<p> Therapist self-awareness is widely regarded by educators and clinicians as an essential factor that allows psychotherapists to treat clients effectively (Ridley, Mollen, &amp; Kelly, 2011b). Accordingly, a central goal of therapist training is to increase self-awareness, which is believed to lead to important training outcomes, such as stronger trainee self-efficacy in clinical abilities (e.g., Barnes, 2004; Daniel, Roysircar, Abeles, &amp; Boyd, 2004). Despite this common belief, there is a scarcity of theory and research on the role of self-awareness in affecting therapist training outcomes (Pieterse, Lee, Ritmeester, &amp; Collins, 2013). Using a Social Cognitive Model of Counselor Training (SCMCT; Larson, 1998) as a guiding theoretical framework, the present study examined therapist trainees' self-awareness as a mediator in the relations of trainees' person variable (self-compassion) and training variables (clinical experience and supervisory rapport) to trainees' counseling self-efficacy (CSE). </p><p> Path analysis was conducted to analyze data from a sample of 466 graduate-level therapist trainees. Results showed that self-awareness partially mediated the relations of clinical experience and self-compassion to CSE. The mediation effect was not significant for supervisory rapport, although supervisory rapport did directly predict CSE. Post-hoc moderation analyses suggested that self-awareness might play a more significant mediational role for trainees with more clinical experience compared to trainees with less experience, and for trainees with more supervisory rapport versus trainees with less supervisory rapport. These findings provide valuable empirical support for self-awareness as a crucial factor in facilitating desirable training outcomes in therapist trainees. The importance of advancing theory and research in this area is highlighted. </p>

<p>Little research has been conducted examining the use of dream interpretation in brief psychotherapy. This study examined the efficacy of transpersonal dream interpretation methods taught in a brief workshop. A mixed-method, control-group design was used. Participants included male and female Americans of European, Hispanic and Asian descent. The mean age of participants was 39.5 with most having some college education. Quantitative data was collected using the Outcome Measures 30 (OQ30), the State of Hope Scale (SHS), and the Gains from Dream Session Questionnaire (GDSQ). Qualitative data was collected through semi-structured interview questions and thematic analysis of participant dream journals. Repeated measures ANOVAs conducted on the OQ30 failed to demonstrate significant improvements within the dream work group compared to the control group. A paired sample t test failed to demonstrate measurable improvement within the dream work group compared to the control group. Participants noted some improvement in their responses to the GDSQ. The qualitative data collected indicated, based on subjective participant commentaries, that the dream work was considered useful by most of the workshop participants. Implications for further research are discussed. </p>

<p> Objectives: Study was designed to explore questions examining relational satisfaction in long-term non-monogamous heterosexual couples in comparison to relational satisfaction in long-term sexually monogamous heterosexual couples, as well as gain insight into whom those involved in non-monogamous relationships disclose to and the potential stigma felt by this disclosure. Demographic variables were also explored to see if any prediction of marital satisfaction occurred. </p><p> Methods: Both long-term sexually monogamous and long-term sexually non-monogamous participants responded to a secure online survey. The survey consisted of informed consent, inclusion criteria, ENRICH marital satisfaction scale (Fowers and Olson 1993) items, and open-ended questions for items not assessed by the ENRICH scale alone. </p><p> Results: After checking for univariate normality and outliers and assessing missing value patterns, results show that both the Marital Satisfaction and Idealistic Distortion scales were reliable. The findings in the study revealed that relationship type did not have a significant impact on marital satisfaction or idealistic distortion, with similar levels of satisfaction and idealistic distortion in both monogamous and non-monogamous couples. The results also demonstrated, through linear regression for demographic variables, that only income level significantly predicted marital satisfaction. After qualitative data was coded, there were many themes found within both monogamous and non-monogamous couples. </p><p> Conclusions: Data supports the original hypothesis that there was very little difference in marital satisfaction between monogamous and non-monogamous heterosexual couples. With these results, non-monogamy is a more viable relationship option than previously recognized for couples that are interested, and it is necessary to create models to work with these couples. Developing further research within this population specifically is also necessary for the future. </p>

