; Bonanno, 2004). The present study examined the relationships between childhood grief, potential protective factors (social support, physical and academic self-concept, parent-child relationship quality) and adolescent outcomes (depression, social satisfaction, and academic achievement). Longitudinal data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care (SECC) was utilized in the present study. The sample consisted of 1,364 children, including 261 children who experienced the death of at least one family member in third or fifth grade. There were twelve moderation analyses that were used to examine buffering effects in the present study. Findings in the present study did not support the hypotheses that the psychosocial factors examined could be protective factors between experiencing the death of a family member and the adolescent outcomes examined. Results also revealed a significant main effect of social support, parent-child relationship quality, and physical and academic self-concept whereby those with higher levels of these psychosocial factors tend to have lower levels of depression. Having higher physical and academic self-concept was found to be positively associated with academic achievement. Contrary to what might be expected, a main effect of having higher levels of social support, parent-child relationship quality, physical self-concept, and academic self-concept were associated with lower levels of social satisfaction. Although the hypotheses were not supported in the present study, it is still important that the topic was examined and findings from the present study can guide future research in further exploring possible protective factors for children who experienced the death of a family member.

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Hansson, Maja. "Depression in primary care detection, treatment, and patients' own perspectives /." Doctoral thesis, Umeå : Division of Psychiatry, Umeå Universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-30516.

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Hackett, Jennifer Parker. "AN EXAMINATION OF THE IMPACT TRAUMATIC EVENTS HAS ON PSYCHOSOCIAL IMPAIRMENT IN EATING DISORDER PATIENTS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/664.

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Research suggests that trauma has an impact on eating disorders. While prior research has demonstrated that the trauma from abuse has a significant impact on eating disorders, research has failed to explore other types of trauma. In addition, previous studies have stopped short of examining the impact trauma has on functioning among individuals with an eating disorder. This study aimed to address that gap in the literature. The purpose of this study is to examine whether traumatic life events impact psychosocial functioning among individuals living with an eating disorder. Furthermore, this study aimed to identify which traumas are shown to have the strongest impact on psychosocial functioning. A quantitative design was used for this investigation, using measurement scales that have been shown to be valid and reliable in measuring the constructs of trauma and psychosocial functioning among individuals with an eating disorder. Participants completed a single survey of the combined measurement scales. A non-random purposive sample was collected from online social media cites Tumblr, Facebook, eating disorder message boards, and an outpatient eating disorder treatment center. Using a study sample of N= 2,319 descriptive and inferential statistics were conducted using SPSS. Based on the results of correlation and multiple regression analyses, a statistically significant relationship was found between traumatic life events and psychosocial impairment among those with eating disorders. The findings of this study have the potential to impact the way social work policies address the relationship between trauma and eating disorders, and influence the way social work clinicians implement strategies to treat both trauma and eating psychopathology.

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Chen, Shu-chun, and 陳淑君. "Counseling Psychology Interns'' Awareness about Gender Issues in Counseling." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/13256409809620267567.

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碩士
國立臺南大學
諮商與輔導學系碩士班
101
The study aimed to explore the awareness about gender issues in counseling on counseling psychology interns. According to qualitative research approach, the data was collected by interviewing ten counseling psychology interns and analyzed through the phenomenology method. The results of this research were listed below: 1.The gender issues associated by counseling psychology interns, including "self-awareness", "recall of gender issues through varieties of ways" and "recall of gender issues through research interview"; and the categories of gender issues contained "gender bias", "related issues about LGB clients", "power issues", "sexism" and "focus on sex-difference which didn’t belong to gender issues". 2.The gender issues perceived by counseling psychology interns, including: 1)Gender bias was easier to be perceived by counseling psychology interns, the second were the issues regarding LGB individuals. 2)Counseling psychology interns were limited understanding about gender issues. 3)Counseling psychology interns had observation about gender issues instead of awareness. 4)Sexism affected individual counseling. 5)The fight for power on gender related to dominance in counseling. 6)The assistance of supervisors helped counseling psychology interns to perceive and deal with gender issues. 3.The influence about awareness of gender issues on counseling psychology interns, including: 1)Counseling psychology interns reminded themselves to concentrate on gender issues in counseling. 2)Counseling psychology interns expanded rigid gender schema. 3)Counseling psychology interns needed to enhance professional ability on counseling with LGB clients. Finally, according to the research findings, some suggestions were provided for counseling psychology interns, counselor education and further study.

