The present study examined the predictive ability of the stage model in the establishment of an alliance in adolescent counselling. The relationship between readiness for change and the three dimensions of the working alliance was also further explored. Fifty-one students between the ages of 14 and 18, who were seeking counselling in their schools, were recruited through two school boards in a large eastern Canadian city. The results provided empirical support for a relationship between adolescents' readiness for change and the quality of their working alliance. In comparison to students who were resistant to change, those who were ready to actively change were more likely to develop positive alliances with their counsellors, and were in more agreement with their counsellors on the goals and tasks of counselling. The theoretical and practical implications of these findings for counsellors and other researchers, limitations of this study, and future research directions are discussed.

No description available.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

published_or_final_version / Social Work / Master / Master of Social Work

Academically talented college students have unique development needs that often go unmet. One area that is currently attracting more attention in the academically talented literature is career counseling. The purpose of the present study was to compare the effectiveness of individual and group career counseling interventions. Subjects included 54 students from a special Texas program that provides the opportunity for gifted students to attend college during their final two years of high school. One instrument used assessed identity, confidence, career goals, and professional identity. The second instrument evaluated whether the subjects had recently discussed career concerns, were seeing a vocational counselor, or seeking career information. A pre-test was followed by group or individual intervention, and a post-test was conducted two months later. Results indicated an overall decrease on the instrument assessing professional identity and career goals. This study revealed no difference in effectiveness between group or individual interventions. Further research in this area is necessary to develop and refine the most effective career counseling interventions for the academically talented student.

Thesis (M.A.)--The Master's College, 2006. / Includes bibliographical references (leaves 331-335).

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Includes bibliographical references.

Thesis (D.Phil. (Social Work))--University of Pretoria, 2006. / Includes summary in Afrikaans and English. Includes bibliographical references.