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The effects of an expressive arts therapy group on female counselors-in-training : a qualitative study /Keller, Elizabeth A., January 1900 (has links)
Thesis (M.S.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 159-165). Also available online.
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Ego development and theoretical orientation among counseling studentsWarren, Edward Scott. Holden, Janice Miner, January 2008 (has links)
Thesis (Ph. D.)--University of North Texas, Dec., 2008. / Title from title page display. Includes bibliographical references.
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The Effects of Mindfulness Training on Student Counselors’ Case ConceptualizationUnknown Date (has links)
The purpose of this longitudinal, quantitative, quasi-experimental study was to explore the effects of a standardized bipartite workshop on counselor trainees’ case conceptualization competency. A secondary purpose was to examine the relationship andeffects of mindfulness, anxiety, personality, and the benefits of the training. Master’s level counselor trainees (N = 121) participated in a two-part workshop (3 hours in length per workshop) designed to teach the integrative case conceptualization model (Sperry, 1989). For each workshop, pre- and post-intervention case conceptualizations were rated by at least two independent raters using the Case Conceptualization Evaluation Form 2.0 (CCEF 2.0). Mindfulness was measured by the Five Facet Mindfulness Questionnaire - Short Form (FFMQ-SF), whereas the State Trait Anxiety Inventory (STAI) and Big Five Inventory (BFI) were utilized to measure anxiety and personality, respectively.
The differences between the experimental and comparison group’s case conceptualization scores were tested using Welch’s Two Sample t-tests. A significant difference was found between the first workshop’s gain scores of the experimental group (M = 28.32, SD = 10.71) and the comparison group (M = 17.88, SD = 10.54), t(66.31) = 4.17, p < 0.001, CI.95 [5.45, 17.88]; d = 0.98. A similar result was found for the second workshop, there was a significant difference between the experimental group (M = 14.07, SD = 14.29) and the comparison group (M = 6.57, SD = 13.01), t(98.39) = 2.78, p = 0.006, CI.95 [2.15, 12.86]; d = 0.55. A combined anxiety and mindfulness multiple regression provided evidence to support substantial links between anxiety, mindfulness, and case conceptualization F(8, 88) = 8.64, p < 0.001, R2 = 0.44, CI.95[.23, .52]. This model accounted for approximately 44% of the variance of the first (pre-test) case conceptualization scores. Additionally, a moderation effect was detected for anxiety and case conceptualization. There was evidence to suggest that the extraversion personality factor moderates the effect of anxiety on case conceptualization. Post-hoc analyses conducted (cluster analysis) found two significant and unique personality clusters in the data, which were consequently confirmed by discriminant analysis, achieving 90% classification accuracy. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection
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A structural model examining predictors of lesbian, gay and bisexual counseling self-efficacy beliefs / Counseling self-efficacyO'Heron, Michael P. 10 January 2012 (has links)
Counselors and counselors-in-training are expected to provide affirmative and competent counseling services to lesbian, gay, and bisexual (LGB) clients. Counseling self-efficacy, a construct based on the tenets of social cognitive theory, is a useful framework to assess counselors’ perceptions regarding their competencies in providing such services. To date, little is known about factors that may either enhance or inhibit counselors’ LGB counseling self-efficacy beliefs.
In the present investigation, structural equation modeling (SEM) was employed to test two conceptually derived models consisting of predictors of counselor trainees’ LGB counseling self-efficacy beliefs. For the first model, trainees’ LGB focused personal, clinical, and training experiences, sexual identity exploration and commitment, attitudes towards LGB persons, and levels of lesbian and gay (LG) threat were examined in order to determine their levels of influence on counselor trainees’ LGB counseling self-efficacy. The second model was a mimic model that tested whether counselor trainees’ sexual orientation identities moderated the other variables’ influences on LGB counseling self-efficacy. The second model also examined differences in self-efficacy beliefs between heterosexual and non-heterosexual participants.
