D.Litt. et Phil.

No description available.

With the advent of computer systems, our lives have become increasingly digitized. Once it took months for a letter to travel overseas, now a few clicks can pull up a videoconference from one’s home. Many face-to-face interactions are being supplemented with their digital counterparts. Counseling is no exception. This paper will define cybercounseling, review new ethical guidelines and concerns, contrast benefits and challenges, and provide some recommendations for those interested in exploring counseling’s online counterpart.

Millennial-aged young adults, often referred to as “digital natives,” comprise the typical college-age population, and there has been a growing number college students at risk for mental health problems (Mowbray, Mandiberg, Stein, Kopels, Curlin, Megivern, Strauss, Collins & Lett, 2006; Eisenberg, Gollust, Golberstein & Hefner, 2007). Suicide is the second leading cause of death among college students (Suicide Statistics, 2014); however, their rate of utilizing mental heath counseling is decreasing. Providing the types of mental health services college students are likely to use can mitigate factors thought to impede their use (e.g., stigma, anonymity, confidentiality), as well as help improve students’ learning and success and reduce college attrition rates. Minimal research has been conducted on undergraduate college students’ attitudes about Internet-based mental health interventions, and the findings from those studies are conflicting. This study attempts to fill in the missing data to address undergraduate students’ attitudes about several types Internet-based of mental health counseling, and to determine the extent of their familiarity with its terminology. Forty-two undergraduate college students participated in a survey where they were asked about their familiarity with Internet-based mental health interventions, experience with and preferences for mental health counseling, and the availability of campus-based Internet mental health interventions. Quantitative data was collected, and descriptive statistics and chi square test of independence were calculated. The students’ familiarity with Internet-based mental health interventions did not influence their use of counseling services, but they were interested in knowing more about mental health-related cell phone apps. Other findings are discussed, conclusions are drawn, and recommendations for future study and implications for the field are included.

Presented thesis deals with conversations that arise within the online mentoring counseling center "S barvou ven". Mainly young people going through the process of coming out are the target group of counseling center. In the theoretical part of thesis, I describe the counseling center, the social atmosphere that prevails around the issue of people with minority sexual orientation, clarify what a mentoring relationship is and its importance in the lives of adolescents and describe the process of coming out. The empirical part deals with the qualitative analysis of nineteen conversations. The results of the analysis showed that clients entering the counseling center use the conversation with the mentor to meet various needs, from the need to share their feelings or experiences to the desire to find their "friend" or partner in the mentor. The results of the second part of the analysis provide an indicative overview of the client's needs, as well as when and why their needs could or could not be met. The results also show how mentors work with needs which clients can not consciously describe. Last but not least, the results overview shows that mentors use a wide range of questions, offer information or provide clients, for example, a sense of belonging or hope, or offer their own experience.

Owing to advancements in technology, online counseling has become a viable option for counselors to provide counseling services to diverse populations. Despite the expansion of resources, a gap in research exists pertaining to a school counselor's intention to use online counseling. Furthermore, online counseling is an underused tool owing to a variety of unknowns, attitudes, ethical and legal concerns, and lack of training associated with online counseling. The underuse of online counseling becomes problematic because youth, who may be more receptive to support via the Internet, remain underserved if school counselors are not using this tool. The purpose for this quantitative survey study was to examine select predictor variables as explained below and their relationships to the school counselor's intent to use online counseling. This study was framed upon the constructs and extensions of the technology acceptance model, which demonstrates that there are factors that influence an individual's behavior and acceptance of technology. The results of a multiple regression analysis yielded a relationship between the independent variables of age, confidence to use online counseling, educational experience, and school's learning program and the school counselor's intent to use online counseling. Furthermore, key findings suggested a significant relationship between 2 of the 4 variables, the school counselor's confidence to use online counseling, educational experience, and school counselor's intent to use online counseling. These findings are useful for informing training programs for school counselors, thus possibly promoting increased use of the Internet to reach vulnerable youth populations who may be more receptive to counseling via the Internet.

No description available.

