The present study was undertaker, to examine the effects of various methods of training during the practicum experience upon subsequent counselor trainees' behavior and skill. This study has a two-fold purpose. The first is to examine which of two methods of training was most effective in producing behavioral changes in counselor trainees during a five month practicum situation. The second is to compare the effects of these forms of training with a control group which did not utilize the training procedures.

The purpose of this study was to compare three different approaches to the counselor practicum—-or campus practicum, an off-campus practicum, and a role-playing practicum—-with regard to the changes in attitudes, personality, and effectiveness of counseling behavior of counselor trainees produced by each type of practicum.

The problem of this study was to determine whether using radio communication can facilitate learning in counseling practicums. This study had four purposes: 1. To determine whether the use of radio communication would be effective in providing positive reinforcement to the counselor during counseling sessions. 2. To determine whether the use of radio communication would be effective in enhancing the learning of facilitative responses by counselors in practicum situations. 3. To determine the effect of positive reinforcement on the student counselors' performance. 4. To provide information that might be beneficial with regard to future research involving the use of radio communication in counselor training.

Youth today experience high degrees of loss and change, resulting in grief (Goldman, 2001). Little evidence exists of school counselors' academic preparation in grief counseling. The purpose of this research study was to determine how CACREP school counseling programs prepare school counselors in the areas of grief and loss, including course delivery methods, included curriculum areas, and reasons for exclusion. A quantitative, descriptive design was utilized. The "School Counselors Preparation in Grief/Loss and Substance Abuse Counseling" survey was designed for data collection and sent to the 150 United States CACREP accredited school counseling programs. A total of 79 programs responded, resulting in a 53% response rate. Research results found that 40% of responding CACREP programs did not offer any grief and loss preparation to their pre-service school counselors. Sixty percent indicated providing some training. Data show that 11% of programs required a course and 50% offered an elective course. Additionally, 48% of respondents taught a module on grief and loss within a required course, and 13% through a module in an elective course. Results found 6 respondents included all 17 suggested curriculum areas, while the mean for curricula inclusion was 11 areas. Research indicated 78% of programs not offering grief and loss cited a lack of room to add more credits as their exclusion rationale. Furthermore 35% of respondents did not offer curriculum because it was not a CACREP requirement. Lacking trained staff and financial reasons were both reported by 25% of programs as reasons for non-inclusion. Facing grief and loss are realities of life. Helping students to acknowledge and cope with these realities is a necessary task, as loss is a normal, universal experience, encountered repeatedly (Lenhardt, 1997). CACREP standards position that counselor education programs will prepare students to meet the real life counseling situations they will face while working in schools (CACREP, 2001). Research results indicated an inconsistent delivery of appropriate training in grief and loss among responding CACREP school counseling programs. Counselor education programs may wish to examine if they are ethically and effectively preparing their 21st century graduates. Recommendations and limitations are included. / Graduation date: 2004

This follow-up study investigated the effect of a systems-oriented graduate training program upon system thinking among practitioners who had completed training, using a post-test only, treatment-comparison group design. The subjects consisted of practitioners matriculated through two counselor-related programs at a medium-sized college in the Northwest during the years 1985-1991. A family systems-oriented training program for clinical child and youth work (CCYW) counselors and a nonsystems- oriented training program for school and agency counselors (SAC), respectively, were the sources for treatment (n=40) and comparison (n=30) groups. The theoretical orientations of the two programs were the principal independent variable, and years of post-training experience, conjugal experience, and age (life experience) were the additional independent variables used for the study. The principal dependent variable was systemic thinking and the secondary dependent variable was executive skill (therapeutic intervention skills). Data was collected from the administration of the Family Therapy Assessment Exercise (FTAE), developed by Breunlin and Associates (1989). The FTAE consists of a 30-minute videotaped simulated family therapy session, followed by administration of a series of multiple-choice questions concerned with subject judgments of therapeutic steps portrayed in the simulation. The FTAE has been found to have high discriminative validity across studies for the measurement of systemic thinking among subjects with different levels of training in family systems therapy. The primary research hypothesis was that means scores for the treatment group would be higher for systemic thinking than for the comparison group. Descriptive and inferential statistics were derived from the data and multiple regression analysis was conducted. The statistical hypothesis of no difference was set at the .05 level of significance. From findings, the null hypothesis was rejected at the .01 level of significance and the research hypothesis was accepted. From correlational tests between systems thinking and the three secondary independent variables, and between Executive Skills and the two independent variables of years of experience and conjugal experience, differences for the null hypotheses were not found to be significant at .05 and were not rejected. These results indicated that relative to the variables considered for the study, systems-oriented training had an important effect upon the ability to predict systems thinking abilities. The implications of the findings and recommendations for future research were discussed. / Graduation date: 1995

Graduation date: 1950

No description available.

Supervision is seen as an essential and important element in the training of counselors. As trainees receive much of their role definition from their supervisors, an unsatisfactory supervisory relationship where the trainee is experiencing incongruence between his or her beliefs about his or her role in the counseling situation and the messages being received from the supervisor can be seen as a source of stress and frustration. The present study was designed to examine the relationship between role conflict, satisfaction with supervision, and psychological strain.Results indicate there is a significant positive relationship between theoretical congruence and satisfaction with supervision. No significant positive relationships were found, however, between role conflict and psychological strain, or between theoretical congruence and psychological strain. Additionally, no significant negative relationships were found between role conflict and theoretical congruence or between role conflict and satisfaction with supervisionFurthermore, post hoc analysis revealed significant relationships by gender. In males, for example, a significant negative relationship was found between supervisory working alliance and role conflict.In females, a significant positive relationship was found between theoretical congruence and supervisory working alliance. / Department of Counseling Psychology and Guidance Services

There is no abstract available for this thesis.

Adult patient education is a major responsibility of registered dietitians. It is essential for registered dietitians to be effective adult educators as they teach adults in various employment settings. Review of the literature revealed that one important factor in being an effective adult educator is developing a teaching style which facilitates learning, known as learner-centered teaching style.The purpose of this descriptive study was to identify the teaching style preference and identify factors that have influenced registered dietitians' teaching style preference.The study sample of six hundred registered dietitians residing in the Midwest (Illinois, Indiana, Michigan, Ohio and Wisconsin) were sent two tools to complete, the "Principles of Adult Learning Scale (PALS)". Two hundred and fifty-two respondents completed the questionnaire and PALS, designed by Conti to determine teaching style preference.The overall PALS scores were computer generated. Frequency distributions and populations percentages were calculated for demographic and descriptive data. The mean, median, and standard deviation of PALS scores were calculated. Analysis of various factors and the PALS scores.The findings suggest that registered dietitians' teaching style preference is teacher-centered. The years of employment positively affected teaching style toward learnercentered until the dietitian had been employed more than 16 years, then the years of employment negatively affected teaching style preference. The number of formal educational sessions relating to adult education had the most positive effect on teaching style preference. The number of continuing education session related to adult education proved to be the factor that most affected teaching style preferences.The study has implications for registered dietitians regarding dietetic education and curriculum development, continuing professional education and adult educators utilizing the PALS instrument. Further study is recommended using PALS with only entry-level dietitians and comparing PALS scores with actual classroom teaching behavior. / Department of Educational Leadership