These models were tested on 406 counselors-in-training who were recruited via the Internet. Using Structural Equation Modeling analyses it was found that LGB attitudes and LG threat both significantly and partially mediated the relationship between counselor trainees’ experiences and LGB counseling self-efficacy such that, for trainees’ with positive attitudes and lower LG threat, more experiences predicted higher LGB counseling self-efficacy. Sexual identity exploration and commitment, however, did not predict LGB counseling self-efficacy.
The mimic model indicated that counselor trainees’ sexual orientation identities were a significant predictor of LGB counseling self-efficacy. It was also discovered that trainees’ experiences and LG threat remained significant predictors of self-efficacy while LGB attitudes did not. Finally, it was found that non-heterosexual trainees endorsed higher efficacy as compared to heterosexual trainees. A post-hoc analysis was conducted to determine whether sexual identity exploration and sexual identity commitment differentially impacted LGB counseling self-efficacy. Results suggested that sexual identity exploration fully mediated the relationship between counselor trainees’ experiences and self-efficacy. Yet, sexual identity commitment did not significantly impact self-efficacy.
The findings from this investigation reveal the importance of counselor training and clinical experience on LGB counseling self-efficacy, as well as the importance of exploring barriers on LGB counseling self-efficacy. This study’s strengths, limitations, contribution to research, training, and practice are discussed, as are suggestions for future research. / Department of Counseling Psychology and Guidance Services
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Predictors of counselor trainees’ implicit attitudes toward interracial couplesRoy-Petrick, Patricia M. 28 June 2011 (has links)
Implicit Attitudes of Counselor Trainees toward Black-White Couples
Inter-racial couples developed as soon as European men landed on the coast of North
America. Historically, these relationships were considered deviant and unacceptable.
The attitudes towards interracial marriages are improving, however, the incidence of
interracial dating and marriage, especially among Blacks and Whites, remains low in the
United States (White & White, 2000). As the acceptance of interracial marriages
increases, the rate of interracial marriages also increases. With the increasing number of
inter-racial couples in the United States the probability that counselors will have contact
with a Black-White couple increases also. It is important for the counselors to have
accepting attitudes towards these couples to be effective in the treatment of these couples.
The Implicit Association Test (IAT) measured the implicit attitudes of the participants
toward black-white couples. This study included a comparison of attitudes based on
demographic factors such as sex, age, education, region of the US, socioeconomic status,
home setting, and multicultural awareness and knowledge as measured by the
Multicultural Knowledge and Awareness Scale (MCKAS). In addition, a multiple linear
regression will determine which of these variables is best able to predict the participants’
attitudes. The results showed there is a significant difference in attitudes toward
interracial couples between demographic subgroups of the variable age. However, there
were no significant differences in attitudes between the subgroups of the variables
education, socioeconomic status, sex, race, region of the country, community type and
size. The regression analyses found MCKAS was the one variable that could predict
scores on the IAT. / Department of Counseling Psychology and Guidance Services
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Impact of cross-cultural interaction on counselor trainees' development of cultural empathy and intercultural sensitivityNganga, Regina W. January 2006 (has links)
Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on April 16, 2008). Includes bibliographical references (p. 135-145).
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Counseling graduate students' preference for qualities pertaining to teaching effectivenessKreider, Valerie Ann Lamberton. January 2009 (has links)
Thesis (Ph.D.)--Kent State University, 2009. / Title from PDF t.p. (viewed Feb. 17, 2010). Advisor: Martin Jencius. Keywords: graduate counseling student ratings of teachers; generational; Q methodology; student preferences. Includes bibliographical references (p. 218-232).
