Counselor trainee's personal development in Australia: The relationship between personal growth initiative, perceived counselling skills, and perceived personal developmentAgostinelli, Elisa. Unknown Date (has links)
Thesis (Ph.D.)--The University of Toledo, 2005. / (UnM)AAI3192513. Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3937. Adviser: Martin Ritchie.
Buck, Ilene Megan.
Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from home page (viewed on Jul 20, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3865. Adviser: Susan C. Whiston.
Client hope has long been considered one of the most potent common factors accounting for positive psychotherapy outcomes. Research on the relationship of hope to successful outcome has produced promising results indicating the need to discover the processes and conditions under which hope flourishes during therapy. The present study examined the trajectory of hope development in psychotherapy based on in-depth, semi-structured interviews with 17 counselling clients presenting at a university counselling center with various concerns. Clients completed a measure of state hope before the first and after every session, and were interviewed once their responses indicated significantly higher levels of hope. Client narratives were analyzed using grounded theory methodology. Findings were synthesized into a dynamic and multifaceted theory, the Hope as Empowerment Theory (HET), which adopts an integrative view of hope as both cognitive and affective, and conceptualizes increased client hopefulness as a higher sense of control over the problem and as an increased sense of direction toward positive change. The compatibility of client preferences with therapist input was observed to raise clients' faith in the process of counselling, which was in some cases the stepping-stone for gaining hope in the outcome. A number of conditions, including the adaptability of client role preferences and the directiveness of hope-inspiring therapeutic strategies, were found to produce different types and varying degrees of strength of client hope. Findings are discussed in terms of the need for therapists to inquire about and consider client wishes and expectations, as well as to promote client / L'espoir du client est depuis longtemps considéré comme l'un des facteurs couramment observé ayant le plus d'impact sur les résultats positifs en psychothérapie. La recherche sur la relation entre l'espoir et l'issue favorable de la thérapie a produit des résultats prometteurs indiquant le besoin de mieux comprendre les processus et les conditions selon lesquels l'espoir peut se développer pendant la thérapie. La présente étude a examiné la trajectoire du développement de l'espoir en fonction d'entrevues approfondies et semi-structurées auprès de 17 clients demandant une consultation relativement à diverses préoccupations dans un centre de counselling universitaire. Les clients ont complété une évaluation de leur degré d'espoir avant le premier et après chaque entretien, puis ont été interviewés lorsque leurs réponses indiquaient un niveau d'espoir significativement plus élevé. Le récit des clients a été analysé selon la méthode de théorie ancrée. Une synthèse des résultats fut effectuée de façon à produire une théorie dynamique à multiples facettes, la théorie de l'espoir redonnant le pouvoir (Hope as Empowerment Theory - HET), qui propose une vision intégrative de l'espoir comme étant à la fois cognitive et affective et conceptualise l'espoir accru en un plus grand contrôle du client sur le problème ainsi qu'une mise en direction vers le changement positif. La compatibilité des préférences du client avec les interventions du thérapeute fut observée comme augmentant la confiance du client dans le processus de « counselling », et dans certains cas fut le tremplin menant à la manifestation de l'espoir envers le ré
A follow-up survey of graduates from a master's degree program in Counseling and Guidance: 1986, 1987, and 1988Anderson, Lisa Marie, 1963- January 1991 (has links)
This study presents information gathered from a follow-up survey of master's degree graduates in Counseling and Guidance from the years 1986, 1987, and 1988. Results are compared to a previous follow-up survey of graduates from the same program. Participants provided information via a questionnaire regarding demographics, current and past employment, credentialing, counseling clientele, program satisfaction, professional involvement, and preparation for client concerns. Results indicate that graduates are older than those who graduated 12-13 years ago with increasing numbers of women entering the field. Private practice, agencies, and hospitals have emerged as a significant employment setting. Today's graduates appear to be encountering a wider variety of client concerns and also appear to feel more prepared for those concerns than the graduates of 12-13 years ago. Conclusions and implications are drawn for the practitioners and the counselor preparation institution from which they graduated.
