The purpose of this study was to investigate the relationship between two counseling approaches (cognitive and affective) and two types of client social character (inner-directed and other-directed) and to measure the effect of congruence between the two from the client's frame of reference.

Thesis (MA(Counselling Psychology))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Th. M.)--Calvin Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves [64]-66).

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains xvii, 172 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 123-131).

<p> Counselor supervision has evolved as a skillset unique from counseling in the last 30 years. Approaches to counselor supervision, often created with counselor developmental models in mind, are examined, and the author claims that a combination of postmodern approaches to counselor supervision (narrative, systemic, reflective, and IPR strategies), referred to as constructivist approaches, are worthy of additional consideration and assessment. However, no instrument currently exists that validates constructivist approaches to counselor supervision. The purpose of this dissertation was to explore constructivist themes and characteristics associated with constructivist supervisors and supervisees' preference for each of the constructivist supervisor characteristics. The author sent a peer-reviewed and pilot-tested Constructivist Supervisor Scale to multiple counselor supervises. A principal components analysis was used to determine how many components are representative of constructivist supervision. Three components were revealed during the exploratory process: Warm and non-directive relationship, past and present experiences, and acceptance of various styles. Results also revealed that supervisees preferred constructivist supervisor characteristics. Future supervisors can use the Constructivist Supervisor Scale to determine whether constructivist methods are being used during supervision. The Constructivist Supervisor Scale can also be used to assess supervisees' preference for constructivist supervisor characteristics. </p>

No description available.

<p> This thesis explores how the depth psychotherapist can experience a sacred passage of initiation in the context of archetypal dreams. It examines the intersections of meaning making in alchemical and mythological dream imagery and the numinous experience of initiation. It explores C. G. Jung&rsquo;s individuation process and whether identifying dream images as archetypal wounds can deepen the psychotherapist&ndash;client therapeutic relationship. Using hermeneutic and heuristic methodology, this research uses a comparative analytical lens and the author&rsquo;s personal process of tracking two archetypal dreams that coincide with the author&rsquo;s answer to the soul&rsquo;s calling to depth psychology and the first phase of seeing psychotherapy clients in graduate training. Honoring the unconscious as a map for psychological complexes, emotional states, unexpressed narratives, and symbols of both the personal and collective, the author expands upon an ancient way of honoring the death and rebirth of an individual in a transformative state of growth.</p>

<p> The purpose of this study was to assess the impact of a Two-session Child Parent Relationship Training on parental perception of children's problem behaviors; parental acceptance of child; parental stress; and parental attitudes, knowledge and skills about child-centered play therapy. All of the parents of children with Attention-Deficit Hyperactivity Disorder (ADHD) in grades one to five in a small southern county were eligible for the study. Sixty parents were randomly assigned to the experimental and control groups. </p><p> A two-way ANOVA with one between subjects and one within subjects effects was used to examine differences between the experimental and control groups on the VADPRS pre-test and post-test, and independent t-tests were used to compare the experimental and control groups for each of the dependent variables. The statistical analyses found no differences between the experimental and control groups with regard to parental perception of child problems, parental acceptance of child and parental attitudes about child-centered play therapy. There were differences with regard to parental stress and parental knowledge, such that parents in the experimental group reported lower levels of stress and more play therapy knowledge than the parents in the control group. These findings are promising in terms of both helping parents of children with ADHD and exploring alternative models of CPRT that could be more widely used.</p>

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1973. / Bibliography: leaves 109-114. / viii, 114 l tables

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