The number of international students in the U.S. is increasing, and a similar trend exists in the counselor education field. International students are defined as neither permanent residents nor U.S. citizens. It is therefore important for counselor educators to understand this population better in order to provide culturally appropriate career development training for them, as well as gain knowledge about their career decision-making process. While several studies have investigated international students’ experiences with language barriers or cultural adjustment concerns, little research explores their lived experiences regarding the choice to stay or return to their home countries after completing their doctoral training. Given the limitations of previous studies on international students’ career development, this study focused on the career decision-making experiences of a particular subgroup of international students, namely, South Korean women in counselor education programs. The overarching research question guiding this study is: How do Korean female doctoral students and counselor educators who trained in CACREP-accredited programs experience/experienced their career decision-making processes upon graduation? The sub-questions of this study are: 1) How do they decide to pursue a particular job, either in their home country or in the U.S.? 2) What values impacted their career decisions? The purpose of this qualitative study is to investigate the lived experiences of Korean female counselor educators who have decided on the location of their career upon graduation and explore how they made their decisions. Utilizing the phenomenological research method, this study aims to identify themes and patterns, as well as unique lived experiences in the career stories of Korean women counselor educators. Findings from this study illustrated the unique career-decision-making experiences of Korean female counselor educators. By exploring their experiences, the researcher found common values influenced their career decisions were: family, academic freedom, belongingness, desire to make a scholarly contribution, and self-awareness. Participants also struggled from challenges like fear, hesitation, and exhaustion; limited resources; visa issues; language barrier and cultural differences; lack of publications; and competitive job market. Lastly, Korean female counselor educators utilized support systems such as Korean community, family, and their doctoral programs. The findings provide insight into Korean female doctoral students’ career decision-making processes and contribute to U.S. university faculty and administrators' cultural awareness and understanding of the international student population in counselor education programs.

The importance of ethics in helping professions and ethics education in counselor preparation programs have been stressed and discussed greatly. In order to foster helping professionals' ethical behaviors to ensure clients' rights and welfare, professional organizations have developed codes of ethics to serve as guidelines for helping professionals in ethical decision making; accreditation bodies for counselor education programs also have included standards of including ethics into curriculum. Studies regarding ethics-related issues and ethics education have been broadly explored and discussed within the counseling profession. Research regarding ethics education has emphasized the goals of ethics education, teaching in an ethical manner, using ethical instructional materials, and other general elements in ethics education, and was mainly focused on the perspectives of counselor educators. However, there has been a lack of studies to examine the outcome and influence ethics education has had on students' ability and practice. The purposes of the present study are to: (a) discover the current status of ethics education in master's rehabilitation counseling programs across the United States; (b) identify the general profiles of ethical orientations among a sample of master's students in rehabilitation counseling programs; (c) determine whether ethics education would impact future counselors' ethical reasoning and decision-making skills in terms of ethical orientation; and (d) explore rehabilitation counseling master's students' satisfaction towards ethics education and training received in the programs and their self-perceived confidence and competence level in making ethical decisions. The study surveyed a total of 47 master's students in rehabilitation counseling programs. The results showed that a majority of programs offered ethics education in a combination method of a separate course and infused ethics-related topics throughout the curriculum, and 48 and 60 credit hours were the commonly adopted graduation requirements. ACA Codes of Ethics and Code of Professional Ethics for Rehabilitation Counselors by Commissions on Rehabilitation Counselor Certification (CRCC) were the commonly used materials in ethics education. Dual relationships on non-sexual nature, confidentiality, informed consent, duty to warn, and scope of practice were the five topics that were indicated to be important concepts to be covered in ethics education. In addition, lecture and whole class discussion were the common adopted methods in teaching ethics, while students' preparation was usually evaluated by examinations, assigned case studies, and term papers. Examination was not perceived as the most helpful evaluation method by master's students. On the other hand, practicum supervision and case studies were perceived to be more helpful in evaluating students' competence to practice ethically. The ethical reasoning level of all participants as a whole exhibited a primary emphasis on individuals' needs, while societal regulations, norms, and laws are recognized but are considered as secondary concerns in ethical decision making. The results of data analyses also showed that students who received varied formats of ethics education and in different demographic information groups did not demonstrate significant differences on the degree of their moral development and sophistication of ethical reasoning. Moreover, on a 6-point Likert scale, participants reported to have a mean of 4.48 on their satisfaction about their current ethics education and have an overall mean of 4.39 on the confidence level and an overall mean of 4.53 on self-reported competence level in approaching and handling an ethical situation.