Goodman, Teresa Marie, 1954-
The primary purpose of this study was to identify resiliency factors evident in parentally bereaved children and adolescents identified as "holis-tically well." The population for this study consisted of 7 parentally bereaved children and adolescents between the ages of 5 and 18 who were referred by the Children to Children support program for grieving youth. The instruments used in this study were specifically developed to assess holistic wellness and evidence of resiliency factors. The most prevalent resiliency factors evident in parentally bereaved children and adolescents identified as holistically well were: Constitutional Resiliency Factors of: social competence, positive personality characteristics, sense of purpose and hope, problem-solving skills, and autonomy. Resiliency Factors within the Home Environment of: caring and support, high parental expectations, and encouragement of participation in family. Resiliency Factors within the School Environment of: high academic expectations and caring and support.
Abstract not available.
This study employed a variation of grounded theory method to investigate how seasoned counsellors in a midsized Canadian city experienced their counsellor professional identity. Six master's-level counsellors were interviewed using a semi-structured interview protocol to develop an understanding of how they define themselves as professionals, as well as how they view the counselling profession overall. Twenty-five themes emerged, which were further classified into five categories: (a) key influences on counsellor professional identity, which included seven themes; (b) counsellors' professional image, which included seven themes; (c) counsellors' roles and practices, which included six themes; (d) counsellor education and training, which included three themes; and (e) critical events of counsellor professional identity, which included two themes. Encouraging counsellors and counsellor trainees to reflect upon their professional identity and how it develops could foster a stronger professional identity among counsellors and ultimately promote a stronger and more unified image of the profession. Keywords: counselling, professional identity, counsellor education
Gauthier, M. C.
No description available.
L'éducateur et sa perception de la relation d'aide au Centre jeunesse : la problématique de l'aide et du contrôle.Quann, Nathalie Liliane. January 1998 (has links)
Cette recherche exploratoire decrit la perception de l'educateur de son travail et des problematiques qu'il rencontre dans la relation d'aide. L'educateur ne nie pas la presence de l'aide et du controle dans ses interventions aupres de sa clientele. Il a meme de la difficulte a voir comment il est facile de passer automatiquement de l'un a l'autre. Pris alors dans ce controle, l'educateur n'a d'autre choix que de s'y soumettre. Les normes qui regissent son travail facilitent ce passage de l'aide au controle. Elles sont, comme le controle, legitimees et vehiculees par l'institution et par l'educateur sur le terrain. On obeit et on croit a la norme tout en se sentant "prisonnier" de ces normes. Ce qui a pour consequence que 'educateur agit en fonction de ce que l'institution s'attend de lui, au lieu d'agir pour la clientele. De la le besoin de penser l'aide d'une autre facon: la ou le client devient sujet au lieu de rester l'objet qu'il a souvent ete.
This thesis provides recommendations for a crime prevention strategy focusing on primary school aged children (5 to 12 age range) within the municipality of Nanaimo. These recommendations are reached by reviewing and analyzing research related to the causes and correlates of crime prevention, and by conducting interviews with key representatives of organizations providing services to primary school aged children at the federal, provincial, and municipal levels. Research is reviewed that identifies various factors that place individuals at risk of becoming delinquent. Recent crime prevention research is then reviewed which identifies the need to look beyond the traditional approaches of crime prevention involving "cops, courts, and corrections." These studies suggest the need for a crime prevention approach in which social policy works with criminal justice policy in preventing crime. The writer refers to this approach as the crime prevention through social development for safer communities approach. The approach recognizes the need to incorporate primary school age experiences within a crime prevention strategy. Summaries of interviews with representatives of government at all levels, and with administrators and members of non-government organizations, describe policies, programs, and services for primary school aged children. (Abstract shortened by UMI.)
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