No description available.

Both the Council for Accreditation of Counseling and Related Education Programs (CACREP) and the Association for Specialists in Group Work (ASGW) require counselor education programs to provide experiential training to group workers (CACREP, 2009; ASGW, 2000). However, no specific models are given to counselor educators to implement the experiential component. Only two research studies have examined the overall structure and type of instructor involvement commonly used in counselor training programs (Anderson & Price, 2001; Merta, Wolfgang, & McNeil, 1993). In addition, researchers have documented ethical concerns in the use of experiential training methods (Davenport, 2004; Furr & Barret, 2000; Riva & Korinek, 2004) including the role of dual relationships, confidentiality, and competency. Student experience of the experiential training is impacted by both the structure of the experiential group and the ethical pitfalls associated with each (Goodrich, 2008). Thus, the purpose of this study was to determine the current models of group work and how the structure of these models impacted student attitudes toward ethical concerns of dual relationships, confidentiality, and competency and overall student experience. Members of the American Counseling Association (ACA) who had graduated with their master's degree in the past five years were asked to respond to the Survey of Student Attitudes and Instructor Participation in Experiential Groups online survey. The findings of this study suggested that the most common group work training model is to have a full-time faculty member both instruct the group work course and facilitate the experiential group. In addition, concern over ethical issues was found to be an important component in student's comfort level and belief that the experiential group was instrumental in their development as a group counselor. These results do not support the findings of Anderson and Price (2001) which suggested a growing trend of group work instructors not being both the facilitator of the experiential group and the instructor of the course. However, the findings do support previous research which indicated that ethical concerns do negatively impact student involvement in the experiential group (Davenport, 2004; Hall, Hall, Harris, Hay, Biddulph, & Duffy, 1999).

Abstract Powerful and diverse countertransference reactions in psychotherapy group work with HIV positive children can be understood to indicate a site of mourning in the life of the group. Data from six interviews with five individuals conducting broadly psychodynamic group work with HIV positive children was analysed according to Thematic Content Analysis. The countertransference responses of the participants are understood as communications of the group unconscious, as well as expressions of the participants’ own unresolved unconscious difficulties. Working with HIV positive children confronts the participants with mortality and activates their earliest losses. A sense of strangeness and displacement, denial, idealisation, feelings of persecution, fantasies of rescue, rage, despair and hopelessness emerge in the countertransference and can be considered indicative of defences against mourning. These defences alternate with an engagement with the work of mourning and are represented in the countertransference as the relinquishment of omnipotence, awareness of fusion, containment, the recognition of the child’s resilience and uniqueness and the promotion of the child’s autonomy and expression. These findings may facilitate containment for therapists working with HIV positive children by offering an explanation of powerful and diverse countertransference responses as indicating a site of mourning, thereby promoting increased receptivity to unexpressed grief in therapy with these children.

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Digitized by Kansas Correctional Industries

Thesis (M.A.)--Trinity Evangelical Divinity School, 1994. / Abstract. Includes bibliographical references (leaves 109-117).

Thesis (Ph. D.)--University of Hong Kong, 2007. / Also available online.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

The Accounting Education Change Commission (AECC) is a consortium of concerned accounting professionals and accounting educators that advocates the redesigning of accounting curriculums in higher education. Traditionally accounting programs have focused on the technical aspects of the profession. Although technical competence is necessary for the profession, the AECC urges accounting curricula to provide students with experiences that will foster decision-making skills, communication skills and interpersonal skills. This study was an attempt to respond to the recommendations of the Accounting Education Change Commission through cooperative learning pedagogy. Related research suggests that employing particular elements of cooperative learning can improve intellectual skills, communication skills, interpersonal skills, learning to learn, active learning, achievement, attitudes and student evaluations of teachers. The data from this study indicate that while imposing the AECC's recommendations through the use of cooperative learning pedagogy most students attained high levels of achievement on unstructured problems requiring high levels of cognitive applications. However, student achievement was not as high as expected on structured problems requiring lower levels of cognitive applications. In addition, students' reactions to cooperative learning and implementation of the AECC's recommendations were mixed. Team work was not perceived by many students to be important in introductory accounting. However, learning to learn and active participation in the learning process were deemed important to students in introductory accounting. Furthermore, students evaluated the professor's teaching effectiveness significantly lower than did previous students taking introductory accounting from the same professor using traditional lecture-recitation methods. Imposing the AECC recommendations through cooperative learning techniques in introductory accounting in higher education clearly calls for further research and longer-term exposure to the changes in classroom pedagogy. / Graduation date: 1995

Thesis (Ph. D.)--University of Idaho, 2006. / Also available online in PDF format. Abstract. "February 28, 2006." Includes bibliographical references (leaves 185-195).