One in five children and adolescents in the United States has a mental health disorder (U.S. Department of Health and Human Services, 1999) and 12.5% of children and adolescents receive treatment in a special mental health setting each year (Substance Abuse and Mental Health Services Administration, 2009). Children and adolescents have special needs in counseling, and applying adult based counseling skills and knowledge onto children is inappropriate and unethical (Lawrence & Robinson Kurpius, 2000). There exists no nationally recognized licensure, certification or training standards for professional counselors to work with children and adolescents in non-school settings despite the need for specialized skills. Several scholars have made recommendations for the training of professional counselors who work with this population including coursework and supervised clinical experiences. There has been no examination to date, however, of whether these recommendations are in line with the experiences of professional counselors who work with children and adolescents in non-school settings. It is essential that counselor educators advocate for the students, the profession and the youth by examining what training is necessary. This grounded theory study aimed to identify what the experiences of professional counselors who work with children and adolescents in non-school settings are as well as what training and clinical experiences these professional counselors have. There were 14 participants in the study all of whom had at least 5 years of experiences counseling children and adolescents in a non-school setting, currently practicing, and were perceived by their peers as exhibiting exceptional practice. Data was collected using semi-structured interviews and data analysis included open, axial and selective coding. Trustworthiness was established using peer debriefing, progressive subjectivity, member checks, and detailed record keeping and was confirmed through the audit process. Authenticity was also established. Themes were identified and a theory of skill acquisition to work with children and adolescents in non-school settings was developed. With a greater understanding of the experiences of these professional counselors, counselor education programs can more appropriately construct training experiences thereby producing more competent and prepared professional counselors to work with children and adolescents in this setting.

No description available.

Supervision of counseling services is a crucial component to professional counselor development (Bernard & Goodyear, 2009). A common and pervasive threat to cross-cultural interpersonal relationships, such as supervision, is the presence of racial microaggressions (Constantine & Sue, 2007). According to Carter (2007) and Helms, Nicholas, and Green (2012), microaggressions are so damaging, that they may even trigger traumatic responses in recipients. The purpose of this study was to examine the relationships among racial microaggressions in supervision, the supervisory working alliance, and traumatic symptomatology in supervisees. This study collected survey data from 86 participants who self-identified as racial, ethnic, or cultural minority group members and who were counselors-in-training, professional counselors, or counselor educators. Data collection included responses to demographic questions, the adapted Experiences of Black Supervisors Scale (EBSS adapted; Barnes, 2011), the Trauma Symptom Check-list 40 (TSC-40; Elliot & Briere, 1992), and the Supervisory Working Alliance Inventory – Trainee Version (SWAI-T; Efstation, Patton, & Kardash, 1990). Bivariate correlations revealed significant relationships among all three of the main variables. The SWAI-T full-scale scores had a moderate negative correlation with the EBSS (adapted) full-scale scores (r = -.637, p < .01) and a moderate negative correlation with the TSC-40 full-scale scores (r = -.372, p < .01). The EBSS (adapted) full-scale scores had a moderate positive correlation with the TSC-40 full-scale scores (r = .513, p < .01). Regression analysis yielded a model whereby 40.6% of the variation in the supervisory alliance can be explained by microaggressions in supervision F (1, 48) = 32.752, p < .01. Hierarchical multiple regression analysis determined that the presence of traumatic experiences does not add to the predictive capacity of the model. The results suggest that the presence of racial microaggressions is an important impediment to the supervisory working alliance. Implications, limitations, and future directions were provided.

Research that explores the relationship between suicide and self-injury is limited, and the lack of clarity surrounding this topic can present challenges for professional counselors. Although persons who self-injure are at an increased risk for suicide (e.g., Toprak, Cetin, Guven, Can, & Demircan, 2011; Chapman & Dixon-Gordon, 2007), not all individuals who engage in self-injurious behaviors attempt or complete suicide (e.g., Hawton & Harriss, 2008; Howson, Yates, & Hatcher, 2008). Research on common and distinct risk factors for suicide and self-injury (e.g., Andover, Primack, Gibb, & Pepper, 2010; Brausch & Gutierrez, 2010; Greydanus & Apple, 2011; Hawton & James, 2005; Lloyd-Richardson, Perrine, Dierker, & Kelley, 2007; Toprak et al., 2011; Wichstrom, 2009), as well as emotional antecedents and consequences for suicide and self-injury (e.g., Chapman & Dixon-Gordon, 2007), has contributed to our understanding of this complex relationship. However, the specific nature of the relationship remains unclear. This study serves to help fill the gap in the literature by examining advanced professional counselors’, as measured by the Supervisee Levels Questionnaire-Revised, conceptualizations of the relationship between suicide and self-injury and by exploring how the presence of self-injury impacts clinical assessment and interventions. Data was collected by means of an online survey. Analysis was conducted by a research team using qualitative content analysis. Seven categories emerged, including: relationship between suicide and self-injury, functions of self-injury, associated risk, suicide risk assessment, treatment planning and goals, intervention, and identification of self-injury.

