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Predicting Suicide Foreseeability Skills of Vocational Rehabilitation Counselors Workingwith Clients who are Visually Impaired with a Mental Health DisorderKhaledi, Arras Dariush 16 September 2022 (has links)
No description available.
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Counselors’ Experiences and Intervention Strategies: A Phenomenological Study on Gender-Based Violence in the Midwestern StatesKoobokile, Lorraine Keamogetse 16 September 2022 (has links)
No description available.
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An Exploration of Intimate Partner Violence Myths and Biases Among Professional Counselors: A Narrative InquiryLongo, Lisa Diane 29 September 2022 (has links)
No description available.
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Role Play or Real Play: A Quasi-Experiment in the Counseling ClassroomSchmeling, Elke 01 January 2024 (has links) (PDF)
The relationship between pedagogy and self-efficacy beliefs is at the core of this dissertation. A continued demand for mental health service providers who can handle challenging caseloads requires novice professionals who are both well prepared and confident in their own skills and abilities, as self-efficacy is a positive predictor of performance. Since experiential learning opportunities are considered particularly beneficial to fostering self-efficacy beliefs, two cohorts of graduate students in a beginning psychotherapy course who engaged in different experiential learning activities were compared in terms of their counseling self-efficacy growth over the course of one semester. One cohort of students engaged in scripted role play during the semester, while the other cohort engaged in unscripted role play. Additionally, focus group discussions with students from both cohorts were conducted after the conclusion of the semester where students reflected on their experiences. Multiple regression analysis was performed to test the hypothesis that students in the treatment group, who engaged in scripted role play, would show greater growth in counseling self-efficacy beliefs. The results did not confirm the hypothesis; students in the treatment group, however, preferred the scripted role play over unscripted role play and reported overall less anxiety about performing the client role. Given the small sample size of 27 students overall, a replication with a larger sample is needed. The results of this study might be considered a starting point to investigate further how to optimize experiential learning pedagogy to foster self-efficacy growth in the classroom.
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Studie- och yrkesvägledare – en diffus, men viktig yrkesroll? : En studie på lärares syn gällande studie- och yrkesvägledare i gymnasieskolan / Guidance Counselors – a vague, but important professional role? : A study on teachers´ opinion regarding Guidance Counselors in high-schools.Wretman, Erika, Grimestad-Sundmark, Kristina January 2011 (has links)
I detta examensarbete vill författarna undersöka vad lärare på kommunala gymnasieskolor i två städer anser om studie- och yrkesvägledarnas yrkesroll. Författarna vill ta reda på vad lärarna anser i frågor om samarbetet och om de anser att det är en nödvändighet att gymnasieskolor har studie- och yrkesvägledare. Studie- och yrkesvägledarutbildningen är en treårig utbildning (180hp) men hur många lärare vet i själva verket det? Författarna har använt sig av en kvantitativ metod med enkäter, för att få en sådan bred bild som möjligt av lärarnas kunskaper och åsikter. Sammanlagt sextio enkäter har postats och personligen delats ut, trettio stycken i vardera stad. Således tio stycken enkäter till lärare på tre kommunala gymnasieskolor. Femtiotvå enkäter inkom. Resultatet visade att samtliga respondenter anser att det är en nödvändighet att gymnasieskolor har en studie- och yrkesvägledare. De anser att studie- och yrkesvägledning främst är viktig för eleverna. Majoriteten av respondenterna ansåg att en studie- och yrkesvägledare bör vara behörig och således ha en adekvat utbildning. De flesta respondenterna ansåg att ett samarbete mellan lärare och studie- och yrkesvägledaren snarare är viktigt än mycket viktigt. Här beskrev respondenterna ord som kommunikation, tillgänglighet, information och studie- och yrkesvägledaren som ett bollplank, vid frågan om hur ett bra samarbete ser ut. Trettio av respondenterna trodde en treårig universitetsutbildning krävdes för att bli en behörig studie- och yrkesvägledare. Åtta respondenter svarade en tvåårig utbildning, och tretton svarade att de inte visste vilken utbildning som krävdes. Resultatet har sammanställts med hjälp av tabeller för att sedan analyserats. Resultatet har även jämförts med styrdokument (som skollagen) och tidigare forskning av samarbete mellan lärare och studie- och yrkesvägledare samt studie- och yrkesvägledarens funktion och arbetsuppgifter i gymnasieskolan. Författarnas intention är att undersökningen eventuellt även kan ligga till grund för ett vidare samarbete mellan lärarutbildningen och studie- och yrkesvägledarutbildningarna. / In this thesis, the authors examine what teachers at local high schools think about guidance counselors professionally. The authors would like to find out what teachers consider the issues of cooperation and if they believe it is essential that high schools have guidance counselors. The education to become a guidance, counselor is a three-year university education to 180 credits, but how many teachers know that in fact? The authors have used a quantitative method with questionnaires, in order to get such a broad picture of teachers' knowledge and opinions. A total of sixty questionnaires were mailed and personally distributed, then thirty in each city. Thus, ten questionnaires to teachers at three local high schools. Fifty-two questionnaires were received. The results showed that all respondents believe it is essential that high schools have a guidance counselor. They believe that guidance is primarily important for the students. The majority of respondents felt that guidance counselors should be competent and therefore have an adequate education. Most respondents felt that collaboration between teachers and guidance counselors is more important than very important. Here describe the respondents’ words as communication, accessibility, information and for knowledge exchange, at the question of how a good collaboration looks like. Thirty of the respondents thought that a three-year university education required to become a competent guidance counselor. Eight respondents answered that a two-year university education was needed, and thirteen replied that they did not know what training was required. The results have been compiled with the help of tables and then analyzed. The result has also been compared with the policy-documents (like the education act) and also previous research of collaboration between teachers and guidance counselors, as well as the function and job- assignments of guidance counselors in high schools. The study may also be the basis for a possible further cooperation between the education for teachers and guidance counselors.
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Research Identity Among Master’s-Level Counseling Students: Exploring Research Competencies, Motivation, and Advisory Working AllianceStevens, Madeleine M. 10 September 2021 (has links)
No description available.
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Examining the Relationship between Self-Care and Professional Quality of Life Among Early-Career Marriage and Family TherapistsPennington, Michael 21 November 2021 (has links)
No description available.
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Restraint, Seclusion and Implementation of Positive Behavior Interventions and SupportsHube, Carly R. 09 August 2021 (has links)
No description available.
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Time Spent in Extra-Curricular Activities and Academic PerformanceBerkley, Kennedy Kate 09 August 2021 (has links)
No description available.
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Mental Health Counselors’ Experiences Working with Fostered YouthJacoby, Rachel Paige January 2021 (has links)
No description available.
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