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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Instruction, School of Education, 2009. / Title from PDF t.p. (viewed on Feb. 4, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2572. Adviser: Thomas L. Sexton.

<p> Counselor supervision has evolved as a skillset unique from counseling in the last 30 years. Approaches to counselor supervision, often created with counselor developmental models in mind, are examined, and the author claims that a combination of postmodern approaches to counselor supervision (narrative, systemic, reflective, and IPR strategies), referred to as constructivist approaches, are worthy of additional consideration and assessment. However, no instrument currently exists that validates constructivist approaches to counselor supervision. The purpose of this dissertation was to explore constructivist themes and characteristics associated with constructivist supervisors and supervisees' preference for each of the constructivist supervisor characteristics. The author sent a peer-reviewed and pilot-tested Constructivist Supervisor Scale to multiple counselor supervises. A principal components analysis was used to determine how many components are representative of constructivist supervision. Three components were revealed during the exploratory process: Warm and non-directive relationship, past and present experiences, and acceptance of various styles. Results also revealed that supervisees preferred constructivist supervisor characteristics. Future supervisors can use the Constructivist Supervisor Scale to determine whether constructivist methods are being used during supervision. The Constructivist Supervisor Scale can also be used to assess supervisees' preference for constructivist supervisor characteristics. </p>

<p> Family involvement has been shown to benefit student academic achievement and overall school performance. However, families from economically-disadvantaged and culturally-diverse communities may experience challenges that may impact their participation in their child&rsquo;s education. The purpose of this project was to design a school-based program to improve family involvement, identify potential funding sources, and to write a grant to establish a family involvement program in a charter high school. This program&rsquo;s components included family outreach, family education classes, teacher development training, community partnerships, and a Family Resource Center. The actual submission and/or funding of this grant was not a requirement for the successful completion of this project. Implications for social work practice are discussed.</p>

<p> This thesis explores how the depth psychotherapist can experience a sacred passage of initiation in the context of archetypal dreams. It examines the intersections of meaning making in alchemical and mythological dream imagery and the numinous experience of initiation. It explores C. G. Jung&rsquo;s individuation process and whether identifying dream images as archetypal wounds can deepen the psychotherapist&ndash;client therapeutic relationship. Using hermeneutic and heuristic methodology, this research uses a comparative analytical lens and the author&rsquo;s personal process of tracking two archetypal dreams that coincide with the author&rsquo;s answer to the soul&rsquo;s calling to depth psychology and the first phase of seeing psychotherapy clients in graduate training. Honoring the unconscious as a map for psychological complexes, emotional states, unexpressed narratives, and symbols of both the personal and collective, the author expands upon an ancient way of honoring the death and rebirth of an individual in a transformative state of growth.</p>

<p> The purpose of this study was to assess the impact of a Two-session Child Parent Relationship Training on parental perception of children's problem behaviors; parental acceptance of child; parental stress; and parental attitudes, knowledge and skills about child-centered play therapy. All of the parents of children with Attention-Deficit Hyperactivity Disorder (ADHD) in grades one to five in a small southern county were eligible for the study. Sixty parents were randomly assigned to the experimental and control groups. </p><p> A two-way ANOVA with one between subjects and one within subjects effects was used to examine differences between the experimental and control groups on the VADPRS pre-test and post-test, and independent t-tests were used to compare the experimental and control groups for each of the dependent variables. The statistical analyses found no differences between the experimental and control groups with regard to parental perception of child problems, parental acceptance of child and parental attitudes about child-centered play therapy. There were differences with regard to parental stress and parental knowledge, such that parents in the experimental group reported lower levels of stress and more play therapy knowledge than the parents in the control group. These findings are promising in terms of both helping parents of children with ADHD and exploring alternative models of CPRT that could be more widely used.</p>

<p> The purpose of this study was to develop a resource manual for teachers, educators, and community officials in the Los Angeles area to facilitate identification of an intervention program that meets their specific needs. The methodology of this project involved several steps. First, Internet research identified bully intervention programs in the Los Angeles area, who were contacted for participation in the research study. A total of seven programs were interviewed regarding program elements, including use of "effective" intervention strategies, as identified by previous research. The interview data was organized into a resource manual, along with information about bullying (i.e., definitions, types, risk factors). Following compilation of the resource manual, an expert evaluator was identified based on prior experience and research in the field of bullying. The evaluator was contacted and asked to participate in the evaluation phase of the study, which included review of the manual and completion of a brief survey. Following the evaluation phase, the manual was modified to reflect the evaluator's feedback. Results of the study indicate that the programs varied in length (i.e., 60 minutes to 1 year) and cost (i.e., free to $8,000) of training, and that all utilized interventions at the systemic levels of individual, classroom, school, and community. The most commonly endorsed intervention techniques included incident reporting, school-wide presentations, social skills training, increased social support, and engagement of families and the community. Use of other intervention strategies was varied. Thematic analysis revealed that several programs were nonprofit in nature, and shared similarities across websites (e.g., links to social media, program materials). In addition, several programs offered training in school and community settings, follow-up services, and an empathy-based approach. Obstacles to bullying intervention were also discussed. Results from the evaluation phase of the manual indicated specific strengths (i.e., informative, user-friendly) and limitations (i.e., lack of formal evaluation of programs) of the resource manual, which were considered during finalization of the manual content. The intention is that the resource manual will enhance the readers' ability to make informed decisions about the use of bullying intervention programs, and therefore confidently respond to bullying incidents.</p>

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1994. / Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3747. Adviser: Russ Overby.

Thesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in counseling psychology." Advisor: LaVerne Berkel. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 16, 2008 Includes bibliographical references (leaves 118-128 ). Online version of the print edition.

Thesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in counseling psychology." Advisor: LaVerne Berkel. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Sept. 12, 2008. Includes bibliographical references (leaves 118-128 ). Online version of the print edition.