Research that explores the relationship between suicide and self-injury is limited, and the lack of clarity surrounding this topic can present challenges for professional counselors. Although persons who self-injure are at an increased risk for suicide (e.g., Toprak, Cetin, Guven, Can, & Demircan, 2011; Chapman & Dixon-Gordon, 2007), not all individuals who engage in self-injurious behaviors attempt or complete suicide (e.g., Hawton & Harriss, 2008; Howson, Yates, & Hatcher, 2008). Research on common and distinct risk factors for suicide and self-injury (e.g., Andover, Primack, Gibb, & Pepper, 2010; Brausch & Gutierrez, 2010; Greydanus & Apple, 2011; Hawton & James, 2005; Lloyd-Richardson, Perrine, Dierker, & Kelley, 2007; Toprak et al., 2011; Wichstrom, 2009), as well as emotional antecedents and consequences for suicide and self-injury (e.g., Chapman & Dixon-Gordon, 2007), has contributed to our understanding of this complex relationship. However, the specific nature of the relationship remains unclear. This study serves to help fill the gap in the literature by examining advanced professional counselors’, as measured by the Supervisee Levels Questionnaire-Revised, conceptualizations of the relationship between suicide and self-injury and by exploring how the presence of self-injury impacts clinical assessment and interventions. Data was collected by means of an online survey. Analysis was conducted by a research team using qualitative content analysis. Seven categories emerged, including: relationship between suicide and self-injury, functions of self-injury, associated risk, suicide risk assessment, treatment planning and goals, intervention, and identification of self-injury.

This study was designed to investigate the function of an individual's level of Christian conservatism and one's current attitude toward seeking professional psychotherapeutic help.

No description available.

