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

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

This study was designed to investigate the effectiveness of large group supervision, small group supervision, and combined group and individual supervision on counselor trainees. Specifically, instruments were used to measure the progress in counselor efficacy and counselor development. Analyses of Covariance revealed that all supervision formats produced similar progress in counselor effectiveness and counselor development. Large group supervision, small group supervision, and combined group and individual supervision appear to be equivalent in their effectiveness.

A critique of pertinent literature reveals that the majority of theoretical understandings and modes of intervention in the arena of spouse abuse are limited by their adherence to a linear epistemology. It is contended that when intervention efforts are framed solely in linear terms, the abusive couple is perceived within a dichotomous logic of attribution, thereby engendering solutions of dismemberment. It is suggested that an ecosystemic perspective, which is grounded in cybernetics, ecology and systems theory, can offer a means of overcoming the limitations that currently plague helping institutions. Such a perspective expands intervention options as the helper, the helping system(s), the client and the context of the client's problems are viewed as interrelated rather than distinct systems. Some of the interlinked variables which need to be considered when planning an ecosystemic programme for spouse abuse are also presented. / Psychology / M.A. (Clinical Psychology)

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to ascertain whether there were significant differences in practices and educational preparation among secondary school counselors. Five research questions and 130 hypotheses were formulated on the theory that counselor practices and educational background differ when counselors are categorized by various school environments. Data for the study were supplied by the National Longitudinal Study of the High School Class of 1972, specifically, the School File Documentation which includes counselor questionnaires from 1,057 secondary schools. One counselor questionnaire was selected from each of the schools to be included in the study. A chi square test was administered to find out if discrepancies among categorical groups were significant. The study found that major differences existed among groups classified under national geographical region, public and private control, and school location. Few differences were found among groups classified under the percentage of minority students in the school and the percentage of teachers with advanced degrees in the school. Results indicate that counselor practices and educational preparation are strongly influenced by geographical region, type of administrative control, and school location. While the study did not focus on the amount of training experienced by counselors, indication are that a sizable proportion of secondary school counselors had not taken any courses in educational, personal/family, or vocational counseling. Few in the sample had taken courses in minority group counseling. By the same token, a lack of practicum hours in these areas was also shown.

This study used a questionnaire to assess counselors' awareness of and opinions on issues related to the legislated regulation of their profession. The subjects (N = 159) were members of the Arizona Counselors Association. Statistical procedures used included numerical frequencies, percentages, chi-square and Pearson's product-moment correlation coefficient. The results indicated that the subjects were moderately informed about the consequences of legislated regulation. There was a tendency of subjects to be aware of, agree with and value those positions which represent professionally and personally beneficial consequences of regulation, and to be unaware of, disagree with and consider less important positions representing the negative consequences of regulation. Subjects supported legislated regulation, and supported traditional forms of regulation. The majority thought there was a need for more information and dialogue about the consequences of legislated regulation.

No description available.

No description available.

Suicide is currently the third leading cause of death for adolescents ages 15- 24. While much attention has been given to this topic, no research has examined what specific information is being taught to pre-service school counselors. The purpose of this descriptive study was to evaluate the pre-service suicide prevention training in CACREP accredited school counseling programs. Fifteen areas of suicide prevention were assessed. The participants were 89 CACREP accredited programs. The instrument utilized was entitled Suicide Prevention Survey, and included fifteen areas of suicide prevention that could be included in program curriculum. The results were analyzed using frequencies and measures of central tendency. Respondents to the survey indicated that no CACREP programs offer a required course in suicide prevention. However, the issues of suicide were reported as being addressed in 39 different required and elective courses. Four percent (n=9) of the programs reported covering all fifteen categories included in the survey. One program reported coverage in area of suicide was non-existent. Implications for CACREP accredited programs as well as recommendations for future research is given. / Graduation date: 2003