The general purpose of this study was to increase the knowledge about graduate-level trained personnel in the area of deafness. The first group of subjects were master's and doctoral degree graduates from The University of Arizona Rehabilitation Counseling with the Deaf Program who graduated during the period of June, 1969, to June, 1977. A total of 45 of a possible 60 graduates were included in the study. The second group of subjects were employers of the graduates. A total of 36 of a possible 45 employers were included in the study. Information from the two groups of subjects was obtained from questionnaires especially developed for use in this study.The results of the study show that the sex of the graduates was evenly divided between male and female; that the majority of graduates started the Program in the early 1970s and that twelve of the graduates had a hearing loss. Twenty-eight of the 45 graduates worked with the hearing impaired before entering the program. The employment history of the graduates since graduation from the Program showed that the majority worked in positions related to the profession of rehabilitation and that they have stayed in the field over a period of years.Furthermore, 86% of the graduates who were working at the time of the study were employed in positions related to hearing impaired populations. The majority of the master's degree graduates worked in positions as counselors or administrators , whereas the doctoral degree graduates worked in positions as professors or administrators. The median salary at the time of the study was $13,994 for the master's degree graduates and $24,000 for the doctoral degree graduates . The results showed that slightly over one-half of the graduates were working in school or rehabilitation education settings at the time of the study. Another one-fourth were working for State-Federal Vocational Rehabilitation programs. The graduates performed a wide variety of duties in the various settings. The 29 graduates who listed counseling spent a median amount of only 25% of their time on this activity. The amount of "paper work" that the graduates were doing increased substantially from past positions to the positions they held at the time of the study. The graduates gave a large number of reasons for entering the Program. The most frequently mentioned reasons for entering were to fulfill a goal of working with deaf people and to increase their skill in counseling deaf people. The graduates rated "Manual Communication Skills" as the component of the curriculum they thought was the most relevant to their present position. This component was followed closely by that of "Practicum and Internship" and "Medical-Psychological-Social Aspects of Disabilities." "Rehabilitation-related Knowledge" and "Research and Testing" received the lowest ratings. The most frequently suggested way to improve the program was through more emphasis on counseling theory and practical applications of the theories. The second most frequently mentioned suggestion was to provide more exposure to deaf residents of the community.The employers of the graduates seemed to be satisfied with the professional competence of the graduates. Their rankings of specific areas of professional competence were for the most part in the "Above Average" or "Excellent" categories. The employers listed a number of other strengths which included such positive adjectives as empathic, caring, capable, effective, responsible, dependable, dedicated and hard working. The employers mentioned some weaknesses but in less frequently occurring numbers than the strengths. The largest single category mentioned was overcommitted or overinvolved.

As a female counselor working with individuals who have been physically, emotionally, and sexually abused, I have become aware of, and affected by, the issue of vicarious traumatization (VT) in the lives of counselors and other helping professionals who deal on a repeated basis with those experiencing trauma and abuse. This research study in the Faculty of Education has arisen from my personal practice preference for a narrative approach to counselling. In this exploration of the manner in which counselors' lives are changed in their work with trauma-related issues, I present an integrated narrative model of vicarious traumatization. Three female trauma counselors respond to three narrative VT vignettes I have constructed, and reflect on stories of their own relationship to vicarious traumatization over the course of their professional practice. By researching and developing these narratives, and sharing them with other counselors, I have increased my understanding of vicarious traumatization and of the effectiveness of a narrative approach in exploring this topic with other counselors. Through this research, my own relationship to vicarious trauma has undergone a transition. Further, this exploration of narrative as a tool for self-reflection, self-awareness, and re-storying professional practice draws together branches of the narrative tree of knowledge: Feminist narrative writings stress the importance of women developing their own voice through writing their own experience; narrative psychology acknowledges the manner in which language maps reality and invites us to explore alternative realities in the service of healing; narrative therapy invites us to explore our lives more fully by honoring all who have contributed to them; narrative research in education urges us to attend to continued professional development in the form of increased self-knowledge. The conversations with other counselors serve to deepen my own knowledge about the impact of trauma work on me, and on others who perform similar work. This research contributes to existing works that explore narrative ways that professionals can come to know themselves, their identities, and their practice, and to teach that knowledge to each other. / viii, 161 leaves ; 28 cm.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Charles Chen.

Thesis (Ph.D.)--Ohio University, August, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1983. / Title from title page screen, viewed May 9, 2005. Dissertation Committee: John McCarthy (chair), Ronald Halinski, Edward Hines, Vivian Jackson, Neal Gamsky. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 106-116).

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references.