A família e o trabalho sempre foram considerados eixos estruturantes para a construção da vida, embora seja consenso que estes domínios venham sofrendo transformações em seus paradigmas, o que tem repercutido nas trajetórias de carreira dos indivíduos. Por se considerar que os pais mantêm significativa importância nos processos de construção da carreira de seus filhos, duas investigações foram desenvolvidas. No Estudo 1, realizou-se uma intervenção com pais de adolescentes em fase de escolha profissional - o Grupo de Orientação de Pais - quando se investigou como os pais se posicionavam frente aos processos das primeiras escolhas de carreira de seus filhos. Os resultados do Estudo 1 culminaram com a proposta de realizar uma investigação de acompanhamento desses pais. Assim, o Estudo 2, apresentado nesta tese de doutorado, objetivou analisar como uma amostra desses participantes vivenciavam a construção das trajetórias de carreira dos filhos, após quatro anos do Grupo de Orientação de Pais. Para isto, realizou-se uma entrevista semiestruturada com os participantes que aceitaram colaborar novamente. Na fase do tratamento dos dados, temas narrativos foram delineados por meio da síntese de categorias temáticas construídas a partir das narrativas dos pais participantes, segundo a proposta de análise qualitativa de Minayo. Para a análise dos dados, dialogou-se com concepções de Winnicott e, da área da Orientação Profissional e de Carreira, com contribuições de Bohoslavsky e Savickas, a fim de se compreender como os pais atuavam junto a seus filhos na construção de suas trajetórias de carreira, favorecendo o desenvolvimento emocional. Após quatro anos do grupo de pais, os resultados apontaram que as experiências emocionais dos pais em suas trajetórias (inclusive com a família de origem) influenciavam suas atuações junto aos seus filhos. Considerando que as relações de influência ocorrem reciprocamente, as experiências dos filhos, na medida em que se desenvolviam emocionalmente e ampliavam seus contextos sociais, também repercutiam sobre as trajetórias dos pais, produzindo novos significados nesta relação. Entretanto, evidenciaram-se diferenças na construção das trajetórias de carreira entre os filhos dos participantes, assim como nas possibilidades de apoio material e emocional dos pais, sobretudo, em função de suas realidades psicossociais, econômicas e trajetórias educacionais-profissionais. Observaram-se ainda diferenças no modo como vivenciavam a progressiva independência emocional dos filhos que conduz à vida adulta. Em termos longitudinais, passados quatro anos, a experiência do Grupo de Orientação de Pais mostrou-se presente para os participantes, identificando-se sinais de que repercutiu positivamente em suas vidas no período circunscrito, segundo as peculiaridades de suas vivências. Isso se evidenciou ao fazerem referências a questionamentos ou mudanças que promoveram em suas próprias trajetórias de carreira e/ou às revisões em suas atuações junto aos filhos, no que se refere à construção das trajetórias destes e ao favorecimento do desenvolvimento. Considera-se que os achados contribuem com subsídios para o aprimoramento de programas de intervenção com pais, como também para a estruturação de novas pesquisas e intervenções que considerem a importância da construção da carreira ao longo da vida. / Although family and work have been considered essential to build ones life, it is agreed that these contexts have changed as in respect to their paradigms, which, as a result, has impacted the individuals career trajectory. As parents are believed to be significantly important in the career construction processes their children eventually go through, two investigations were carried out. In Study 1, an intervention was conducted with parents of adolescents who were choosing their careers Parent Counseling Group where it was possible to study how parents would behave while facing the processes that refer to their childrens first choices regarding their careers. The findings from Study 1 culminated in a proposal to offer follow-up counseling investigation to these parents. Therefore, Study 2, presented on this PhD thesis, had the objective of analyzing how a sample of the participants experienced the construction of their childrens career trajectories, four years after they had taken part in the Parent Counseling Group. In order to achieve that, a semi-structured interview was carried out with the participants who accepted to take part in this second study. When treating data, narrative themes were designed by means of synthesizing theme categories which were built from the parents narratives, according to Minayos proposal of qualitative analysis. In order to analyze data, Winnicotts conceptions were kept in mind and, when concerning Professional and Career Counseling, Bohoslavskys and Savickass contributions were taken into account, aimed at understanding parents role in the construction of their childrens career trajectories, favoring emotional development. Four years after the Parent Counseling Group, the results showed that the parents emotional experiences (including experiences they had had in the families they were born to) influenced the way they performed in relation to their children. Considering that the influential relationships were reciprocal, the adolescents experiences as they developed emotionally and broadened their social contexts would also impact their parents trajectories, bringing new meanings into this relationship. Nevertheless, some differences could be evidenced in regard to the construction of career trajectories amongst the participants children and also in regard to the possibilities of material and emotional support provided by parents, being the latter especially related to different psychosocial and economic realities and professional-educational trajectories. Other differences could be observed when it came to the way parents experienced their childrens progressive emotional independence, which leads adolescents into adulthood. In longitudinal terms, four years later, the experience with the Parent Counseling Group proved to be present for the participants, showing clear signs that it had positively impacted their lives during the mentioned period of time according to the peculiarities of each individuals existence. Such observation could be evidenced when they referred to questionings or changes they had made to their own career trajectories and/or when they looked back on their performances as parents concerning their childrens trajectory construction and the favoring of their development. These findings bring subsidies that shall improve intervention programs for parents and structure new research and interventions that consider the importance of career construction throughout ones life.