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NI, FAN-YU, and 倪凡羽. "The Analysis of Counseling internship journal written of Counseling Interns." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/cb43me.

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碩士
國立彰化師範大學
輔導與諮商學系
107
This study is to identify the events encountered by counseling interns and learning of counseling internship through reflection journal writing. The study analyzed e the weekly reflection journals from three full-time counseling interns. The events documented in the journals include 1) the situations of counselors, clients and the systems related to individual counseling, 2) group preparation, group progress, and system cooperation related to group work, 3) supervision relationship and inspirations from supervision, 4) the policies and decisions of the internship sites and interns’ relationship with the sites, 5) working situation and reviews of the internship process. Through journal writing, interns identify events that need further contemplation, become aware of their thoughts on these events, draw conclusions and learning through the process of contemplation, and crystallize evaluation and expectation of self as a counselor.

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Hsu, Shiou-Chi, and 許琇琪. "The Quality of Life in Counseling Psychology Interns." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/62060190676053283279.

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碩士
國立暨南國際大學
輔導與諮商研究所
98
The purpose of this research is to explore the quality of life and its influence on the internship, and then further explore how counseling interns confront the obstacle and the process of psychological adjustment of the internship. The thesis employs the research orientation of qualitative research and profound interviews to access to four participants. After analyzing the information, the result of the research is collected as follows: First, the quality of life in interns contains physiological health, mentality, social relations and time management. Second, the impact on counseling internship includes five categories which are economic situation, role identity, career, relationship, and work values. Third, the result of confronting the obstacle and the transition of internship is categorized into ten sub-categories. These ten sub-categories can be further grouped into three categories which are internal equilibrium, adaptation and social system. Eventually, based on the result of this research, suggestions are provided for counseling psychology interns, counselor education, and future research. Keyword: internship、counseling psychology interns、quality of life

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Jungersen, Tara Sloan. "Perceived needs of counseling interns in concurrent supervision." 2009. http://etd.utk.edu/2009/Spring2009Dissertations/JungersenTaraSloan.pdf.

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Tu, Yi-Hsuan, and 杜怡萱. "Interaction Pattern Analysis of Counseling Interns’ Peer Discussion." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/by3t36.

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碩士
國立彰化師範大學
輔導與諮商學系
107
This study is to explore the interaction and respond patterns of peer discussion of counseling interns as well as the impacts of responses on the discussions. The discovery-oriented approach is adopted to analyze the data from three recording files of group discussion. The discussions were by four interns, who gathered as a discussion peer team by the requirement of the internship course at school.. The research found four interaction patterns: 1) supervision which is the interaction involving problem-solving; 2)sharing which is interaction of personal experience sharing; 3)discussion among responders; 4)role swift which is the alternations between the roles of responder and proposer. Four response patterns are found for supervision, which are question, interpretation, reflection, and suggestions. The response patterns of sharing are personal experience and other’s experience. Discussion among responders has response patterns of agreement, disagreement, and uncertainty. The respond patterns of role swift are passive and active. The impacts of respond patterns on the discussions depend on whether the responses are allied with the proposer’s agendas.

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Teng, Ting-Wen, and 鄧婷文. "The Analysis of Internship Experience of Counseling Interns." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/875zx6.

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碩士
國立彰化師範大學
輔導與諮商學系
106
This study uses the discovery-oriented research approach to explore the experience of counseling interns. The weekly reflections of 3 interns are analyzed. The study conclusions include: 1. A model of 6 dimensions for examinating counseling interns’ experience is constructed. The six dimensions are theme, event, feeling, reaction, evaluation, and conclusion. 2. The themes are: direct clinical contacts, group counseling, supervision, personal life and organization. There are various events in each theme. 3. Negative feelings are more than positive feelings. However, the positive feelings are from the realization that clinical work is making progress or insights from supervision. 4. When dealing direct clinical contacts, the interns tend to respond with actions. 5. The interns tend to evaluate their actions to personal life and supervision as effective and their reactions to direct clinical contacts and counseling groups. The evaluation of the action responses to organization tends to be not certain. 6. The conclusions that the interns make tends to be the conceptualization of situations. The suggestions are made accordingly. Key words: Counseling internship, intern counselor, discovery-oriented approach

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陳祺杰. "Research on counseling psychology interns' emotional response and working self while counseling." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/07911615519789759579.

