This study examined the experience of 140 students in a counselor training program that required students to participate in 10 sessions of individual counseling during their training program in order to increase their self-awareness. Students had the option of fulfilling the requirement through being counseled either by more advanced students within the training program or by mental health professionals outside the program. Results indicated that students in both settings reported a significant increase in their self-awareness. Students who fulfilled the requirement in a setting outside of the counseling program clinics reported a significantly higher increase in self-awareness than those who fulfilled the requirement within the counseling program clinics. Students' reports of increased self-awareness did not vary by their stages of progress through the program. Participants reported significant ethical concerns regarding confidentiality and dual relationships that reportedly reduced the beneficial impact of the counseling experience. Students who fulfilled the counseling requirement within the counseling program clinics experienced significantly greater ethical concerns than did those who fulfilled the requirement outside the program clinics. As with effect on self-awareness, stage in the program was not related to impact of ethical concerns on the required counseling experience. The overwhelming majority (91.4%) of participants supported requiring counselors in training to experience their own personal counseling. The majority of the students (58%) recommended that either a counseling program clinic or somewhere outside the program would be equally acceptable settings for future students to obtain the counseling. Of the remaining students, nearly equal numbers recommended a counseling program clinic (18%) as recommended an outside setting (24%). Potential benefits and costs to requiring individual counseling for counselors in training were examined. Advantages and disadvantages to providing the counseling within program clinics were discussed, as were various options for providing the counseling.

There exists a strong endorsement in the literature of the effectiveness of an individual counseling experience as an influence in the personal and professional development of counseling students, yet few counselor education programs seem to require that students complete such an experience. Thus, the question arises as to why the required individual counseling experience as a client is not being required by a large proportion of counseling programs. The purposes of this descriptive, exploratory study were to determine the prevalence of the required experience as a client in individual counseling, examine the opinions of counselor education program leaders regarding the risks and benefits of experiential training components, determine the modalities used to deliver experiential training components, obtain counselor education program coordinators' views on the various modalities, and explore policies and procedures used in counselor education programs with respect to experiential training components. Finally, this study attempted to determine the level of satisfaction of those program directors who do utilize a required individual counseling experience, as well as their policies and procedures with regard to outcome measurement. Results of the study showed that there were some significant inverse relationships between counselor education program directors' opinions regarding potential benefits for counseling students and their policies regarding a required individual counseling experience. Additionally, although respondents did not strongly endorse the potential risks associated with the exercise, it is still not required by the majority of the counselor education programs surveyed. However, those program directors who do endorse a required individual counseling experience reported on its many benefits, and offered qualitative insights into how the requirement is implemented. The results of this study have implications for the counseling profession by offering empirical evidence regarding the prevalence of a required individual counseling experience for master's-level counseling students. The results of this study contribute to the counseling profession's knowledge base by determining counseling program directors' opinions of the potential benefits and risks of a required individual counseling experience, and by establishing that program directors whose programs require this exercise are overwhelmingly satisfied that the experience accomplishes the purposes for which it is intended.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-01T14:54:42Z No. of bitstreams: 1 Helena Beatriz Rower.pdf: 1700201 bytes, checksum: e1cfc9673a0cf09e95b5175f18b6ad50 (MD5) / Made available in DSpace on 2015-06-01T14:54:42Z (GMT). No. of bitstreams: 1 Helena Beatriz Rower.pdf: 1700201 bytes, checksum: e1cfc9673a0cf09e95b5175f18b6ad50 (MD5) Previous issue date: 2013-01-31 / Nenhuma / Objetivo: Verificar a associação entre autopercepção de nervosismo/stress, distúrbios psiquiátricos menores (DPM) e consumo adequado de frutas, verduras e legumes (FVL). Método: Este é um estudo transversal de base populacional com uma amostra representativa de 1100 adultos, com idade igual ou superior a 18 anos, residentes na zona urbana de um município de médio porte do sul do Brasil. O consumo adequado de frutas e legumes foi avaliado através de duas perguntas: uma sobre a quantidade de frutas ou suco natural de frutas consumido ao dia, e outra, a respeito do número de colheres de sopa de verduras/legumes consumidos ao dia. Considerou-se como consumo adequado a ingestão de três ou mais frutas ao dia concomitante com cinco ou mais colheres de sopa de verduras/legumes ao dia. As exposições principais variáveis foram autopercepção de nervosismo/stress e DPM. Para fornecer uma estimativa das razões de prevalências (RP) brutas e ajustadas, utilizou-se a regressão de Poisson. Potenciais fatores de confusão eram variáveis demográficas, socioeconômicas e comportamentais. Resultados: Ao analisar a amostra total, observaram-se associações significativas entre o desfecho com a autopercepção de nervosismo/stress e DPM. Após o controle de fatores de confusão, adultos relatando ausência de nervosismo/stress possuíam uma prevalência de consumo adequado duas vezes maior do que aqueles com resposta positiva (RP=1,99; IC95% 1,17-3,37; p=0,010). Similarmente, participantes com ausência de DPM possuíam uma prevalência de consumo adequado FVL 52% mais elevada quando comparados àqueles que relataram presença de DPM (RP=1,52; IC95% 1,10-2,10; p=0,016). Quando estratificada para o sexo, este efeito se manteve e aumentou nas mulheres, perdendo efeito e significância estatística entre os homens. Conclusão: Os resultados sugerem que a saúde mental pode ter papel importante para o consumo adequado de FVL, especialmente entre as mulheres. / Objective: To assess the association between mental health with adequate fruits and vegetables consumption. Method: This is a population based cross-sectional with a representative sample of 1,100 adult subjects living in the urban area of a medium size city in Souther Brazil. The adequate fruits and vegetables ́ intake was evaluated through two questions: one asking the quantity of fruit or fresh natural juice ingested on a daily basis; the other asking the number of soup spoons of vegetables consumed in a day. It was considered as an adequate intake the ingestion of three or more portions of fruit and of five or more soup spoons of vegetables. The main exposures were self-reported nervousness/stress and minor psychiatric disorders (MPD). In order to provide an estimation of the unadjusted and adjusted prevalence ratios (PR) Poisson regression was used. Potential confounding factors were demographic, socioeconomic and behavioral. Results: When the full sample was analyzed, a significant association between the nervousness/stress self-awareness and minor psychiatric disturbances was found. After controlling for the confounding factors, adults reporting absence were 2 times more likely to have the appropriate daily fruits and vegetables intake than those reporting presence of stressfull/nervous estates (PR=1,99; CI95% 1,17-3,37; p=0,010). In the same way, subjects not reporting mental disorders had a prevalence of adequate intake FVL 52% higher compared to those who had MPD (PR=1,52; CI95% 1,10-2,10; p=0,016). When stratified by gender, this effect was kept and increased in women. However, it lost its effect and statistical significance among men. Conclusion: The results suggests that the mental health may have an important role in the adequate intake of fruits and vegetables, especially among women.

