Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by James Benshoff; submitted to the Dept. of Counseling and Educational Development. Title from PDF t.p. (viewed May 7, 2010). Includes bibliographical references (p. 115-127).

Thesis (Ed. D.)--University of Arkansas, 1992. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 91-101).

Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 119-131).

Thesis (Ph.D.)--Victoria University (Melbourne, Vic.), 2009.

Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 27, 2006. Dissertation Committee: William J.F. Hunter, Anthony Lorsbach (co-chairs), Jerry L. Jinks, Thomas Crumpler. Includes bibliographical references (leaves 240-257) and abstract. Also available in print.

Thesis (Ph.D.)--Ohio University, August, 2006. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ed.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 218-226) and index.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 138-145). Also available via the Internet.

The purpose of this study was to test the effects of an educational intervention on the aging knowledge of graduate counseling students. Overcoming misconceptions, such as positive and negative stereotypes about older adults, is essential for graduate counseling students to be effectively trained to work with the aging population. Educational interventions have been found to be the most consistently effective way of increasing aging knowledge and helping individuals overcome ageist beliefs rooted in faulty aging knowledge. For this study, it was hypothesized that a comprehensive educational intervention (approximately 2 hours in duration) would increase overall aging knowledge, increase aging and mental health knowledge, and lower levels of negative aging bias; moreover, this study hypothesized that adding a structured discussion (approximately 20 minutes in duration) after the educational intervention would further increase overall aging knowledge and overall aging and mental health knowledge and further reduce levels of negative aging bias. In addition, it was hypothesized that students who received the educational intervention or the educational intervention with structured discussion would be better able to process three exploratory aging related vignettes than the group of students who received no educational intervention. The findings of this study suggest that the use of an educational intervention alone may not be enough to increase overall aging knowledge, increase aging and mental health knowledge, and decrease negative aging bias among graduate counseling students. However, it does appear that adding a structured discussion to an educational intervention is an easy way to produce superior results. In addition, it does not appear that using a short-term educational intervention, with or without structured discussion, is enough to impart the level of aging knowledge to graduate counseling students for them to be able to do more complicated tasks, such as processing an aging related vignette using factual knowledge.

Mobility and migration are features of this global era. Thus, most higher education institutions are increasingly recruiting international students. Host institutions and countries benefit in many different ways from this recruitment; however, the experiences of international students are still under-researched. Although studies examining the linguistic and cultural challenges that are encountered by international students have started to emerge, little attention has been given to those who did not complete their studies, particularly doctoral students. This study sheds light on four Chinese international doctoral students and explores the reasons for their withdrawal from their studies in a Canadian context. Using a narrative methodological approach, data were collected through semi-structured and in-depth interviews in the participants’ native language: Mandarin. Four themes and two sub-themes emerged from the interview data. The themes included: academic interactions and integration; partnership and the perception of gender roles; family of origin and the importance of education; and educational differences between China and Canada. Participants’ experiences during their doctoral studies did influence their decisions to withdraw. Specifically, the incompatibility with supervisors was one factor that directly led to the withdrawal of some research participants. However, other factors played key roles as well. The participants’ intentions and willingness to fulfil their gender roles and family obligations impacted their decisions in various ways. In addition, their past experiences in China and certain aspects of Chinese culture seem to have shaped their expectations about education and the supervisory relationship. / Graduate / 2019-08-20