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The Influence of Reflective Practice on the Case Conceptualization Competence of Counselor TraineesUnknown Date (has links)
The purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture on 84 participants. A third purpose was to examine the relationships between counselor trainee demographic variables, their attitudes towards evidence-based practice, disposition towards reflective reasoning, and competence in writing case conceptualizations. This was the first study to contribute to the reflection in counseling literature. A convenience sample of N = 84 participants participated in two standardized case conceptualization training lectures. An intervention group (N = 35) received an additional three one-on-one reflection coaching sessions. The comparison group (N = 49) received the training lectures and no coaching. Participants from both groups attended two 3-hour training lectures, which taught the integrative case conceptualization model developed by Sperry (2010). Intervention group participants took part in three additional one-on-one reflection coaching sessions. Pre- and post-training lecture case conceptualization skills were assessed using the Case Conceptualization Evaluation Form (CCEF) 2.0. Levels of reflective thinking were measured with pre-, post-, and post-post-administrations of The Reflection in Learning Scale (Sobral, 2005). Variance in case conceptualization competence was analyzed using a MANOVA. Intervention group participants’ mean CCEF 2.0 scores were significantly higher than those of the comparison group (M = 72.64 and M = 46.81, respectively). Reflective thinking was determined not to be a mediating or moderating variable. Mean CCEF 2.0 scores from the first training lecture increased from the pre-test to the post-test (M = 11.20 and M = 24.10, respectively) for all participants. Mean case CCEF 2.0 scores also increased from the pre-test to the post-test in the second training lecture (M = 21.33 and M = 52.29, respectively) for all participants. Additionally, a paired sample t-test showed improvement on the Reflection in Learning Scale (Sobral, 2005) between the post-test and post-post test for the intervention group. Results were significant (|t| = 1.91, df 34, p < .001, one-tailed). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection
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Narrative reflecting team supervision : a literature review and quantitative examination of narrative reflecting team supervisions' impact on self-efficacy of counselors in trainingPrindle, Julie E. Convy 23 August 2012 (has links)
The purpose of this study was to determine the impact a narrative reflecting team experience has on counselor self-efficacy. Through a quasi-experimental design, the use of a narrative reflecting team supervision model was compared to supervision as usual with graduate counseling students (N=12). The Counselor Self-Estimate Inventory (COSE) was chosen to assess self-efficacy pre and post 8 weeks of a reflecting team intervention and supervision as usual. Results from a Wilcoxon Signed Ranks Test indicate that an 8 week, 11/2 hour, narrative reflecting team experience did not elicit a significant change in counselor self-efficacy over supervision as usual. Counselor self-efficacy is an important concept to explore and emphasize as the field of counseling works to improve educational and supervision practices with developing counselors. The use of narrative techniques in a reflecting team supervision model, offers an alternative approach to supervision- an approach, which is a collaborative, empowering, and a re-storying experience for counselors in training. The research questions hierarchical, power and fear laden supervision models that negatively impact the efficacy of counselors in training. It further emphasizes a need to develop new practices, which support self-efficacy in new trainees, as their level of efficacy will impact how they will be with clients in the future. Results and suggestions for future research and practice are discussed. / Graduation date: 2013
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Imposter phenomenon and counseling self-efficacy : the impact of imposter feelingsRoyse Roskowski, Jane C. 28 June 2011 (has links)
Since the imposter phenomenon was first identified, much research has been
conducted on its occurrence in different populations and its impact on functioning.
This study investigated the influence of the imposter phenomenon on counseling selfefficacy
among graduate level counseling and counseling psychology trainees. A
structural equation model was developed and tested to determine the relationships
between counseling experience, the imposter phenomenon, and counseling selfefficacy.
The model indicated that the imposter phenomenon had a negative
relationship with counseling self-efficacy. It also revealed the influence of prior
experience, months in practicum, and number of counseling hours on counseling selfefficacy.
Additionally, the lack of relationship between experience and the imposter
phenomenon suggested that imposter feelings persist beyond the early levels of
trainees’ development. The imposter phenomenon, however, moderated the
relationships between two experience variables, months in practicum and number of
counseling hours, and counseling self-efficacy. The results did not reveal a mediating
effect of the imposter phenomenon on the relationship between experience and
counseling self-efficacy. Supplementary analysis using a MIMIC model indicated no
significant relationship between gender and imposter feelings. Strengths, limitations,
directions for future research, and implications for practice and training counselors
and counseling psychologists were presented. / Department of Counseling Psychology and Guidance Services
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