Thesis supervisor: Tarrell Awe Agahe Portman. Thesis supervisor: Susannah M. Wood. Includes bibliographic references (p. 154-158).

Adenoviruses, particularly types 4 and 7, are associated with febrile respiratory illness (FRI) outbreaks in US military basic trainees. Vaccines against these two serotypes controlled FRI in basic trainees until production ceased in the mid-1990s. After contracting a new manufacturer, adenovirus vaccination of military basic trainees resumed in 2011. The purpose of this dissertation was to assess the cost-effectiveness of using the new adenovirus type 4 and type 7 vaccines for the prevention of FRI in US military basic trainees from the perspective of each military branch. Two decision tree models comparing adenovirus vaccination to no adenovirus vaccination were used for this dissertation. The first model is similar to previous models used to assess the cost-effectiveness of the adenovirus vaccine in the military, where the outcome is number of FRI hospitalizations prevented. The second model created for this dissertation used information gathered from published literature and conversations with experts on the adenovirus vaccine. The outcome for the second model was number of training days lost (TDL) averted. Results from part I indicated that adenovirus vaccination of basic trainees was cost-effective as measured by FRI hospitalizations prevented in all US military service branches but the Coast Guard. The model showed that reintroducing the adenovirus vaccine to basic trainees saved the Army $5.8 million, the Navy, $1 million, the Marine Corps, $238,000, and the Air Force, $5.2 million, annually. In addition, adenovirus vaccination prevented 1,221, 543, 317, 677 cases of FRI hospitalization annually in the Army, Navy, Marine Corps, and Air Force respectively. In part II of this study, adenovirus vaccination of basic trainees was the dominant strategy as measured by TDL averted in all US military service branches but the Marine Corps and the Coast Guard. Results indicate that it would cost approximately $37.63 and $563.78 per TDL averted for the Marine Corps and Coast Guard respectively. Both models used for this dissertation provide evidence supporting the cost-effectiveness of using the adenovirus vaccine in US basic trainees in all services but the Coast Guard. / text

This journal-article-formatted dissertation explores university professors’ and trainers’ practices in engaging students in their classrooms. By systematically examining the current literature related to engaging instruction, I identified the core components of engaging instruction, as well as the strategies to effectively engage students. Despite the paucity of available empirical studies investigating the ‘engagement’ concept for professors and trainers, the available studies were examined to understand how researchers conceptualized and operationalized “effective engagement.” Findings from this literature review provided a theoretical foundation for the research. I explored the perceptions and practices of college professors regarding engaging instruction. I interviewed seven professors face-to-face. Subsequently, I analyzed the interview transcripts using the constant comparative method. Findings from the study showed that the participants had varied views. Nevertheless, they agreed that an engaging professor must focus on learning; consider various aspects of students’ personal development including their cognitive, social, and emotional development; and take care of different student learning styles, for example, visual, auditory, and kinesthetic. Participants expressed the importance of student engagement. Body language, verbal and non-verbal cues, and eye contact were the main parameters used by the participants to evaluate student engagement. Participants also emphasized the importance of asking questions, judging from student responses and assessing instructional effectiveness by evaluating the questions asked by students. Similarly, I also explored seven trainers’ perceptions on engaging instruction and the strategies they used for engaging trainees by conducting face-to-face interviews. I utilized the constant comparison method to analyze the interview transcripts. Major findings indicate that trainers should be trainee-centered in instruction, accommodate different learning styles, elicit trainee participation by creating an encouraging class environment, and connect with trainees by building rapport early in a training session.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Craig S. Cashwell; submitted to the Dept. of Counseling and Educational Development. Title from PDF t.p. (viewed May 14, 2010). Includes bibliographical references (p. 166-190).