<p> Despite the increase of attention in the counseling profession to spirituality, extant literature examining spirituality and adolescent mental health is limited (Powers, 2005; Van Dyke, Glenwick, &amp; Kim, 2009). Few studies were conducted related to the spirituality of adolescents in residential treatment settings (Dew, et al., 2008; Hawke, Hennen, &amp; Gallilone, 2005; Taylor, 2005). In particular, no studies were conducted to determine the relationship between spirituality and goal attainment or symptom change of adolescents in crisis residence. The purpose of the study was to identify the extent to which there is a relationship between spirituality and spiritual/religious coping, change of symptoms, and therapeutic goal attainment of adolescents in crisis residence. </p><p> A correlational design was used to examine the relationship between spirituality, spiritual and religious coping, goal attainment and symptom change of adolescents in crisis residence. A canonical correlation was conducted. The two sets of variables under investigation were spirituality (as measured by the Daily Spiritual Experiences Scale and Brief Religious and Spiritual Coping Scale) and treatment outcome (as measured by the Goal Attainment Scale of Stabilization and the Target Symptom Rating Scale). </p><p> The participants in this study were adolescent clients from an acute care psychiatric facility in the southern gulf coast. Male (n = 47) and female (n = 37) adolescent participants ranged in age from 12 years to 17 years. Ethnicity and religious preference of the adolescents were reported. </p><p> Results of the study indicated that no statistically significant relationship existed between spirituality and treatment outcome for adolescents in crisis residence. </p><p> Spirituality may not be an essential component to crisis stabilization of adolescents. Rather, counselors should be aware that spirituality is a uniquely personal construct. Counselors who utilize spiritual principles as the primary tool for stabilization of adolescents may want to rethink their treatment protocols. For adolescent clients in crisis who place much importance on spiritual matters, addressing spirituality in treatment may be beneficial to attaining goals and reducing symptoms. However, adolescent clients who place no importance on spirituality may still achieve the same treatment outcomes in crisis residence. Additional studies that explore individual perceptions of spirituality, investigate the results of infusing spirituality into treatment strategies, and take into account individual diagnosis with this population would be useful.</p>

<p> Concussed adolescents face more challenges during managing their recovery than one anticipates. Concussions bring an increased susceptibility to depression and anxiety that is problematic if not detected early through empirically-based assessments that have direct implications on length of recovery. Counselors are essential in the recovery process to provide knowledge and clinical interventions to the client system, including parents. This study sheds light on this "silent injury" to better serve adolescents and their parents who are managing post-concussive symptoms through comprehensive approaches. This study is theoretical and conceptually based on the integration of four theoretical models: Self-Efficacy Theory, Social Cognitive Theory, the Social Cognitive Neuroscience Conceptual model, and the Biopsychosocial Model. This theoretical integration allowed the researcher to examine the overlapping factors to inform theoretical-based hypotheses such as: depression, anxiety, self-efficacy of the adolescent, parent self-efficacy, and premorbid diagnoses. It was hypothesized that an adolescent's self-efficacy and parent's self-efficacy would serve as mediating variables; and an adolescent's premorbid diagnoses would serve as a moderating variable. Findings indicated a statistically significant relationship between depression and length of recovery, suggesting that the more the adolescent is depressed, the longer their length of recovery. Results did not indicate a mediation or moderation effect of both mediators and moderators on anxiety or depression. There are many implications to this study's findings and lack thereof for mental health and school counselors, adolescents, parents, and neuropsychologists. Practitioners can successfully assess for anxiety and depression to decrease these symptoms and shorten length of recovery through building an adolescent's self-efficacy. This study also serves the foundation of research to start building additional studies to ultimately provide an evidence-based practice focusing on concussions and promoting self-efficacy. Currently, cognitive behavioral and behavioral therapy seem to be the prominent choices, and our field is in need of more evidence-based practices. Limitations and statistical analyses are discussed in the dissertation. This study contributes to concussion and practical counseling literature, filling a void that holds promise for future research.</p>

<p> Sexual dysfunction is a major clinical and social issue. There has been a lack of research literature exploring the treatment implications involved in conducting sex therapy with Orthodox Jewish couples. Many standard sex therapy treatment interventions are incongruent with the religious beliefs held by Orthodox Jewish individuals regarding what they consider to be sexually appropriate practices. In order to increase the probability of Orthodox clients getting the treatment they need, it is crucial for mental health clinicians to demonstrate a high-level of understanding, awareness, and sensitivity toward their clients' religious beliefs. By fostering a sense of appreciation and understanding of Orthodox Jewish sexual practices, the clinician can then gain the ability to increase their clients' level of trust, safety, comfort, and willingness to participate in the treatment process. This doctoral project explored the issues surrounding the provision of sex therapy to Orthodox Jewish couples, and aimed to bridge the gap between the research literature and clinical practice. The purpose of this project was to increase the level of awareness of mental health professionals regarding how Orthodox Jewish religious beliefs influence views about sexuality, understand the treatment implications that arise during sex therapy with Orthodox couples, and methods of effectively modifying standard sex therapy interventions by incorporating Jewish laws into the therapeutic process. The author also incorporated a summary of the clinical findings obtained from interviews conducted with four expert field consultants who have worked with Orthodox Jewish couples in their practices.</p>

