This study examined the influence of earlier life experiences on the development of beginning counsellors' personal theories of counselling. The significance of the study lies in its potential to extend counsellor educators' knowledge of the early processes involved in personal theory building. A qualitative method using a phenomenological design was chosen for the study. Five master's in counselling students, and two recent master's in counselling graduates were given a questionnaire to complete and then interviewed individually. A thematic analysis, and comparison to Skovholt's and Ronnestad's (1 992) study Themes in Counsellor Development were used to interpret the results. The findings revealed that theory development was impacted by normative and difficult life experiences and interpersonal relationships with parents, siblings, significant others, teachers, university professors, and counsellors. . . It was recommended that the findings be used to support future directions for structuring theory-building activities to better address the developmental and personal attributes of counselling students.

The problem was to compare the effectiveness of an integrated didactic and experiential approach in the training of graduate counseling practicum students with that of the traditional approach in counseling practicum training.

The purpose of this study was to determine if individuals could raise their hand temperature through systematic thermal training and to assess the effects of thermal training paired with coping-imagery desensitization on counselor trainee anxiety and counselor trainee effectiveness. A unique feature of this investigation was the pairing of two systems which had seldom been studied simultaneously: thermal training paired with desensitization.The experimental groups consisted of 32 Ball State University European Master's level students in counseling (16 females, 16 males). Subjects were volunteers drawn from five sections of classes during Spring Quarter, 1978. Students were randomly assigned to one of two treatment groups: the experimental group or the no-treatment control group. The experimental training took place over a 6-week time period at Ramstein Air Base, West Germany, and at Kapaun Air Station, West Germany.A pre-study was conducted the previous Winter Quarter, 1977-1978, to solicit data from which to compile a six-item standardized hierarchy to be used for the experimental desensitization scenes. The scenes consisted of counseling-related events which counselor trainees previously indicated were anxiety producing.Two groups of criteria instruments were utilized as dependent variables: self-report measures and performance measures. The self-report anxiety measures consisted of a semantic differential and the State-Trait Anxiety Inventory. The end-of-treatment thermal measurement and the CarkhuffBerenson Gross Rating of Facilitative Interpersonal Functioning Scale (GRFIF) served as measures of performance.Experimental subjects were exposed to five sessions of thermal training combined with coping-imagery desensitization while the control group received no treatment. Both groups were administered the end-of-treatment thermal measurement at the end of the fifth session of treatment. During the sixth week, both groups completed the self-report anxiety measures prior to participating as a counselor and as a client in two 20-minute audio taped counseling sessions. Each subject was individually debriefed and control subjects were offered the opportunity to receive identical training. Three 3-minute segments were excerpted from each counseling tape and were rated in-the-blind by independent judges using the Carkhuff-Berenson CRFIF Scale measuring counselor effectiveness. The raters were trained in using the GRFIF Scale and following training, the four-way interjudge reliability using total sampling procedures was r = .85, p< .01.The experimental design was the posttest only control group design. Five null hypotheses stating that no statistical difference would be found between the experimental and control group in self-reported anxiety or in effective counseling skills were statistically treated using five one-way analyses of variance. A confidence level of .05 was established.Results of the statistical investigations indicated that experimental subjects showed significantly greater hand-warming skills than control subjects, F (1,31) = 36.98, p < .001. No significant differences were found between the treatment and control group means on the self-report measures of anxiety or in counselor effectiveness.The conclusion was drawn that thermal training was a viable method for assisting individuals to achieve significant increases in thermal temperature measurement. Thermal training paired with coping-imagery desensitization was not demonstrated to be an effective treatment modality for reducing counselor trainee self-report anxiety or for increasing effective counseling skills. The latter finding was inconsistent with previous research which concluded that relaxation and systematic desensitization resulted in reductions in counselor trainee self-report anxiety and in increases in counselor effectiveness.The recommendation was made for additional research investigating thermal training paired with desensitization using an electromyograph (EMG) biofeedback unit and for employment of individualized desensitization hierarchies with practicum populations.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 76-79.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 8, 2010). Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2002. / Typescript (photocopy). Includes bibliographical references (leaves 114-124). Also available on the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xi, 156 p. ; also includes graphics. Includes abstract and vita. Advisors: Susan Sears and James Moore, Dept. of Physical Activity and Educational Services. Includes bibliographical references (p. 91-97).

Dissertation (Ph.D.)--Auburn University, 2009. / Abstract. Vita. Includes bibliographic references (p.103-122).

No description available.

This study examined British Columbia elementary school counsellors' perceptions in relation to assisting depressed students, including: (a) their knowledge about depression; (b) their ideal role; (c) their current role; (d) their current practices; (e) barriers to assisting depressed students; and (f) factors which would help them to better assist these students. A questionnaire specifically designed for this study was mailed to 333 elementary school counsellors, and 248 (74.5%) were completed and returned. The percentages of counsellors who perceived various functions as part of their current and ideal roles were calculated, as were the percentages who engaged in various counsellor activities, and indicated factors which would help them to better assist depressed students. Sample means and standard deviations were calculated for the extent to which various factors were barriers to assisting depressed students. Results indicated most counsellors perceived identification, referral, and prevention of student depression to be part of their ideal and current roles, and have used these functions to assist depressed students. However, respondents were divided on treating depressed students, and only slightly more than one-third had assessed students even though two-thirds perceived it as part of their ideal role. Most counsellors have been referred depressed students by teachers, and have referred students to mental health and medical professionals. Approximately one-half perceived art and play therapy to be a more effective method of treating depression. Counsellors lacked basic information on childhood depression, and more learned about it through their own initiative, rather than professional development activities. Too high a student-to-counsellor ratio and lack of time were most consistently rated as the highest barriers to assisting depressed students. Other major barriers included: priority being given to acting out students; lack of knowledge about depression, assessment techniques, and treatment strategies; and lack of community resources. Lack of a clear role policy was not perceived to be a major barrier to assisting depressed students. The most frequent recommendations for helping counsellors to assist depressed students were more information about effective treatment strategies and a lower student-to-counsellor ratio.