Vocational guidance and career counseling is the primary service provided to all applicants applying for vocational rehabilitation services. Vocational rehabilitation (VR) counselors specialize in helping people with a disability acquire employment. Yet, when the person has a disability and a criminal record this adds an additional element for consideration. The object of this research is Louisiana vocational rehabilitation counselors in the Baton Rouge Regional Office (BRRO) and their vocational guidance and career counseling skills of people with a disability and a criminal record. For vocational rehabilitation counselors are required to apply theoretically-based career counseling practices in the provision of vocational guidance and career counseling. The expected outcome is the agreement of an employment goal between both the person with a disability and a criminal record and the VR counselor. The purpose of this qualitative research study is to explore the perceptions and actual experiences of vocational rehabilitation counselors in their usage of career theories when providing vocational guidance and career counseling to with people with a disability and a criminal record. Given the scarce amount of research on career counseling of people with a disability and a criminal record, anecdotal information from BRRO vocational rehabilitation counselors, and the researcher's experience working as a VR counselor, the researcher used the heuristic qualitative design to explore these perceptions and actual experiences. The nature of heuristics incorporates the researcher's work experience as a vocational rehabilitation counselor. Therefore, through review of literature and face to face interviews, the efficacy of the career theories is explored along with successes and challenges faced by Louisiana rehabilitation counselors in helping clients select an appropriate employment goal. From the individual case studies, the themes of expectations, autonomy, counselor development, and fidelity to theories emerged from the data analysis. Eventually, the core category of incongruence in theory and practice emerged from the themes. The final chapter provides a discussion of the findings through the heuristic lens of the researcher. Additionally, implications for VR counselors, educators, and supervisors, future recommendations for research, and closing summary are provided.

The research regarding employees' job satisfaction is one of the most important indicators of their vocational adjustment or outcome. In addition, understanding the level of job satisfaction of employees' with disabilities it is important to understand the predictors of success. This knowledge contributes to the qualitative and the quantitative improvement of vocational rehabilitation outcomes for individuals with disabilities. The purpose of this dissertation was to explore the job satisfaction of South Korean masseurs with visual impairments, utilizing the Social Cognitive Career Theory framework. A total of 221 South Korean masseurs with visual impairment responded to a survey, Including a demographic questionnaire and five instruments: Index of Job Satisfaction(IJS), The International Positive and Negative Affect Schedule short form (I-PANAS-SF), the Personal Efficacy Beliefs Scale (PEBS), Subjective Fit Perception(SFP), and the Multidimensional Scale of Perceived Social Support(MSPSS). Multiple regression analysis indicated that as masseurs in this study considered that they have a better fit with their job, as they experienced being more efficacious with their massage skills, and as they felt more positive, their level of job satisfaction was higher. Moreover, as masseurs in this study experience having a better fit with their job regarding their monetary aspects, as they feel efficacious with their massage skills, as they feel more positive, and as they consider their job duties fit their education or skills they learned, their level of job satisfaction also was higher. However, in this model (when these social cognitive career variables were accounted for altogether), no matter how masseurs with visual impairments consider how their personal values fit with their organizational values or how much social support they received from their family, friend, or significant others did not appear to contribute to overall their job satisfaction. In addition, the analysis supported the existence of a moderating effect of positive affect on the relationship between subjective fit and job satisfaction, in addition to the moderating effect of social support on the relationship between work related self-efficacy and job satisfaction among masseurs in this study. In conclusion, the integrative model of work satisfaction (Lent &Brown, 2006, 2008)provided a good overall fit to the data. Discussion of the results of the analyses of this study and limitations were demonstrated. Finally, implications for policy makers, researchers, and career counselors were also provided.