<p> Play therapy is a growing form of counseling that allows children to express themselves in the most natural way possible. Virginia Axline (1969) applied Roger's person centered theory and core conditions (empathic, genuineness and honesty, unconditional positive regard) to working with children in a therapeutic setting calling it Child Centered Play Therapy. Landreth (2002) further explored and developed child-centered play therapy concepts and techniques and emphasized the art of the relationship between the child and the counselor. Extant research on the effects of CCPT with children with different diagnoses, age groups, and settings is well-documented. However, there is a dearth of information concerning using CCPT in a school setting with children of ages 3-6 who were identified by the teachers as experiencing behavioral difficulties. Thus, the purpose of the study was to see if CCPT would help change behaviors with students that were identified as having behavior difficulties in the classroom. Three teachers observed and identified 12 students in grades pre-kinder 3, 4, and Kindergarten with behavioral difficulties in the classroom. Each of the 12 students was selected to receive an intervention using CCPT. For each of the 12 students, one parent/guardian completed the Child Behavior Check List forms each week, and the respective classroom teacher completed the Caregiver-Teacher Report form each week for the 12-week duration of the study. A single case research design was used, which included three weeks of baseline observation, followed by six weeks of CCPT with treatment twice per week, and three weeks of post baseline observation. Findings revealed that play therapy was a highly effective treatment for reducing negative behaviors in most students. Parents' ratings of behaviors indicated an 88.30% improvement in behaviors, and 50% of teachers' ratings indicated improved behavior change after receiving CCPT. In summary, 71% of all scores indicated change in behavior. Under further evaluation during the post baseline stage of the study, 90% of parents and 80% of teachers rated the student's behavior as improved. The results are indicative of CCPT being a very efficacious treatment intervention for students in grades pre-kinder 3, 4, and Kindergarten.</p>

<p> The purpose of this qualitative research study was to explore the essence and underlining structure of a hybrid identity development process among undergraduate students who lived a transborder lifestyle in the U.S.-Mexico border region by identifying the factors that influenced the phenomenon. In the 1990s transnational and transborder individuals were identified by scholars as part of a new understanding for the movement of populations. Today researchers state that this phenomenon is ever most prevalent at the world's busiest international border shared between the cities of San Diego, California and Tijuana, Mexico. Part of the transborder phenomenon is college students who collaborate internationally between San Diego, California and Tijuana, Mexico because they reside in both sides of the U.S.-Mexico border while attending higher education institutions in San Diego, California. Currently there is no information about how many students live a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region and few researchers have explored the understanding of their experiences. As a result, the lack of research about the development of this student population called for further investigation. Semi-structured one-on-one interviews were conducted with twelve undergraduate students who lived a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region; they took place at a higher education institution in San Diego, California. The central finding of this study is the illustration of the developmental process of a Hybrid Identity; therefore, a conceptual framework for the systematic understanding of the phenomenon was created. The stories which participants shared as part of their interview illustrate how their hybrid identity development was influenced by the transborder lifestyle they lived through the transborder context in the U.S.-Mexico border region. The influential factors of their hybrid identity development are identified as the obstacles they faced through the transborder context and the different ways they coped with and adapted to the barriers of their milieu.</p>

<p> Safe Zone (or Safe Space) programs are common on college campuses to encourage support of lesbian, gay, bisexual, transgender, questioning, (LGBTQ) and other people who identify as sexual and gender minorities. However, research describing the efficacy of Safe Zone programs is infrequent and often methodologically problematic. A program evaluation was performed of the Safe Zone Network program at the University at Buffalo, SUNY (UB). Measures were chosen to assess homonegativity, LGBTQ knowledge, attitudes, self-reported behavior, and identification as an LGBTQ ally, as well as a demographic survey. These measures were administered via paper survey before and after participation in the Safe Zone Network workshop. The same measures were administered before and after a health education program for use as control measurements. The data were analyzed with correlations and repeated-measures ANOVA. At pretest more pro-LGBTQ knowledge, attitudes, self-reported behavior, and ally self-identification was associated with identifying as a sexual and/or gender minority, attending the workshop voluntarily, being younger, and having more LGBTQ social contact prior to the workshop. Participation in the Safe Zone workshop was associated with significant changes in decreased homonegativity and hate, as well as increased LGBTQ knowledge and self-identifying as an LGBTQ ally, when compared to the control group. Despite differences in pretest scores based on the reason for participating in the workshop, reason for participation did not significantly relate to the amount variables changed over the workshop time, indicating that the workshop may be beneficial for both mandated and voluntary participants. More pro-LGBTQ pretest scores may have indicated more likelihood to change during the program. Overall, these results suggested that the UB Safe Zone Network program is related to prosocial changes in knowledge, attitudes, behaviors (such as the proxy could estimate), and ally self-identification, particularly for participants who are primed to be more sensitive to these issues. Results were discussed in context of current research. Limitations and future directions for research were discussed.</p>

<p> This thesis considers Peter S. Beagle&rsquo;s 1968 novel <i>The Last Unicorn</i> from the perspective of the analytical psychology of Carl G. Jung. A review of published criticism on the novel leaves major questions regarding its psychological meaning and potential clinical implications. Making use of the Jungian school of depth psychology&rsquo;s unique hermeneutic approach, the novel&rsquo;s major symbols are amplified in terms of their mythological, religious, and literary contexts and parallels. This leads to a preliminary psychological interpretation of the novel and a discussion of its possible applications in clinical practice. Major themes include trauma, alienation, the wounded feeling function, and the mythology of the wasteland and the wounded Fisher King.</p>