Online Language Learning Counseling (OLLC) is a new method in language learning counseling. It employs various forms of communication (email, chat, and internet telephone) and various instruments (i. e. surveys, plans, and learning journals) in order to systematically complement and support foreign language students\' self-directed learning and work processes between face-to-face and online advising sessions. The specific communicative conditions in OLLC lead to benefits and challenges for the counseling process, which can mainly be traced back to the different modalities of the communication (oral vs. written) and synchronous vs. asynchronous forms of interaction. Based on seven cases, the study describes and analyzes possible applications of this counseling approach. Its methodological framework is a longitudinal action research design with evaluative elements. The cases, which show varying formats of OLLC, are analyzed using qualitative methods applied to different sets of data, including session transcripts, participant interviews, and the counselor\'s reflections. The learners differed in their evaluations of most of the counseling forms and instruments utilized. However, most of them valued the emails that helped them prepare for the sessions and written summaries of the meetings. The in-depth analysis of three paradigmatic cases illustrates varying scenarios of OLLC, taking into account different attitudes, motivation, and working habits. The study thus shows the necessity for a counseling method that is flexible considering both the content as well as the media. The most important benefits of OLLC found in the study were the possibility to trigger self-reflection and to support motivation to learn. The composition of written texts posed a considerable difficulty to the students due to the demands of content creation and foreign language use. For the counselor, technical problems made practicing a non-directive counseling approach difficult. / Online-Sprachlernberatung (OSLB) ist eine Form der individuellen Begleitung von selbstgesteuertem Fremdsprachlernen im universitären Bereich. Dabei werden unterschiedliche digitale Beratungsformen (E-Mail, Internet-Telefon, Chats) und Beratungsinstrumente (z. B. Fragebögen, schriftliche Pläne und Lernertagebücher) eingesetzt, um den Lern- und Arbeitsprozess systematisch zwischen den Präsenz- oder Online-Sprachlernberatungstreffen zu begleiten. Die spezifischen Kommunikationsbedingungen in der OSLB bergen Potenziale, aber auch Herausforderungen, die sich vor allem aus der Synchronität bzw. Asynchronität und der Modalität (Mündlichkeit bzw. Schriftlichkeit) der Interaktion ergeben. Die Studie beschreibt und analysiert anhand von Einzelfallstudien diesen Beratungsansatz. Die Untersuchung stellt eine longitudinal angelegte Aktionsforschung mit evaluativen Elementen dar. Auf Grundlage von sieben Beratungsfällen, die unterschiedliche Profile des Einsatzes von OSLB aufweisen, wurden unterschiedliche Datensätze ausgewertet, die u. a. Beratungstranskripte, Abschlussinterviews mit den Lernenden und die Reflexionen der Beraterin mit einschlossen. Die Lernenden unterschieden sich in ihrer Bewertung der meisten einzelnen Formen und Instrumente, jedoch wurden beratungsvorbereitende E-Mails und schriftliche Zusammenfassungen nach den Sitzungen als hilfreich benannt. Die Analyse dreier paradigmatischer Einzelfälle illustriert verschiedene Szenarien der OSLB unter Berücksichtigung unterschiedlicher Einstellungen, Motive und Arbeitsweisen im digitalen Kontext und belegt damit die Notwendigkeit einer individuellen Beratung, in der flexibel auf die Bedürfnisse der Lerner eingegangen werden kann. Als bedeutendste Potenziale der OSLB erwiesen sich die Möglichkeiten der Anregung zur Selbstreflexion und die Unterstützung der Motivation zum Lernen. Als Herausforderung stellte sich für die Lerner aufgrund inhaltlicher und fremdsprachlicher Anforderungen die Erstellung schriftlicher Texte dar. Für die Beraterin erschwerten technische Gegebenheiten die Durchführung nicht-direktiver Beratung.

