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This study examined the influence of earlier life experiences on the development of beginning counsellors' personal theories of counselling. The significance of the study lies in its potential to extend counsellor educators' knowledge of the early processes involved in personal theory building. A qualitative method using a phenomenological design was chosen for the study. Five master's in counselling students, and two recent master's in counselling graduates were given a questionnaire to complete and then interviewed individually. A thematic analysis, and comparison to Skovholt's and Ronnestad's (1 992) study Themes in Counsellor Development were used to interpret the results. The findings revealed that theory development was impacted by normative and difficult life experiences and interpersonal relationships with parents, siblings, significant others, teachers, university professors, and counsellors. . . It was recommended that the findings be used to support future directions for structuring theory-building activities to better address the developmental and personal attributes of counselling students.

The problem was to compare the effectiveness of an integrated didactic and experiential approach in the training of graduate counseling practicum students with that of the traditional approach in counseling practicum training.

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

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

The purpose of this study was to determine if individuals could raise their hand temperature through systematic thermal training and to assess the effects of thermal training paired with coping-imagery desensitization on counselor trainee anxiety and counselor trainee effectiveness. A unique feature of this investigation was the pairing of two systems which had seldom been studied simultaneously: thermal training paired with desensitization.The experimental groups consisted of 32 Ball State University European Master's level students in counseling (16 females, 16 males). Subjects were volunteers drawn from five sections of classes during Spring Quarter, 1978. Students were randomly assigned to one of two treatment groups: the experimental group or the no-treatment control group. The experimental training took place over a 6-week time period at Ramstein Air Base, West Germany, and at Kapaun Air Station, West Germany.A pre-study was conducted the previous Winter Quarter, 1977-1978, to solicit data from which to compile a six-item standardized hierarchy to be used for the experimental desensitization scenes. The scenes consisted of counseling-related events which counselor trainees previously indicated were anxiety producing.Two groups of criteria instruments were utilized as dependent variables: self-report measures and performance measures. The self-report anxiety measures consisted of a semantic differential and the State-Trait Anxiety Inventory. The end-of-treatment thermal measurement and the CarkhuffBerenson Gross Rating of Facilitative Interpersonal Functioning Scale (GRFIF) served as measures of performance.Experimental subjects were exposed to five sessions of thermal training combined with coping-imagery desensitization while the control group received no treatment. Both groups were administered the end-of-treatment thermal measurement at the end of the fifth session of treatment. During the sixth week, both groups completed the self-report anxiety measures prior to participating as a counselor and as a client in two 20-minute audio taped counseling sessions. Each subject was individually debriefed and control subjects were offered the opportunity to receive identical training. Three 3-minute segments were excerpted from each counseling tape and were rated in-the-blind by independent judges using the Carkhuff-Berenson CRFIF Scale measuring counselor effectiveness. The raters were trained in using the GRFIF Scale and following training, the four-way interjudge reliability using total sampling procedures was r = .85, p< .01.The experimental design was the posttest only control group design. Five null hypotheses stating that no statistical difference would be found between the experimental and control group in self-reported anxiety or in effective counseling skills were statistically treated using five one-way analyses of variance. A confidence level of .05 was established.Results of the statistical investigations indicated that experimental subjects showed significantly greater hand-warming skills than control subjects, F (1,31) = 36.98, p < .001. No significant differences were found between the treatment and control group means on the self-report measures of anxiety or in counselor effectiveness.The conclusion was drawn that thermal training was a viable method for assisting individuals to achieve significant increases in thermal temperature measurement. Thermal training paired with coping-imagery desensitization was not demonstrated to be an effective treatment modality for reducing counselor trainee self-report anxiety or for increasing effective counseling skills. The latter finding was inconsistent with previous research which concluded that relaxation and systematic desensitization resulted in reductions in counselor trainee self-report anxiety and in increases in counselor effectiveness.The recommendation was made for additional research investigating thermal training paired with desensitization using an electromyograph (EMG) biofeedback unit and for employment of individualized desensitization hierarchies with practicum populations.

In recent years, an important focus has been placed on training counsellors to attend to cultural diversity. In an effort to assist counsellors in this process, models of Multicultural Counselling Competencies (MCC) have been developed for work with adult populations. Unfortunately, little attention has been given to adapting these models or developing specific models for counselling with adolescents. While clinical guidelines have been proposed for counsellors working with culturally diverse youth, they have yet to be empirically tested. The present study investigated the MCC which former adolescent clients believed to be important to them when they attended counselling. Participants included 20 women between the ages of 18 and 23 who sought counselling when they were between the ages of 12 and 19. Participants completed an in-depth qualitative interview about their counselling experiences and were asked to discuss the aspects of counselling they found to be most and least helpful. The interview data was analyzed using phenomenological methodology. The components of cultural competence (counsellor awareness, knowledge, and skills) proposed in the tripartite model of MCC and the multicultural counselling relationship were used as points of entry in the data analysis process. The results of this study provided support for the integration of these competencies in counselling with female adolescents. However, participant's accounts indicated that the competencies of awareness, knowledge, skills, and relationship are not sufficient for culturally competent counselling to occur. Additional MCC were found to be important for work with female adolescents, including cultural sensitivity, family interventions, and help beyond counselling. The results of this study have important implications for the training and practice of psychology. Obtaining the viewpoint of female clients who attended counselling during their adolescence was invaluable, as they offered a unique perspective, which was not previously available in the literature. This unique viewpoint informs us about the specific needs of female adolescents and provides useful information about the MCC counsellors may need to develop in order to work with this population.

This study replicated and extended some aspects of a project done by Handley (1980). The primary purpose of this study was to test whether satisfaction with the counseling supervisory relationship was related to the degree of personality similarity between counselor trainees and their supervisors. The degree of personality match was measured by the Myers-Briggs Type Indicator. Satisfaction was assessed using the Barrett-Lennard Relationship Inventory, the Counselor Evaluation Rating Scale, and two general satisfaction questions.The sample was comprised of 42 counselors-in-training at the master's level and 15 superisors at the doctoral level. Supervisors and trainees were paired to make 42 counselor-supervisor dyads. All participants were graduate students at a Midwestern state university counseling psychology program. Twenty six of the trainees were female and 16 were male. Seven of the supervisors were female and 16 were male.In the primary analyses, one-way MANOVAs revealed no relationship between personality match and trainees' and supervisors'satisfaction with supervision. However, several supplementary one-way MANOVAs indicated that there .was a difference in satisfaction with supervision when trainees were matched to same-sex as compared to opposite-sex supervisors. Female trainees were less satisfied with supervision when they were matched with female supervisors. Male trainees were satisfied with both female and male supervisors.Implications of the findings and suggestions for further research were offered. Limitations of the project were also discussed in terms of the type of training program studied and the homogeneity of the participant pool. / Department of Counseling Psychology and Guidance Services

The issue of domestic violence continues to be of great concern to society. It is crucial counselors have an understanding of dynamics of domestic violence and the impact it has on victims. Even with heightened awareness of the past decade, the issue continues to be misunderstood, missed altogether by counselors, and sometimes misdiagnosed. This study was created to explore the level of understanding masters level counseling students have of domestic violence, battering behavior, victimization, socioeconomic preconceptions, and counseling victims. Masters level counseling students from the University of North Texas, Denton, TX and staff members of two battered women's shelters from the Dallas, TX area participated in a survey to identify the level of knowing and sensitivity to the issue of domestic violence. Upon completion, an independent t-test was conducted to measure differences in these areas between the two groups. Results indicate a need for counseling students to better understand this issue and implications for client/victims.