Hispanic/Latino immigrants represent a significant and rapidly increasing population in the United States. Immigrants may suffer from numerous disadvantages in comparison to the predominant culture. Hispanic/Latino immigrant injured workers are being stigmatized for their lack of education and low social-economic status that they have in the U.S. The Hispanic/ Latino populations are willing to undertake the most risky, menial, and strenuous jobs, thereby increasing the possibility of workplace injury. Commonly, they receive vocational rehabilitation through private-sector insurance rehabilitation that most often is within Workers' Compensation systems. Vaughn, Taylor, and Russell (1998) stated that it is unclear what specific issues confront rehabilitation practitioners employed in the private sector, and whether their training needs can address the unique conflicts encountered within the case management role. Moreover, Shaw et al. (2006) noted that there is an absence of convincing research demonstrating the effectiveness of rehabilitation service in this setting. Although research in counselor competencies for those who work in different settings was conducted over the years, studies on rehabilitation counselor competencies when working with Hispanic/Latino immigrant injured workers have not been conducted. The purpose of this Delphi study was to explore and identify what attitudes, knowledge, and skills rehabilitation counselors in the private sector need when working with Hispanic/Latino immigrant injured workers. A Delphi methodology was implemented to conduct this research. In Round One, experts' responses that emerged from five open-ended questions were considered. Fifty items remained at the conclusion of the Delphi process as the resultant rankings in Rounds Two and Three of various competencies were evaluated. The results of the current study showed that for practitioners who work with Hispanic/Latino immigrants injured workers, it is crucial to become competent in multiculturalism and ethics. However, the literature noted that counselors who work in the private sector have a critical need of training in multicultural and ethical decision- making Information obtained for this study can be used to construct guidelines that determine the importance of certain attitudes, knowledge, and skills when developing training, in addition to updating the scope of practice for the professional organization.

The purpose of this grounded theory study was to build a theory about the process and function teachers construct around the effect Vipassana meditation has on stress, teaching, and decision-making. This study addressed the problem of how teachers respond to daily tasks and demands that can negatively impact their longevity in the profession. The starting point was the conceptual framework, including resolving cognitive dissonance, choice theory, mindfulness, and the perspective of Vipassana meditation. The research questions addressed how Vipassana meditation influences a teacher's daily routine, decision-making, classroom management, general procedures, and stressful situations. The data collection was done in 2 stages and included triangulation through 2 interviews, journals, and a questionnaire for all 9 participants. The analysis used pre, open, axial, and selective coding with both inductive and deductive processes which connected the conceptual framework to emerging concepts including equanimity, awareness, observation, context, detachment, nonjudgment, flexibility, being present in the moment, and engagement. Using these concepts, a possible theory involving the anicca perspective (one of non-permanence) on the decision-making process and as a stress management tool was generated. Implications for positive social change include a demonstrable positive effect on relationships in the classroom, pedagogy, and classroom management. This process can be considered in teacher training and professional development programs to decrease stress in order to help prolong teachers' careers.

While many studies showed evidence of the use of learning organization theory in a variety of venues, these theories have been studied in a limited capacity in church settings. This research attempted to substantiate the presence of learning organization principles in churches experiencing growth, and to refine a tool to measure these characteristics in churches. Relationships and strengths of association between and among 3 learning organization principles of leadership, job structure and systems, and performance and development, and degrees of growth defined as negative, plateau, and positive growth were examined in a sample of Nazarene churches via a revised survey completed by senior pastors. Pre and post survey analyses were employed, resulting in stronger reliability and validity outcomes for the instrument and contributing to a significant gap in the literature. Correlation, multiple regression, and ANOVA methods were used to assess relationships between the 3 learning organization principles and 3 levels of church growth. Outcomes did not show significant substantiation of these relationships, except for slightly higher evidence of leadership in the positive growth group. This study adds to the scientific knowledge of church growth via the creation of a new survey instrument for church use. The promotion of social responsibility and professional application of knowledge to church venues is an important tenet of this study, and lends valuable insight and knowledge for church leadership to engage in strategies that lead to social change.

