An ongoing therapeutic concern has been effectiveness of treatment (success and satisfaction). Mahalik and Kivlighan (1988) suggested that by examining the fit between type of counseling environment and personality type, reasons for satisfaction or dissatisfaction can be better understood. Research in this area, however, is limited. The present study examined the congruence between an individual's personality and the counseling environment, using Holland's model of personenvironment interaction to examine this relationship. This study also explored the underutilization of and dissatisfaction with counseling by certain Holland personality types and the congruence of clientcounselor environment interaction as an explanation of male underutilization of counseling.Ninety four students from Ball State University in Muncie, Indiana, participated in this study. Participants observed a videotape illustrating a particular counseling environment and completed four questionnaires: 1) the Self-Directed Search; 2) the Expectations About Counseling-Brief Form; 3) the Attitudes Toward Counseling; and 4) the Perception of Counseling Environment. The following hypotheses were tested: (hypothesis 1) Scores on Holland's typology will predict group membership (male and female). a) Artistic and Social scores will relate positively to female group membership. b) Realistic, Investigative, and Enterprising scores will relate positively to male group membership. (hypothesis 2) Scores on Holland's typology and gender will predict attitudes toward counseling. a) Realistic, Investigative, and Conventional scores will relate negatively to more favorable attitudes toward counseling. b) Social and Artistic scores will relate positively to more favorable attitudes toward counseling. c) Female status will relate positively to more favorable attitudes toward counseling. (hypothesis 3) Scores on Holland's typology and gender will predict perception of counseling environment. a) Realistic, Investigative, and Conventional scores and male status will relate positively to a more favorable perception of the Self-Help (more structured, less personally interactive) type counseling environment. b) Social and Artistic scores and female status will relate positively to a more favorable perception of the Social/Interactive (more abstract, more personally interactive) type counseling environment. Analyses included stepwise discriminant analysis predicting group membership, stepwise multiple regression analyses predicting gender, certain Holland types, and perception of counseling environment, and a 2 x 2 analysis of variance to analyze the interaction between gender and type of counseling environment.As expected, scores on Holland's typology predicted group membership. Results of the multiple regression analyses generally predicted attitudes toward counseling and perception of counseling environment. The interaction between gender and type of counseling environment was significant with females rating the Social/Interactive type counseling environment more positively than the Self-Help type counseling environment and males rating the Self-Help type counseling environment more positively than the Social/Interactive type of counseling environment. Implications of these findings and limitations and recommendations for future research are discussed. / Department of Counseling Psychology and Guidance Services

Since the imposter phenomenon was first identified, much research has been conducted on its occurrence in different populations and its impact on functioning. This study investigated the influence of the imposter phenomenon on counseling selfefficacy among graduate level counseling and counseling psychology trainees. A structural equation model was developed and tested to determine the relationships between counseling experience, the imposter phenomenon, and counseling selfefficacy. The model indicated that the imposter phenomenon had a negative relationship with counseling self-efficacy. It also revealed the influence of prior experience, months in practicum, and number of counseling hours on counseling selfefficacy. Additionally, the lack of relationship between experience and the imposter phenomenon suggested that imposter feelings persist beyond the early levels of trainees’ development. The imposter phenomenon, however, moderated the relationships between two experience variables, months in practicum and number of counseling hours, and counseling self-efficacy. The results did not reveal a mediating effect of the imposter phenomenon on the relationship between experience and counseling self-efficacy. Supplementary analysis using a MIMIC model indicated no significant relationship between gender and imposter feelings. Strengths, limitations, directions for future research, and implications for practice and training counselors and counseling psychologists were presented. / Department of Counseling Psychology and Guidance Services

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

Thesis (Psy. D.)--Wheaton College, 2005. / Abstract. Includes bibliographical references (leaves 66-70).

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 92-98).

Dissertation (Ph. D.)--University of Akron, Dept. of Counseling, 2008. / "December, 2008." Title from electronic dissertation title page (viewed 12/30/2008) Advisor, Robert C. Schwartz; Committee members, Xin Liang, Sandra Perosa, Cynthia A. Reynolds, Sandra Spickard-Prettyman; Department Chair, Karin B. Jordan; Dean of the College, Cynthia F. Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

These (Ph.D.)--Capella University, 2008. / Title from PDF title page. Available through UMI ProQuest Digital Dissertations. Includes bibliographical references (leaves 92-95). Also issued in print.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.