Much research has been dedicated to the difficulties LGBTQ individuals face. Further, school counselors have been challenged to assist LGBTQ individuals in the school setting. Being aware of the specific issues and being educated about specific ways to assist these individuals enable school counselors to be more effective clinicians (DePaul, Walsh, & Dam, 2009). This article will address three components of counselor preparation and affirmative school counseling interventions: counselor self-awareness, LGBTQ sexual identity development, and LGBTQ-affirmative school climate. For each component, an activity is presented to assist professional school counselors become more LGBTQ-affirmative.

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Historically there has been an ongoing debate whether leadership is innate behaviour, a trait or a skill. I believe leadership is both a skill and a behaviour that exhibits that skill (Doh 2003). ‘This dual definition generated an additional disagreement over whether leadership can be taught’ (Doh 2003, p. 54). I have had conversations with professors, alumni and leaders who have experience with leadership (broadly defined) and more specifically with leadership programmes. I have asked the experts how they would define leadership; if leaders are born; how the profile of a successful leader looks like; and how we should develop leaders. This study indicates that leadership can be enhanced with the development of (1) explicit knowledge (2) tacit knowledge (3) emotional intelligence (4) and ethical leadership.

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Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning. The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s. Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.

This study aims to measure the managerial skills of managers working in the banking industry. To do so, the newly developed managerial skills measuring instrument of Thekiso (2011) was used by to determine skills for managerial competence in the banking industry. The seven managerial skills that are covered in the questionnaire are: Self awareness skills; Self directed career planning; Integrative skills; Planning and controlling skills; Organizing skills; Leading skills; and Managing change skills. Even though some skills may appear on a less frequent basis, six of the seven skills were rated to be of a high importance, with their means ranging between 4.008 and 4.480 on the 5–point Likert scale. Training in the form of mentoring and stewardship programs, to transfer knowledge and introduce existing relationships to up and coming leaders, would be of great value for companies in the banking industry to foster these seven managerial competency skills. By implementing training and mentoring programs on a much broader scale, organisations can train and use their leaders’ abilities to gain competitive advantage in the market. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.