Online Language Learning Counseling (OLLC) is a new method in language learning counseling. It employs various forms of communication (email, chat, and internet telephone) and various instruments (i. e. surveys, plans, and learning journals) in order to systematically complement and support foreign language students\'' self-directed learning and work processes between face-to-face and online advising sessions. The specific communicative conditions in OLLC lead to benefits and challenges for the counseling process, which can mainly be traced back to the different modalities of the communication (oral vs. written) and synchronous vs. asynchronous forms of interaction. Based on seven cases, the study describes and analyzes possible applications of this counseling approach. Its methodological framework is a longitudinal action research design with evaluative elements. The cases, which show varying formats of OLLC, are analyzed using qualitative methods applied to different sets of data, including session transcripts, participant interviews, and the counselor\''s reflections. The learners differed in their evaluations of most of the counseling forms and instruments utilized. However, most of them valued the emails that helped them prepare for the sessions and written summaries of the meetings. The in-depth analysis of three paradigmatic cases illustrates varying scenarios of OLLC, taking into account different attitudes, motivation, and working habits. The study thus shows the necessity for a counseling method that is flexible considering both the content as well as the media. The most important benefits of OLLC found in the study were the possibility to trigger self-reflection and to support motivation to learn. The composition of written texts posed a considerable difficulty to the students due to the demands of content creation and foreign language use. For the counselor, technical problems made practicing a non-directive counseling approach difficult. / Online-Sprachlernberatung (OSLB) ist eine Form der individuellen Begleitung von selbstgesteuertem Fremdsprachlernen im universitären Bereich. Dabei werden unterschiedliche digitale Beratungsformen (E-Mail, Internet-Telefon, Chats) und Beratungsinstrumente (z. B. Fragebögen, schriftliche Pläne und Lernertagebücher) eingesetzt, um den Lern- und Arbeitsprozess systematisch zwischen den Präsenz- oder Online-Sprachlernberatungstreffen zu begleiten. Die spezifischen Kommunikationsbedingungen in der OSLB bergen Potenziale, aber auch Herausforderungen, die sich vor allem aus der Synchronität bzw. Asynchronität und der Modalität (Mündlichkeit bzw. Schriftlichkeit) der Interaktion ergeben. Die Studie beschreibt und analysiert anhand von Einzelfallstudien diesen Beratungsansatz. Die Untersuchung stellt eine longitudinal angelegte Aktionsforschung mit evaluativen Elementen dar. Auf Grundlage von sieben Beratungsfällen, die unterschiedliche Profile des Einsatzes von OSLB aufweisen, wurden unterschiedliche Datensätze ausgewertet, die u. a. Beratungstranskripte, Abschlussinterviews mit den Lernenden und die Reflexionen der Beraterin mit einschlossen. Die Lernenden unterschieden sich in ihrer Bewertung der meisten einzelnen Formen und Instrumente, jedoch wurden beratungsvorbereitende E-Mails und schriftliche Zusammenfassungen nach den Sitzungen als hilfreich benannt. Die Analyse dreier paradigmatischer Einzelfälle illustriert verschiedene Szenarien der OSLB unter Berücksichtigung unterschiedlicher Einstellungen, Motive und Arbeitsweisen im digitalen Kontext und belegt damit die Notwendigkeit einer individuellen Beratung, in der flexibel auf die Bedürfnisse der Lerner eingegangen werden kann. Als bedeutendste Potenziale der OSLB erwiesen sich die Möglichkeiten der Anregung zur Selbstreflexion und die Unterstützung der Motivation zum Lernen. Als Herausforderung stellte sich für die Lerner aufgrund inhaltlicher und fremdsprachlicher Anforderungen die Erstellung schriftlicher Texte dar. Für die Beraterin erschwerten technische Gegebenheiten die Durchführung nicht-direktiver Beratung.

This thesis aims to introduce the basic problems of social status and internet consulting services to the reader. Here the service is seen in the ethical and psychological context because an internet counselor cannot do without these points of view when he tries to provide a customer service in the highest possible quality. I focus on the e-mail form of providing online advice as it is the most commonly used type of e-communication between a client and an advisor. Psychological and ethical determinants of the whole process are complementary, intersect, there are no single boundaries between them, whether from the point of view of ethics they are values on which to build human rights or the Code of Ethics for social workers, hence iKodex valid for social services in the online environment or from psychology perspective it is a virtual communication process between a counselor and a client, in which the art of communication, the changing identity of a man, manifested aggression, transference and countertransference and the actual on-line environment play role. The aim is to highlight the complex and ambiguous status of online counseling services.