This qualitative study investigated the experiences of executive women and their choices in balancing work with marriage and children. Research on women in the workplace tends to conflate categories of hourly workers, part-time employees, and middle- and upper-management careers. Yet, the literature on balancing career and family life does not adequately portray the experiences of executive women. The purpose of the study was to discover executive women's perceptions about their career, how they chose their path, and how their career choices affected their decisions about marriage and children. The research questions for this study examined: (a) The effect of executive women's career choices on their balance of marriage and children, (b) reflection on career choices as an opportunity (enhancement) or loss (conflict) regarding marriage and children, and (c) the sacrifices made or regrets felt, if any, by executive women in pursuing a career. The research questions reflect the study's grounding in role theory, role conflict theory, and spillover theory. Data were collected via personal interviews with 10 participants, which were recorded, transcribed, and coded for themes. Results showed that although participants were conscious of making some sacrifices, such as feeling guilt missing their children's events and not making time for self or women friends and feeling some guilt about those sacrifices, they expressed no regrets for the decisions they made. The study has the potential to effect social change by providing insight about how an important subset of the professional work force attempts to balance career and family life. The study may also help women pursuing business careers make more informed choices about their personal and professional goals.

Domestic violence is a national concern that affects women of all ages and ethnicities, as well as women with disabilities. Although there is literature focusing on attitudes about domestic violence toward women, the literature review provided no studies that investigated attitudes about domestic violence toward women in relation to domestic violence knowledge, counselor competency, and counselor comfort level. Statistics reveal the increasing number of women who are in abusive relationships and the mental and health effects of domestic violence abuse. This study explored Rehabilitation Counseling master's students' attitudes and beliefs about domestic violence toward women. The participants were 113 Rehabilitation Counseling master's students enrolled in Rehabilitation Counseling master's programs in 30 universities in different geographical regions of the United States. The study consisted of a demographic questionnaire and five research instruments: the Attitudes Toward Women Scale, the Domestic Violence Blame Scale, the Perceived Counselor Comfort Scale, the Domestic Violence Knowledge Test, and the Marlowe-Crowne Social Desirability Scale. The results of the three hierarchical regression analyses are provided. First, there was significance based on domestic violence knowledge and race/ethnicity, and domestic violence and age: (a) Participants who identified as African American scored lower in domestic violence knowledge, and (b) participants in the age group 25 to 30 years scored lower in domestic violence knowledge. Second, there was no significant relationship between the criterion variables and perceived comfort. Third, there was a significant relationship between the criterion variables (domestic violence training and previous history of domestic violence) and competency level. Participants who indicated having training in domestic violence had a higher the level of competency than participants who indicated having no training in domestic violence. Participants who indicated having a previous history of domestic violence had a higher level of competency than participants who indicated not having a previous history of domestic violence. Implications for counselors, educators, and future research are discussed.

The primary goal of this two-phased, sequential mixed-methods study was to discover whether union affiliation is associated with a lower occurrence of burnout in factory workers by comparing union and nonunion workers. The objective was to determine levels of burnout in union and nonunion employees as well their perception of social support in the workplace. The theoretical synthesis consisted of conservation of resources theory and the theory of reasoned action. The Oldenburg Burnout Inventory (OLBI) and the Quality of Worklife Questionnaire were used to identify the characteristics of the workplace (job demands and job resources) and the level of burnout. Quantitative results confirmed the presence of burnout in both sample populations. Regression results for union participants identified both poor management and increased in job demands as significant predictors of burnout. Conversely, regression results for nonunion participants pointed to poor management only as a significant predictor of burnout. Qualitative descriptive and explanatory thematic results provided additional contextual support for the quantitative findings - specifically, that both union and nonunion participants identified management as a primary concern. In addition, union participants also identified manpower and support as primary concerns in the work environment. The findings point to the negative consequences of burnout for the employer and employee and to areas of concern that need to be addressed in the employment setting. Implications for positive social change include the development of programs to minimize the development of burnout and increase an employee's organizational commitment.