Technology currently permeates both the personal and professional lives of many counseling professionals. Therefore, counselor educators are charged with the responsibility of ensuring appropriate infusion of technology in the training of counseling students. During this presentation, three methods for incorporating technology in the classroom will be discussed and demonstrated and current literature about their efficacy will be reviewed. Attendees are strongly encouraged to bring a smart phone, tablet, or laptop to the presentation to ensure full participation.

Client outcome research focuses primarily on three specific aspects of therapy: therapist technique, client behaviors and therapeutic interaction. The term "therapeutic interaction" focuses on the relationship between the counselor and the client, and is often ignored in client outcome research. Counselor specific contributions to the therapeutic process are called therapist characteristics may be an innovative way to assess how counselors' impact clients' outcomes in counseling. For the purposes of this study administering the Five Factor Wellness Evaluation of Lifestyle and the Outcome Questionnaire to master's level student counselors assessed therapist characteristics. The Outcome Questionnaire was administered to clients at a community-counseling clinic at two points and a delta score was calculated to create the variable "client outcome." In order to test the research hypotheses, 70 master's level counseling students completed both the Five Factor Wellness Evaluation of Lifestyle and the Outcome Questionnaire. These scores were then matched with master's level counseling students' client delta scores, which created the dependent variable. The results of the multiple regression analysis indicated no statistically significant relationship; therefore the null hypotheses were accepted as the constructs student counselor wellness and client outcomes were not related. Results of the study were summarized and discussed, limitations of the study were explored and recommendations for future research were proposed.

The analysis of data collected from 15 employment counselors from Chietze Coordination Association, Tiausepan Association, Tzebezen Coordination Association, Southern Hsinlu Welfare Foundation, Seehaner Welfare Foundation, and Luyue Chietze Center displayed a different phenomenon from our expectation¡C The employment counselors can play a pivotal role in employment opportunity development for mentally retarded. However, the current job target of the employment counselors is obviously emphasized on personal counseling rather than on the development of employment opportunity¡CIn addition to work attitude and job allocation, our observations also included job stress, work satisfaction, work alienation, and work commitment¡C But, these variables were not significantly differentiated by gender, age, education, study majors, relevant certificates, work experiences, vocational training, and seniority. Relatively speaking¡Awomen and those graduated from counseling and guidance and relevant fields were more likely to emphasize on personal counseling, while men and those graduated from other fields were more likely to employment opportunity development. Finally, seniority and education were found to motivate work satisfaction and commitment.

No description available.

Thesis (Ph. D.)--Syracuse University, 2009.. / "Publication number: AAT 3381594."

Thesis (Ph. D.)--Syracuse University, 2009. / "Publication number: AAT 3381558."

No description available.

The present study examined the predictive ability of the stage model in the establishment of an alliance in adolescent counselling. The relationship between readiness for change and the three dimensions of the working alliance was also further explored. Fifty-one students between the ages of 14 and 18, who were seeking counselling in their schools, were recruited through two school boards in a large eastern Canadian city. The results provided empirical support for a relationship between adolescents' readiness for change and the quality of their working alliance. In comparison to students who were resistant to change, those who were ready to actively change were more likely to develop positive alliances with their counsellors, and were in more agreement with their counsellors on the goals and tasks of counselling. The theoretical and practical implications of these findings for counsellors and other researchers, limitations of this study, and future research directions are discussed.

Thesis (M.S.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 159-165). Also available online.

Thesis (Ph. D.)--University of Florida, 1977. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 164-170).