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Ni, Jia-Feng, and 倪佳鳳. "Counselor Interns’ Family-of-Origin Experiences and Counseling Practices." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/fk4e5w.

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碩士
國立臺中教育大學
諮商與應用心理學系碩士班
102
The purpose of this study was to investigate the effects of counselor interns’ family-of-origin experiences on their counseling practices including theoretical orientation of counseling, counseling skills, counseling relationship, and the ways of dealing with clients’ problems. Data were mainly obtained from the interviews with four counselor interns. The category-content analyses were employed, and main results were as follows: (a)Counselor interns’ theoretical orientations of counseling were affected by communication styles, experiences of positive interactions, and activities from their original family. Counselor interns’ communication styles in original family were more cognitive rather than emotional, then their orientations of counseling were more cognitive oriented, such as reality therapy, postmodern counseling approach, or solution-focused brief therapy. Those who received acceptance and positive living beliefs from their family were human-centered oriented. Those whose family inspired their interests in exploring humanity or the meaning of family happenings was needed to be given tended to narrative therapy. (b)Counselor interns’ counseling skills were affected by the family background, interactions and communication styles of original family, and internalization of parents’ characteristics. While counselor interns worked with clients who had similar family experiences as him/her, they would use the skills as generalization, empathy, emotion reflection, self-disclosure, or compliment; counselor interns who felt anxious in family interactions would avoid using confrontation; counselor interns from the family that communicated with each other cognitively would like to use the skills as exceptional questioning, clarification, concreteness, or challenge; the ones who internalized mother’s attitude of acceptance or characteristic of expressing emotion would use the skills as listening or feeling reflection. (c)Counselor interns’ counseling relationships were affected by internalized family beliefs, unfinished family issues, and important family events. When working with the clients who had similar personal experiences, values or beliefs, counselor interns’ would have good feelings or feel comfortable with the clients. On the contrary, working with clients who had different beliefs or values, counselor interns were easy to have negative feelings. Moreover, unsatisfied individual needs or unfinished brothers/sisters relationship issues or sexual issues would show up in the counseling relationship. Those situations would make counselor interns to interact with clients to satisfy themselves, or to please their clients, or become the barrier of counseling relationship. (d)The ways that counselor interns dealt with clients’ problems were affected by positive interaction experiences from original family, family beliefs, family communication styles, the roles they played, and individual unfinished business. Counselor interns would use the ways of interacting or communicating with their family members to deal with clients’ resistance or conflict. Counselor interns whose family belief emphasizing “being honest” felt difficult in dealing with clients’ lying ; those whose family communication styles were cognitive trend felt difficult in working with children clients, dealt negative emotional issues with negative strategies, or focused on cognitive discussions when dealing with clients’ choices. Furthermore, counselor interns who brought the role of family caregiver into the counseling would take much responsibility of changing clients; counselor interns with unfinished parents-related issues or sexual issues would appear counter-transference or deadlock in the counseling. According to the results of this study, suggestions are made for counselor interns, institutions of counselor education, and researchers.

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Sung, Pei-Jung, and 宋姵蓉. "The Analysis Study of Peer Discussion of Counseling Interns." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/dae552.

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碩士
國立彰化師範大學
輔導與諮商學系
107
The study uses the discovery-oriented research approach to explore the agendas and agenda coping strategies of counseling interns during their internship, as well as the interns’ learning through peer discussions. Research data includes 3 recorded 50-minute peer discussions of four counseling interns. The results of this research are listed below: 1. The agendas are: supervision, organization and professional practice. The professional practice includes direct clinical contact, crisis management, group counseling and outreaches. 2. The coping strategies are: seeking other’s support and suggestion, avoiding contact, adjusting thinking, delaying immediate actions or contemplation, preparing and facing positively. 3. The learning through peer discussion includes understanding expectation of supervision, taking different perspectives, knowing the future directions , increasing awareness and reflection. According to the results, this study proposed suggestions for future researchers, organizations, counseling institutions and counseling interns.

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Huang, Mei Hua, and 黃美華. "Counseling Interns' Experiences of Working with Self-Injury Clients." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/00597682229423110979.

