Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: E. M. Lloyd-Jones. Dissertation Committee: D. V. Scott, E. K. Fretwell, Jr., . Type C project. Includes bibliographical references (leaves 213-217).

Teacher support teams :a school-based strategy for the provision of education support services and health promotion.

Teacher support teams :a school-based strategy for the provision of education support services and health promotion.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

No description available.

Counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) require their students to participate in a group experience as a member for 10 clock hours over the course of an academic term (CACREP, 2009). In addition, the Association for Specialists in Group Work (ASGW) recommends that students participate in a group experience as a member or a leader for at least 10 hours and states that 20 hours of participation is preferable (ASGW, 2000). Counselor education programs satisfy the requirement in a variety of ways (Anderson & Price, 2001; Armstrong, 2002; Merta et al., 1993); however, the two most common types of groups are unstructured (e.g., personal growth) (48%), and structured (e.g., psychoeducational) (38%), both requiring some level of self-disclosure by students (Armstrong, 2002). The purpose of this study was to investigate the effects of two group approaches on counseling students' empathy development, group leader self-efficacy development, and their experience of the therapeutic factors. More specifically, this study compared personal growth groups and psychoeducational groups on the constructs of: (a) cognitive and affective empathy (Interpersonal Reactivity Index ; Davis, 1980), (b) group leader self-efficacy (Group Leader Self-Efficacy Instrument ; Page, Pietrzak, & Lewis, 2001), and cohesion, catharsis, and insight (Curative Climate Instrument ; Fuhriman, Drescher, Hanson, & Henrie, 1986). In addition, the study explored pre to post intervention change for each group on the constructs of cognitive and affective empathy and group leader self-efficacy. The statistical analyses in this study included (a) MANCOVA, (b) disrciminant analysis, and (c) repeated-measures ANOVAs. The participants in personal growth groups valued catharsis and insight at greater levels than participants in the psychoeducational groups. Additionally, there was not a difference between the groups at posttest on cognitive empathy, affective empathy, or group leader self-efficacy. Further, neither group experienced a change in cognitive or affective empathy from pre to post. However, both groups did experience an increase in group leader self-efficacy from pre to post.

No description available.

Legislative advocacy efforts are increasingly becoming part of a counselor's professional identity, yet scholarly literature lacks studies about experiences of counseling students involved in legislative advocacy for the counseling profession. The purpose of this study was to gain an understanding of the meaning counseling students ascribe to their involvement in legislative advocacy for the counseling profession. Astin's student involvement theory was the conceptual framework utilized to explore the lived experiences of counseling graduate students and recent graduates who participated in a 4-day long American Counseling Association Institute for Leadership Training on legislative advocacy and leadership or in professional legislative advocacy at the state level. Convenient and snowball sampling yielded 8 participants who engaged in semistructured interviews. Using interpretative phenomenological analysis, the data were analyzed to identify essential themes. Thematic analysis was conducted by hand using literature-based codes and lean coding as well as NVivo software. Themes included awareness, faculty mentor, involvement, incorporating legislative advocacy into the curriculum, lack of confidence, student learning and personal development, legislative culture, motivation, student obstacles to professional legislative advocacy, and problems in working with other professions. Findings may be useful for counselor educators seeking to integrate professional legislative advocacy into the counseling curriculum. Implementing a professional legislative advocacy approach into the counseling curriculum might contribute to counselor students' developing a propensity for leadership, advocacy, and professional legislative advocacy beyond graduation.

Empathy skills are necessary to form therapeutic relationships. Previous research showed that participating in the arts engaged similar neuropathways as those needed to produce empathy. The theoretical framework for this study was art therapy relational neuroscience. The purpose of this pretest, posttest quantitative research study, using the Toronto Empathy Questionnaire, was to examine if a single art session could effectively prime for empathy. Using nonprobability, convenience sampling method, 74 graduate counseling students completed online surveys. Four findings are of note: (a) a t-test showed a significant difference between mean values of pre-post test scores, (b) an independent groups t-test indicated no difference in empathy gain scores as related to gender, (c) a Pearson's correlation indicated that age and art experience were positively correlated to empathy gain scores, (d) a multiple regression indicated that none of the variables examined moderated each other or empathy. Age, and art experience, independently, were found to be positively correlated with empathy scores. The results suggest that the self-conducted art session could enhance empathy. This research is an important contribution to the existing literature and enhances social change by studying a previously underrepresented population and investigating the possible effectiveness of a single art session prime for empathy. Using art to enhance empathy in graduate counseling students may aid with securing graduation, licensure, and therapeutic alliances with future clients.