In this chapter was presented a comparative description of the programs of guidance in certain Virginia schools according to the following groupings: (a) large, medium-sized, and small schools; (b) urban and rural; and (c) Negro and white schools. Guidance in the large and medium-sized schools appeared, in general, to excel that in the small schools in both number and scope of services offered. Similarly, guidance services in urban situations seemed superior in organization and offerings to those in rural locations. Little significant difference was noted between guidance programs of white and Negro schools except in instances in which lack of facilities appeared to hamper the programs in schools for Negroes. / M.S.

No description available.

Thesis (M.S.W.)--University of Hong Kong, 1987.

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 125-136) and index.

The purpose of this study was to investigate the effects of a compassion-based meditation, known as loving-kindness meditation (LKM), as an intervention to positively affect empathy, perceived social support, and problem-solving appraisal in student counselors. This quasiexperimental study included 103 master’s level counseling students enrolled in a large Southeastern university. The treatment consisted of six one-hour psychoeducational groups with a LKM component. The LKM intervention was compared with a control group on the constructs of (a) multidimensional empathy (Interpersonal Reactivity Index [IRI]; Davis, 1980), (b) perceived social support (Multidimensional Scale of Perceived Social Support [MSPSS]; Zimet, Dahlem, Zimet, & Farley, 1988), and (c) problem-solving appraisal (Problem Solving Inventory [PSI]; Heppner, 1988). Participants who received the LKM intervention experienced gains in the cognitive empathy subscales of Perspective Taking (treatment group effect size = .213; control group effect size = .006) and Fantasy (treatment group effect size = .173; control group effect size = .032) and in the affective empathy subscale of Emotional Concern (treatment group effect size = .115, control group effect size = .028). The treatment group also demonstrated a decrease in the affective empathy subscale of Personal Distress (treatment group effect size = .088, control group effect size = .080). The control group did not experience changes in Perspective Taking, Fantasy, Emotional Concern, or Personal Distress. Furthermore, there was no change in either the treatment or control group in perceived social support or problem-solving appraisal from pretest to posttest. In addition, this study examined the relationship between quantity of meditation time and the dependent variables of multidimensional empathy, perceived social iv support, and problem-solving appraisal. Participants who received the LKM intervention demonstrated a moderate positive correlation (Cohen, 1992) between quantity of meditation and Perspective Taking (Spearman’s rank order correlation rs = .29). Implications for counselor education and directions for future research are discussed.

The purpose of this study was to investigate the impact of a teacher/advisor program on early adolescents' perception of self image. A review of the literature revealed much which proclaims the virtues of the teacher/advisor program but at the same time demonstrated an absence of any significant research which verifies that such programs, in fact, accomplish what their proponents claim. Because a notable amount of research supports the inclusion of educational experiences which heighten self image, determining specifically what effects a teacher/advisor program has would satisfy the need to validate the credibility of this concept and aid middle level educators in assessing its value. A pretest-posttest control group design with multiple measures of self image was employed. The sample consisted of 145 seventh grade students from two middle level schools. The experimental group came from a 6-7 school with a total of 73 students participating, 37 male and 36 female. The control group came from a 7-8 school with 72 students participating; both males and females numbered 36. Subjects were administered a questionnaire, which was composed of seven self image or transition research, at the beginning of the fall semester and again nine weeks later. Subjects in the experimental group received a thirty minute per day teacher/advisor program during this time interval. The findings of this study revealed significant group effects for the measures of victimization and perceived self image. For the measures of anonymity, self-consciousness, and the three self-esteem measures, however, group effects were not observable. Furthermore, examination of the results using gender as a variable showed no significant difference in any of the seven self image constructs. The data indicate that participation in a teacher/advisor program tended to suppress perceptions of victimization, which can be construed as a positive effect, and to lower perceived self image, which can also be viewed as beneficial if construed as a more realistic occurrence.

The present study was undertaker, to examine the effects of various methods of training during the practicum experience upon subsequent counselor trainees' behavior and skill. This study has a two-fold purpose. The first is to examine which of two methods of training was most effective in producing behavioral changes in counselor trainees during a five month practicum situation. The second is to compare the effects of these forms of training with a control group which did not utilize the training procedures.

The purpose of this study was to compare three different approaches to the counselor practicum—-or campus practicum, an off-campus practicum, and a role-playing practicum—-with regard to the changes in attitudes, personality, and effectiveness of counseling behavior of counselor trainees produced by each type of practicum.

The problem of this study was to determine the effects of student teaching upon student-centeredness and openmindedness.

This study develops the first measurement instrument designed to accompany the concept of competency basing in counselor training. In so doing, the study screens and validates a list of skills most essential to an effective counselor. The problem of this study is to develop and validate an instrument for the measurement of competencies of school counselors. The instrument developed and validated by this study is especially designed to delineate the specific skills which best represent the competencies necessary for a well-qualified counselor.