xiv, 204 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The purpose of this study was to examine counselor trainees' perceptions of adopted clients and explore how trainee perceptions may vary according to counselor trainees' adoption-related knowledge, attitudes, and clinical skills. This study extends the limited body of research examining mental health professionals' potential bias related to adopted clients in their approach to treatment and case conceptualization. Counselor trainees (N = 430) read one of six client case study vignettes that were identical except for variations on client adoption status (adopted, transracially adopted, nonadopted) and client sex (male or female), resulting in six different stimuli conditions. Group differences were examined for two independent variables (client adoption status and client sex) and dependent variables measuring counselor trainees' perceptions of clients in four areas: (a) seriousness of treatment plan and prognosis, (b) assignment of favorable or unfavorable adjectives to clients, (c) counselor trainees' assessment of client level of functioning, and (d) diagnosis behavior. Preexisting counselor adoption knowledge, attitudes, and skills were assessed by the Knowledge, Attitudes, and Skills of Adoption Survey (KASAS) that was created and validated specifically for this study. Results of exploratory factor analyses on the KASAS revealed a cogent, three-factor structure for the measure with high factor internal consistency. The main study research questions were then addressed within the context of several univariate general linear models. Findings demonstrated that counselor trainees perceive adopted clients generally more negatively than nonadopted clients. Participants rated same-race adopted clients as lower functioning than nonadopted clients, reported having greater overall concern for adopted clients (both same-race and transracially adopted) in comparison with nonadopted clients, and rated adopted clients' problems as more severe than those of nonadopted clients despite being presented with otherwise identical presenting issues. Descriptive data revealed that 64% of trainees reported lack of preparation to deal with or no knowledge about adoption, and 89% reported wanting additional clinical training about adoption Implications for future research and practice are presented. / Committee in charge: Benedict McWhirter, Chairperson, Counseling Psychology and Human Services; Deanna Linville-Knobelspiesse, Member, Counseling Psychology and Human Services; Paul Yovanoff, Member, Educational Methodology, Policy, and Leadership; Ellen Herman, Outside Member, History

This research aimed to provide an understanding into the experiences of counselling and clinical doctoral training on trainees and their partners. It was hoped that this would increase understanding would provide support for couples impacted by the doctoral programmes in managing the changes induced and maintaining relationship satisfaction. A mixed methods design was chosen to provide an empirical view of stress, dyadic coping and relationship satisfaction of trainees. It adopted a survey design and an analysis of the processes trainees and partners experience throughout the course as a couple through using a Grounded Theory approach. In total 50 trainees in clinical and counselling psychology took part in the survey study that measured perceived stress, dyadic coping and their relationship satisfaction. Data was analysed using regression analysis to explore relationships between the three constructs. The analysis revealed similarities between clinical and counselling trainees in terms of perceived stress, coping and relationship satisfaction. Regression analysis suggested trainees’ relationship satisfaction was predicted by number of children, communication of stress, length of relationship and length of time cohabiting. Fourteen semi-structured interviews were conducted with counselling doctoral trainees and partners. The interviews were transcribed and analysed in accordance with a constructivist version of grounded theory as developed by Charmaz (2006). The grounded theory study revealed a central storyline of 'a journey towards the light at the end of the tunnel' with the social process of striving for equilibrium. This referred to the journey participants experienced whilst the trainee was on the course and highlighted a process as trainees and partners moved through as they developed and adapted to their new lives. The idea of the course being temporary was a thread through the model as participants worked through the stresses whilst focusing on the finishing line at the end of the course. Conflicts arose with participants with children who appeared to undergo a strengthened version of the model. This research provided implications for further specialised support for trainees and partners undergoing the doctoral programmes. It hoped to highlight the difficulties and strengths couples endure on the programme and provides implications for universities and personal therapists to offer systemic support for couples to manage the processes together, making the adjustment process more seamless and meaningful to the couple.

ABSTRACT This is a quantitative methods study investigating the perceptions that teacher trainees at a tertiary level educational institution have of the evaluation process for courses and lecturers. Student evaluation of courses and lecturers is mandated by the standards of the University Council of Jamaica (UCJ) and the University of the West Indies (UWI), and hinges on the quality of educational experiences within tertiary level educational institutions. Teacher trainees are vested with the responsibility to be engaged in the exercise which must be afforded by the respective institutions. The primary sources of data were generated from the responses to a Likert-type questionnaire administered to teacher trainees (TTQ). The results indicated that the teacher trainees were generally supportive of the evaluation process. Moreover, these positive results were not related to the trainees’ age, gender, or area of specialization. There were, however, some areas of concern noted. In particular, the trainees believe that the evaluation process should be conducted online since there is concern about anonymity. The implications of these results for the Ministry of Education were listed and suggestions for future research were provided. Keywords: Perceptions, Evaluation Process, Courses, Lecturers, Teacher Trainees / Educational Administration

