The intent of this research was to investigate the relationship between a measurement of burnout and semantic differential profiles involving personal and vocational life variables. Participants were employees of a residential facility for developmentally disabled persons. The statistical analysis was to involve the use of multiple linear regression for the null hypotheses and a judgmental evaluation was to be utilized for determining levels of differences between burnout and semantic profiles. / A pilot study was completed to investigate potential problems existing in the administration and in response to two questionnaires (burnout and semantic differential profile). Corrections were made prior to administration to the primary research facility. / From the primary research administration, a total of 250 questionnaires were returned. A sample size of 169 was predetermined as adequate for use of the multiple linear regression anaylsis. However, only 81 responses were adequate in terms of completed questionnaire items. The limited responses prevented the anticipated analysis at the statistical levels prespecified. A follow-up interview with the participants revealed problems with reading comprehension and a defensive attitude about this research effort. A review of the demographic data suggested different descriptive factors between the 81 respondents and the 169 nonrespondents. / The results provided were limited to descriptive data which reflected research findings of the applicable literature review and provided impetus for this research experience; the results also offer indications for modifications in administration and future replications of this research effort. / Source: Dissertation Abstracts International, Volume: 45-08, Section: B, page: 2495. / Thesis (Ph.D.)--The Florida State University, 1984.

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<p> The relationship between social justice advocacy training, counselor competence in social justice advocacy and likelihood to advocate of counselor educators and counselor trainees who are in the practicum and internship phase of their training in Council for the Accreditation of Counseling and Related Educational Programs (CACREP)-accredited master's-level counselor education programs has not been researched. Developing an empirical understanding of these relationships is needed to inform counselor education practices related to preparation for social justice advocacy. The purpose of this study was to take a preliminary step toward filling the gap in current literature concerning counselor education and its role in preparing counselors to be social justice advocates. A convenience sample of 112 counselor educators and counselor trainees who are in the practicum and internship phase of their training in CACREP-accredited master's-level counselor education programs was utilized. The specific research design was a correlational survey research design utilizing multivariate linear regression analysis and correlational analysis using SPSS that examined the relationship between the variables of social justice advocacy training, ratings of competence in social justice advocacy, and the likelihood to advocate. It also examined the relationship in ratings of competence in social justice advocacy and the likelihood to advocate between counselor educators and counselor trainees. The findings indicate that there is a significant relationship between social justice advocacy training and ratings of social justice advocacy competence. It also appears that advocacy training leads to an increased likelihood to advocate particularly at community and societal levels. The findings further indicate that counselor trainees who report greater advocacy competence are more likely to engage in advocacy activities at the three levels of advocacy as defined by the ACA Advocacy Competencies (ACA, 2003). These findings taken together support the inclusion of social justice advocacy training in counselor education programs.</p>

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