<p> The unique nature, challenges, and demands of rural counseling has been linked to higher rates of burnout and turnover among rural counselors in comparison to their urban and suburban counterparts. The current study examined the relationship between burnout and selected variables among professional counselors working in rural settings. A review of the literature indicated that multiple relationships, confidentiality, competence and training, lower compensation, lack of privacy, and personal and professional isolation were the variables most frequently identified as problematic for rural counselors. Data from 127 respondents were analyzed using multiple regression models. Individually, the independent variables were significant predictors of burnout, however, only confidentiality, lower compensation, lack of privacy, and personal and professional isolation were significant predictors in the multiple regression models.</p>

<p> Limited research exists on effective treatment modalities for early onset trauma-based psychosis during the latency period of childhood. This thesis reviews research on the benefits of using Jungian play therapy to treat trauma-based psychosis. Depth psychologists have theorized that the conscious reality of individuals experiencing psychosis is flooded by unconscious complexes, resulting in symptoms of psychosis and intolerance to emotions experienced. Using hermeneutic and heuristic methodologies, this thesis focuses on how, using Jungian play therapy, therapists can form therapeutic alliances with children experiencing psychosis, assist the child with integrating their unconscious experiences, affect, and thoughts into conscious reality thereby managing distressing emotions, contributing to healthy ego development, and reducing psychotic symptoms. Psychological literature and a friend of the author&rsquo;s experience of psychosis are examined to demonstrate how the integration of unconscious material leads to the potential to heal the fragmentation of the psyche caused by trauma and psychosis.</p>

<p> This generic qualitative research study examined the impact that non-counseling duties have on school counselors&rsquo; professional identity. The 10 participants were tenured school counselors who worked in a suburban county in a mid-Atlantic state. This generic qualitative study explored how school counselors can perceive non-counseling duties and how those duties may be redefined by integrating clinical components to align them with the American School Counselor Association (ASCA) National Model. Generic qualitative methodology structures the study for a greater understanding of a phenomenon, school counselors&rsquo; perceptions of their professional identity and does non-counseling duties impact those perceptions. Semi-structured interviews revealed the participants&rsquo; perceptions towards their roles as school counselors, non-counseling duties, their own professional identities, and their ability to change their perception of non-counseling duties to align with the ASCA National Model. Thematic analysis of the data revealed themes that addressed how those participants perceived non-counseling duties and their perceptions of their professional identity. This study indicates there was a direct effect on professional identity due to the assignment of non-counseling duties and the perception of the school counselors of those duties. The participating school counselors spoke of a positive perception of their school counseling role, which focused on how they performed their job. They perceived non-counseling duties to be an interference to performing their role as a school counselor. In addition to their perceptions to non-counseling duties, the school counselors that participated struggled to describe their perceptions of their professional identity.</p><p>

<p> The purpose of this study is to examine the differences between counselor supervisors&rsquo; and supervisees&rsquo; perceptions of the impact of multicultural supervision on client outcome. Counselor supervisors and supervisees may have differences in how much they believe multicultural factors affect client outcome and this study aims to determine what differences exist. These differences are important in understanding how supervisors might better serve supervisees and in turn clients. There were 61 participants in the study that consisted of faculty, counselor supervisors, counselors, and graduate students in counseling-related fields. The current study found that multicultural supervision/competence alone predicted supervisor client outcome. The findings suggest that training in supervision and multicultural supervision is vital to the professional development of counselors and trainees in counseling-related fields. This training is also necessary because of the impact it has on clients. The implications of this study are to be able to improve the knowledge of those in counseling-related fields as to the importance of multicultural counseling and competence in training. Further research on what supervisees consider as important contributions to client outcome should be considered. One recommendation is to explore further what subscales of both the independent variables of supervision satisfaction, counselor self-efficacy, the supervisory working alliance, multicultural supervision/competence and the dependent variable of perceived client outcome to provide more specific information about what aspects are important contributions to perceived client outcome by supervisors and supervisees.</p><p>

<p> This qualitative study sought to examine the Holy Cross Immersion, a service-learning trip for senior boys at Holy Cross School, New Orleans, Louisiana. The specific focus of the study is whether the experience increased the participants&rsquo; awareness of social justice issues, leading to future civic involvement. Individual interviews were conducted with nine young men who participated in an Immersion service-learning experience as seniors in high school between the years of 2011 and 2014. A focus group followed with three of the participants. I kept a journal throughout the interviews to document observations. Data were collected from the journal and interviews and analyzed using qualitative phenomenological methods. Findings of this study suggest that the Holy Cross Immersion service-learning trip is effective in helping adolescent males understand the marginalized in society, increasing their awareness of social justice issues, and contributing to their desire to volunteer.</p><p>

<p> The objective of this examination was to determine if there were significant differences in reported levels of motivation across five teaching tasks, as well as time allocated to each teaching task, among online and onsite university-level social science faculty. One hundred thirty-six social science faculty members were allocated into two groups that reported teaching in either online or onsite settings. Each participant completed the WTMST measuring various types of motivation across various types of teaching tasks. A measure of estimated time spent on each of the five teaching tasks was also obtained. The two groups showed several similarities in amount of motivation across teaching tasks and types of motivation with greater motivation for teaching, class preparation and evaluation of students than administrative and complementary tasks and greater motivation for teaching than class preparation. Both groups showed greater identified regulation than intrinsic motivation and greater intrinsic motivation and identified and external regulation than introjected regulation and amotivation. However, the onsite group reported greater motivation for teaching and class preparation than evaluation of students that was not shown for the online group and the onsite group reporting greater external regulation than intrinsic motivation and greater introjected regulation than amotivation that was not shown for the online group. The onsite group reported more time teaching than evaluation of students while the opposite finding was shown for the online group. The onsite group reported more time on class preparation than the other tasks except teaching while the online group reported less time, or no difference in time, spent on class preparation compared to other tasks. Reported time estimates and motivation scores were shown to be positively correlated across teaching tasks. The patterns of motivation scores across teaching tasks and types of motivation are described relative to self-determination theory. Differences within groups in motivation scores, and reported allocation of time, across teaching tasks, and corresponding positive correlation between motivation scores and reported time estimates suggests a relationship between the distribution of required duties of faculty and their motivational experiences. The findings are discussed relative to potential future qualitative and quantitative research of college faculty motivation and time allocated to various tasks, and relative to benefits to college level faculty, administrators and faculty services, and to students, toward facilitating quality of the academic experience. </p><p>