Counselor educators are charged with facilitating the development of counseling students towards becoming ethical and competent counselors (American Counseling Association [ACA], 2005; Council for Accreditation for Counseling and Related Educational Programs [CACREP], 2009). In addition, counselor educators serve as gatekeepers for the profession and deny entry to counseling students who demonstrate deficiency of necessary competencies (ACA, 2005; Association for Counselor Education and Supervision [ACES], 1993; CACREP, 2009). Numerous assessment tools utilized for the evaluation of counseling competencies have been developed, yet none has gained universal acceptance in the field of counselor education. The Counseling Competencies Scale© (CCS, UCF Counselor Education Faculty, 2009) is a 32 item counseling-student assessment tool developed to measure counselors-in-training counselor competencies (counseling skills, professional dispositions, and behaviors). The psychometric properties of the CCS have been investigated (Swank, 2010); however, questions related to perceptions, purposes, and uses of the CCS remained. Therefore, the purpose of this descriptive, exploratory phenomenology was to understand counseling students‘ and practicum supervisors‘ lived experiences with the CCS. The sample included counseling practicum students (N = 23 [individual student interviews only, n = 11; student focus group interviews only, n = 4, individual student interviews and student focus group participants, n = 8]) and practicum supervisors (N = 6) from a CACREP accredited counselor education program in the Southeastern United States. The data was collected through individual interviews and focus groups with practicum students and individual interviews with practicum supervisors. All data was recorded, transcribed, coded, and analyzed for themes (Creswell, 2007; Moustakas, 1994). The data analyses utilized a research key iv comprised of 34 meaning units (Devenish, 2002; Moustakas, 1994) and identified five themes within the data: (a) Cognitive understanding, (b) Emotional Understanding, (c) Feedback, (d) Trustworthiness, and (e) Gatekeeping. A visual metaphor was developed to illustrate the interaction of the five themes. Trustworthiness measures employed throughout the research included the use of (a) descriptions of researcher positionality, (b) a self-reflective field journal, (c) triangulation (student and supervisor individual interviews, student focus group interviews, and examination of the CCS document), (d) member checking, (e) peer debriefers, (f) an external auditor, (g) an extensive description of previous literature, and (h) an openness to disconfirming evidence (Creswell, 2007; Marshall & Rossman, 2006; Moustakas, 1994). The results supported that counseling students and their clinical supervisors identified the CCS as an appropriate and comprehensive supervisory tool; however, they acknowledged CCSrelated limitations including inconsistent application, problematic scoring system, pass/fail structure, and delivery by instructors and practicum supervisors who demonstrated minimal investment of time and effort. Implications for counselor educators include the importance of program and faculty members‘ engagement and consistency regarding the use of (a) evaluation and feedback tools, (b) remediation and gatekeeping processes, and (c) counseling student performance expectations. Replication of this study at diverse institutions is suggested. In addition, quantitative and qualitative investigations examining counseling student competencies and development (e.g., CCS) would contribute to the counselor education, counseling-student development, and counseling supervision literature. A discussion of the investigation‘s limitations is included.

Research suggests that counselor educators continue to debate whether general personality characteristics, relationship building skills, or other knowledge or skills are important in selecting the most effective counselors (Crews et al., 2005). Further, counselor educators continue to rely on measures that have limited ability to predict counseling competence or success in graduate programs. Such measures include GRE and GPA scores along with heavy reliance on the personal interview that is well-known for bias. Moreover, research supports that there is a need for assessments that will assist in determining the most effective counselors and emphasize the importance of measuring those characteristics that have a solid empirical link to client outcomes. The purpose of this study was to bridge the gap in the literature and to measure counselor characteristics that have are grounded in current outcome literature. Outcome research has suggested that counselor empathy is one of the strongest predictors of client outcome. Therefore, two constructs were explored in this study that are linked to empathy: Loevinger‘s (1976) Theory of Ego Development and Altruistic Caring as measured by the Heintzelman Inventory (Robinson, Kuch, & Swank, 2010). The sample consisted of 81 graduate-level counselor trainees in their first or second semester of practicum at a large South Eastern university. Results revealed no statistically significant relationship between variables. However, further exploratory analysis yielded a statistically significant relationship between a component of altruistic caring, specifically early career choice in the counseling field (4.1% of the variance explained), and client outcome. Implications for counselor educators are presented along with areas for future research.

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