Thesis (Ph. D.)--University of Florida, 1985. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 182-192).

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

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 96-106). Also available on the World Wide Web.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (M.A.)--Lancaster Bible College, 2007. / Abstract. Includes bibliographical references (leaves 57-59).

The evolution of counseling is due in no small part to the leadership that has directed and fostered the development of the profession. That development is an ongoing process and though it may take many forms, counselor educators are called upon to act as the leaders that effect change in the field. According to the 2009 standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP), one of the primary obligations for doctoral programs is to prepare students to serve as leaders of the profession. It is not surprising then that the CACREP (2009) standards state that in addition to entry-level considerations, doctoral program admission criteria should include consideration of each applicant's professional leadership potential. Nevertheless, no guidelines exist that clarify the way in which faculty members are expected to go about determining an applicant's professional leadership potential. The purpose of this exploratory study was to gain insight into how faculty members at CACREP accredited doctoral programs assess leadership potential when screening new applicants. Specifically, this study focused on how leadership attributes (e.g., charisma) versus leadership processes (e.g., future-thinking orientation) factor into the way faculty members assess leadership potential. Participants were randomly assigned one of four study-created vignettes that described a hypothetical doctoral program applicant with varying levels of leadership attributes and processes. They were then asked to rate their "applicant's" leadership potential. A two-way ANOVA revealed that there was a significant interaction between leadership attributes and processes in that the applicant with high leadership attributes was given a higher leadership potential score than the applicant with both high leadership attributes as well as leadership processed. The results support the idea that faculty members at CACREP accredited doctoral programs tended to favor leadership attributes (e.g., charisma, sociability) in a potential leader over leadership processes (e.g., future-thinking orientation, knowledge). These findings also seem to suggest that participants somewhat penalized the applicant that also exhibited characteristics associated with leadership processes. Possible explanations for these findings as well as suggestions for future research are provided.

This study investigates the relationships between demographic characteristics, perceptions of the academic climate, and the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited rehabilitation counselor education (RCE) programs. Furthermore, this study aims to identify which factors best predict the employment continuation plans for this population. Participants were administered The Faculty Retention Questionnaire (FRQ) to examine these relationships. The sample in this study consisted of 63 tenured and tenure-track faculty of color employed by CORE accredited RCE programs. Due to the small sample size and the violation of the assumption of normality, bootstrapping techniques were used to resample the data. A univariate general linear model (GLM) was conducted to determine if the demographic characteristics (self-reported race, ethnicity, gender, country of origin, and tenure status) could predict the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited RCE programs. Results of the GLM indicted that demographic characteristics were non-significant predictors. Multiple linear regression analysis was utilized to determine if the regression scores for the perception of academic climate components (role as researcher, tenure/promotion opportunities, workplace conditions, social climate, faculty/student relationships, role clarity, inter-role conflict, and person/role conflict) could predict the employment continuation plans of faculty of color in CORE accredited RCE programs. Results of the multiple linear regression analysis revealed that the linear combination of regression scores predicted 28.5% of the variance in the employment continuation plans. Inter-role conflict was the only statistically significant predictor. Consequently, understanding how perceptions of the academic climate by faculty of color affect their employment continuation plans will add to existing body of literature pertaining to retention of faculty of color in counselor education. Additionally, the results of this study may assist in the development and implementation of retention strategies and policies that are supportive of faculty of color.

Leaders in higher education institutions throughout the United States regard distance learning as an important part of their long-term strategic planning (Allen & Seaman, 2015). Counselor education and supervision training programs are following this trend as demonstrated by the increase of online programs being offered to train professional counselors (Renfro‐Michel, O'Halloran, & Delaney, 2010). Some studies have investigated how online supervision compares to in-person or face-to-face counselor training (e.g., Lenz, Oliver, & Nelson, 2011). However, little is known about counselor educators’ experiences of online group supervision. A phenomenological case study explored the counselor educators’ lived experiences of resistance during online group supervision in Council for Accreditation of Counseling and Related Educational Program (CACREP) accredited programs. The results of the study identified four themes: the supervisory relationship matters, differences exist between online and face-to-face supervision, positionality and privilege influence resistance, and resistance is dynamic. The study’s findings could enhance the field’s understanding of resistance and expand on how to consider and approach resistance during online supervision.

The number of single individuals in Western societies has increased and continues to rise. Research suggests that single women do not find it easy to be single. This thesis explores the lived experience of being single in female counselling psychology trainees. Seven single women engaged in semi-structured interview, which were analysed using Interpretative Phenomenological Analysis. From the analysis, four main themes emerged. The first was an existential search for relatedness, encompassing the realisation that human relationships are fundamentally necessary; participants experienced being single as a choice that provoked anxiety. The second theme, the paradox of singleness, highlighted ambivalent emotions regarding freedom, but also the absence of a partner. The third theme viewed the training as an all-demanding partner, leaving no space for a romantic relationship, and whose presence at times felt like the loss of one’s soul. The final theme of longing for a romantic relationship addressed participants’ relational longing, feelings of isolation, loneliness, sense of struggle and being different to individuals with a partner. The relational nature of the training brought participants’ singleness into their awareness and this was experienced as difficult. In line with the research examined in the literature review, this study confirms the overall experience of being single as an ambivalent one, which causes individuals to struggle with their singleness. Moreover, this study furthers the previous literature by examining the experience in a rarely studied group. The insights gained from this research have deepened our understanding of the experience of single female counselling psychology trainees and contribute to knowledge within the profession. Specifically, this study suggests that counselling psychology trainees would benefit from training that addresses relational issues and the experience of being single. This would lead to improved clinical practice with single clients and an enhanced awareness of their own process.

This study investigated the problem of lack of a standardized curriculum in chemical dependency curricula to train the Certified Addiction Professional Counselor. The Columbia Assessment Services(CAS) was employed by the National Certification Reciprocity Consortium (NCRC) to complete a study for the field of addiction counseling. The study completed was a role delineation analysis and has since been translated into a book called the Study Guide for Alcohol and Other Drug Abuse Counselors (1992). This study guide was used to develop a course module using the Systems Approach to Training (SAT) format. This study addresses the basic research question, is an instructional training module using the Systems Approach to Training (SAT) method a consistent and standard delivery system for instruction? To answer the basic research question, three related or subsidiary questions must be answered. 1. As the content of the course module on assessment is already designed in a traditional approach, can the course also be designed using an SAT method? 2. Will the SAT format be a consistent and standard method of delivery of the knowledge to be learned as determined by a panel of experts? 3. Will the SAT format be a consistent and standard method of delivery for the skills to be performed, as determined by a panel of experts? This study ascertains through subject matter experts surveyed in the field, that the course module designed in the SAT format is a consistent and standard method of delivery for the training program utilizing a chemical dependency course module.