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碩士
國立新竹教育大學
教育心理與諮商學系碩士班
102
This study aims to explore the experiences of counseling interns working with self-injury clients as a basis for understanding how they react and cope with challenges in counseling process. A series of four individual, semi-structured qualitative interviews were carried out, which were then transcribed and analyzed using phenomenological analysis. Three general themes were reflected by the data, including: the impressed experiences in terms of vivid challenges and personal struggles, coping methods through the entire process and reactions after the termination. The findings revealed the participants were aware of personal emotions and limits and that supervision reduced their internal anxieties. Moreover, the participants developed their counseling styles and beliefs regarding the work involved in these challenging cases. Implications for counseling interns, future research and limitations of these findings are discussed

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Wu, Sinyi, and 吳欣怡. "A Correlation Study on the Counseling Psychology Interns’ Perfectionism, Anxiety and Counseling Self-efficacy." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/76595727407207947753.

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碩士
中國文化大學
心理輔導學系
100
This study aimed to discuss the relationship among perfectionism, anxiety and counseling self-efficacy of counseling psychology interns. Through the use of a questionnaire, the perfectionism scale for practitioners and interns, the state of anxiety and the counseling self-efficacy scales, this study took 187 counseling psychology interns in the North, Middle, South and East Taiwan as the study samples and analyzed the materials and data through descriptive statistics, independent samples t-test, ANOVA analysis, path analysis, stepwise multiple regression and other statistical methods. The major findings of this study were as follows: 1.The perfectionist tendency of most counseling psychology interns is between “never showing perfectionism” and “sometimes showing perfectionism”. The anxiety state is between “feels anxiety occasionally” and “feels anxiety often”. The confidence level when providing counseling is between “having some confidence” to “quite confident”. 2.Counseling psychology interns with more than 3 years work experience tend to show lower “overall perfectionism” and “socially-prescribed perfectionism” than interns with less than 1 year work experience. 3.Counseling psychology interns with more than 3 years work experience tend to show higher “overall counseling self-efficacy” and “individual counseling self-efficacy” than interns with less than 2 years work experience. 4.The perfectionism of counseling psychology interns has direct influence on their anxiety, and the latter has direct influence on their self-efficacy. Their perfectionism has indirect impacts on the counseling self-efficacy; therefore, the anxiety is the intervening variables. 5.The anxiety of counseling psychology interns can effectively predict the counseling self-efficacy. Therefore, based on the above findings, this study puts forward some recommendations for counseling psychology interns, graduate institutes of counseling psychology and may serve as a reference for related researches to be done in the future.

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Ward, Colin Clayton. "The initial on-site supervision experiences of school counseling interns." Thesis, 1997. http://hdl.handle.net/1957/33643.

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The purpose of this study was to investigate the initial on-site supervision experience of school counseling interns. Current counseling supervision research has failed to address dynamics specific to the context of school counselor training and professional development. This gap in the research suggest that examining the phenomenological experience of what constitutes school counselor trainee growth in the context of on-site counseling supervision was worthwhile. An emergent qualitative research design was utilized to clarify and elaborate on data while pursuing lines of inquiry grounded in the experience of three school counseling supervisory dyads (supervisee-supervisor), a university internship supervisor, two additional supervisees, and three additional supervisors. During the course of an academic school counseling internship experience, data was collected through multiple taped on-site school counseling supervision process observations, participant semi-structured interviews, and reflective participant and researcher journals. Utilizing a constant comparative method of data analysis, results indicated an emerging model of on-site school counseling supervision which, (a) progressed sequentially through a series of four developmental phases (contextual orientation, establishing trust, conceptual development, and clinical independence), (b) focused on twelve dimensions of supervises learning specific to each phase of development (contextual urgency, site disparity, ethical awareness, accessibility, support, collegiality, thematic observations, reflective modeling, illustrative examples, self assessment, self generation, and professional risk taking), and (c) illustrated a reflective cycle of supervisor-supervisee interaction focused on the supervisee transforming dissonant internship counseling experiences into professional schemas. Presented as an emergent model and specific to the investigated context, the results suggest that developmental principles of counseling supervision are applicable to school counseling, and that the supervision relationship illustrated pedagogical interventions and processes congruent with reflective learning theory. It is recommended that counselor education programs provide preliminary exposure to the school counseling context and relevant counseling models while maintaining ongoing follow-up and support with on-site school counseling supervisors. Furthermore, research is needed to more fully examine instructional strategies in the context of school counselor preparation and on-site supervision.
Graduation date: 1998

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