A família e o trabalho sempre foram considerados eixos estruturantes para a construção da vida, embora seja consenso que estes domínios venham sofrendo transformações em seus paradigmas, o que tem repercutido nas trajetórias de carreira dos indivíduos. Por se considerar que os pais mantêm significativa importância nos processos de construção da carreira de seus filhos, duas investigações foram desenvolvidas. No Estudo 1, realizou-se uma intervenção com pais de adolescentes em fase de escolha profissional - o Grupo de Orientação de Pais - quando se investigou como os pais se posicionavam frente aos processos das primeiras escolhas de carreira de seus filhos. Os resultados do Estudo 1 culminaram com a proposta de realizar uma investigação de acompanhamento desses pais. Assim, o Estudo 2, apresentado nesta tese de doutorado, objetivou analisar como uma amostra desses participantes vivenciavam a construção das trajetórias de carreira dos filhos, após quatro anos do Grupo de Orientação de Pais. Para isto, realizou-se uma entrevista semiestruturada com os participantes que aceitaram colaborar novamente. Na fase do tratamento dos dados, temas narrativos foram delineados por meio da síntese de categorias temáticas construídas a partir das narrativas dos pais participantes, segundo a proposta de análise qualitativa de Minayo. Para a análise dos dados, dialogou-se com concepções de Winnicott e, da área da Orientação Profissional e de Carreira, com contribuições de Bohoslavsky e Savickas, a fim de se compreender como os pais atuavam junto a seus filhos na construção de suas trajetórias de carreira, favorecendo o desenvolvimento emocional. Após quatro anos do grupo de pais, os resultados apontaram que as experiências emocionais dos pais em suas trajetórias (inclusive com a família de origem) influenciavam suas atuações junto aos seus filhos. Considerando que as relações de influência ocorrem reciprocamente, as experiências dos filhos, na medida em que se desenvolviam emocionalmente e ampliavam seus contextos sociais, também repercutiam sobre as trajetórias dos pais, produzindo novos significados nesta relação. Entretanto, evidenciaram-se diferenças na construção das trajetórias de carreira entre os filhos dos participantes, assim como nas possibilidades de apoio material e emocional dos pais, sobretudo, em função de suas realidades psicossociais, econômicas e trajetórias educacionais-profissionais. Observaram-se ainda diferenças no modo como vivenciavam a progressiva independência emocional dos filhos que conduz à vida adulta. Em termos longitudinais, passados quatro anos, a experiência do Grupo de Orientação de Pais mostrou-se presente para os participantes, identificando-se sinais de que repercutiu positivamente em suas vidas no período circunscrito, segundo as peculiaridades de suas vivências. Isso se evidenciou ao fazerem referências a questionamentos ou mudanças que promoveram em suas próprias trajetórias de carreira e/ou às revisões em suas atuações junto aos filhos, no que se refere à construção das trajetórias destes e ao favorecimento do desenvolvimento. Considera-se que os achados contribuem com subsídios para o aprimoramento de programas de intervenção com pais, como também para a estruturação de novas pesquisas e intervenções que considerem a importância da construção da carreira ao longo da vida. / Although family and work have been considered essential to build ones life, it is agreed that these contexts have changed as in respect to their paradigms, which, as a result, has impacted the individuals career trajectory. As parents are believed to be significantly important in the career construction processes their children eventually go through, two investigations were carried out. In Study 1, an intervention was conducted with parents of adolescents who were choosing their careers Parent Counseling Group where it was possible to study how parents would behave while facing the processes that refer to their childrens first choices regarding their careers. The findings from Study 1 culminated in a proposal to offer follow-up counseling investigation to these parents. Therefore, Study 2, presented on this PhD thesis, had the objective of analyzing how a sample of the participants experienced the construction of their childrens career trajectories, four years after they had taken part in the Parent Counseling Group. In order to achieve that, a semi-structured interview was carried out with the participants who accepted to take part in this second study. When treating data, narrative themes were designed by means of synthesizing theme categories which were built from the parents narratives, according to Minayos proposal of qualitative analysis. In order to analyze data, Winnicotts conceptions were kept in mind and, when concerning Professional and Career Counseling, Bohoslavskys and Savickass contributions were taken into account, aimed at understanding parents role in the construction of their childrens career trajectories, favoring emotional development. Four years after the Parent Counseling Group, the results showed that the parents emotional experiences (including experiences they had had in the families they were born to) influenced the way they performed in relation to their children. Considering that the influential relationships were reciprocal, the adolescents experiences as they developed emotionally and broadened their social contexts would also impact their parents trajectories, bringing new meanings into this relationship. Nevertheless, some differences could be evidenced in regard to the construction of career trajectories amongst the participants children and also in regard to the possibilities of material and emotional support provided by parents, being the latter especially related to different psychosocial and economic realities and professional-educational trajectories. Other differences could be observed when it came to the way parents experienced their childrens progressive emotional independence, which leads adolescents into adulthood. In longitudinal terms, four years later, the experience with the Parent Counseling Group proved to be present for the participants, showing clear signs that it had positively impacted their lives during the mentioned period of time according to the peculiarities of each individuals existence. Such observation could be evidenced when they referred to questionings or changes they had made to their own career trajectories and/or when they looked back on their performances as parents concerning their childrens trajectory construction and the favoring of their development. These findings bring subsidies that shall improve intervention programs for parents and structure new research and interventions that consider the importance of career construction throughout ones life.

The diploma thesis focuses on the employment of persons with hearing impairments. In the theoretical part, the introductory chapters pay attention to the terminological definition from the perspective of surdopaedia, classification of hearing impairments and the possibility of communication of persons with hearing impairments. Furthermore, the theoretical part is devoted to approaches to education and education systems for persons with hearing impairments. The thesis also describes the situation of employing persons with hearing impairment not only in the Czech Republic, but also in Germany, Slovakia and Great Britain. In the practical part, the situation of work of persons with hearing impairments is analyzed by means of a research survey, which has the character of mixed research. A structured interview for clients of the organization Silent world and a semi-structured questionnaire were used for the research investigation. The main aim of this thesis is to analyze the situation of work of persons with hearing impairment and possibilities of work of persons with hearing impairments in the Czech Republic, this goal is achieved by research investigation. KEYWORDS Job opportunities, persons with hearing impairments, deaf, Silent world, professional counseling