Thesis (M.A.)--The Master's College, 2002. / Includes bibliographical references (leaves 129-132).

Thesis (M.A.)--The Master's College, 2004. / Includes bibliographical references (leaves 118-124).

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2004. / "August 2004." Includes bibliographical references (leaves 112-114).

<p> This study compares developmental assets, restorative practices, and conflict resolution to determine how each of these approaches to working with students relates to various elements of school counseling and the four major components of school counseling programs contained in The American School Counseling Association&rsquo;s National Model. Existing literature on Developmental Assets, Restorative Practices, and Conflict Resolution was reviewed to examine the logistics of each of the models as well as to explore the benefits and limitations of using these processes to improve student outcomes within the realms of academic, personal, and social development. This thesis provides a platform for explaining how various strategies used within Developmental Assets, Restorative Practices, and Conflict Resolution can enable school guidance counselors to utilize evidenced-based practices in their school counseling programs to better serve the schools and the students with whom they work. </p>

<p> Holistic methods have increased in popularity in the American culture. Interventions such as yoga, aromatherapy, mindfulness and walking therapy have been shown to be beneficial for the treatment of both physical and mental illnesses. However, little research exists regarding the use of holistic interventions in the field of counseling. This phenomenological study explores the experience of counselors who integrate holistic interventions into their practice and seeks to determine the essence of their development of self-efficacy. Co-researchers in this study included eight holistic counselors from rural, suburban and urban areas across the United States. Through semi-structured interviews, the co-researchers revealed the significance of personal experience with holistic methods, the influence of client feedback and the experience of formal and informal training on their development of self-efficacy. The findings of this study prompted recommendations for counselors who desire to integrate holistic methods and for the field of counselor education, including increased training and areas for future research.</p><p>

<p> This master&rsquo;s thesis proposed an integrative group counseling intervention utilizing trauma-focused cognitive behavioral therapy (TF-CBT), attachment theory, and mindfulness for youth who have experienced Adverse Childhood Experiences (ACEs). The proposed group is intended as a Tier 2 support in a trauma-informed multi-tiered system of supports on a school campus; however, the group can be offered in mental health treatment settings. Synopses of the research described the symptomology of trauma, detailing the adverse consequences for youth who have experienced trauma, including the neurobiological impairments, mental health challenges, social limitations, maladaptive behavioral outcomes, harmful academic impact, and negative health outcomes. The literature review substantiated the probable benefits of the use each component of this integrative group counseling intervention to support youth with post-trauma difficulties. The integrative intervention is designed to reduce trauma symptomology, improve attachment patterns, and increase mindfulness in youth who have ACEs. Limitations, implications and recommended future research are discussed.</p><p>

Thesis (D.Min.)--Westminster Theological Seminary, Philadelphia, 2003. / Includes vita. Includes bibliographical references (leaves 223-237).

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 130-138). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph.D.)--Murdoch University, 2003. / Thesis submitted to the Division of Arts, 2003. Bibliography: leaves 305-323.

Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 1997. / "Select bibliography..." and "Works cited" (leaves 229-231, 234-238). "Select literature review" (leaves 176-190).