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Master's students have the potential to contribute to the counseling literature in significant ways, reducing the current scientist-practitioner gap in the mental health professions. Participants in this roundtable will have the opportunity to learn and discuss strategies for creating programs that engage master's level counseling trainees in research and are supportive of the development of scientist-practitioners in counseling.

This historical survey was undertaken to investigate certain adjustment problems faced by parsonage families, ordering the available information into precise and functional categories of non-adjustment and then making recommendations based on the categories. Published literature, previous research, and personal observations were the sources used. The categories were: adjustment problems in the areas of identity, stress, support, and residential mobility. General recommendations resulting from the survey conclusions for the whole church included: an area director of pastoral rare and counseling, provisions for psychotherapy for pastoral families, conference retreats, district committees of pastoral care and counseling, sabbaticals, and psychotherapy for bishops and district superintendents. Local church recommendations included: Pastor-Parish Relations Committee meetings with pastor's spouse, sub-district workshops on special subjects, a district "hot-line" for those seeking help, marriage growth experiences, a district committee on the parsonage family, and contact with ex-spouses of clergy.

The purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture on 84 participants. A third purpose was to examine the relationships between counselor trainee demographic variables, their attitudes towards evidence-based practice, disposition towards reflective reasoning, and competence in writing case conceptualizations. This was the first study to contribute to the reflection in counseling literature. A convenience sample of N = 84 participants participated in two standardized case conceptualization training lectures. An intervention group (N = 35) received an additional three one-on-one reflection coaching sessions. The comparison group (N = 49) received the training lectures and no coaching. Participants from both groups attended two 3-hour training lectures, which taught the integrative case conceptualization model developed by Sperry (2010). Intervention group participants took part in three additional one-on-one reflection coaching sessions. Pre- and post-training lecture case conceptualization skills were assessed using the Case Conceptualization Evaluation Form (CCEF) 2.0. Levels of reflective thinking were measured with pre-, post-, and post-post-administrations of The Reflection in Learning Scale (Sobral, 2005). Variance in case conceptualization competence was analyzed using a MANOVA. Intervention group participants’ mean CCEF 2.0 scores were significantly higher than those of the comparison group (M = 72.64 and M = 46.81, respectively). Reflective thinking was determined not to be a mediating or moderating variable. Mean CCEF 2.0 scores from the first training lecture increased from the pre-test to the post-test (M = 11.20 and M = 24.10, respectively) for all participants. Mean case CCEF 2.0 scores also increased from the pre-test to the post-test in the second training lecture (M = 21.33 and M = 52.29, respectively) for all participants. Additionally, a paired sample t-test showed improvement on the Reflection in Learning Scale (Sobral, 2005) between the post-test and post-post test for the intervention group. Results were significant (|t| = 1.91, df 34, p < .001, one-tailed). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

The objective of this research was to constructively replicate the research of Brabham and Thoreson (1973) and Mitchell and Frederickson (1975) that led to the conclusion that handicapped counselors are preferred. Subjects were 337 male and female volunteers enrolled in psychology 101 which was taught during the Fall Quarter, 1984, at Utah State University. All subjects were asked to indicate their preference when considering 20 hypothetical problem situations for one counselor from among six photographs of handicapped and non-handicapped counselors. The 20 situations consisted of three types (personal, vocational, and educational). Each subject's score was the total number of times that the subject selected a handicapped counselor. T-tests for independent means were conducted to determined whether or not the group had a statistically significant preference for either handicapped or non-handicapped counselor when the subjects were considering all problems together and when subjects were considering specific problem types. Results indicate that subjects have no significant preference for either handicapped or non-handicapped counselor when all problems were considered. For Personal problems subjects preferred handicapped counselors. For vocational problems subjects preferred non-handicapped counselors. For educational problems subjects had no statistical significant preference. Interpretation of the results suggested preference for a handicapped or non-handicapped counselor is differentially affected by the problem type. It was recommended that much research remains to measure the magnitude of these preferences and the influence of these preferences on the process and outcome of therapy.

The purpose of this study was to determine the impact a narrative reflecting team experience has on counselor self-efficacy. Through a quasi-experimental design, the use of a narrative reflecting team supervision model was compared to supervision as usual with graduate counseling students (N=12). The Counselor Self-Estimate Inventory (COSE) was chosen to assess self-efficacy pre and post 8 weeks of a reflecting team intervention and supervision as usual. Results from a Wilcoxon Signed Ranks Test indicate that an 8 week, 11/2 hour, narrative reflecting team experience did not elicit a significant change in counselor self-efficacy over supervision as usual. Counselor self-efficacy is an important concept to explore and emphasize as the field of counseling works to improve educational and supervision practices with developing counselors. The use of narrative techniques in a reflecting team supervision model, offers an alternative approach to supervision- an approach, which is a collaborative, empowering, and a re-storying experience for counselors in training. The research questions hierarchical, power and fear laden supervision models that negatively impact the efficacy of counselors in training. It further emphasizes a need to develop new practices, which support self-efficacy in new trainees, as their level of efficacy will impact how they will be with clients in the future. Results and suggestions for future research and practice are discussed. / Graduation date: 2013