Thesis (Ph. D.)--University of North Texas, Dec., 2008. / Title from title page display. Includes bibliographical references.

Thesis (M.A.)--Carleton University, 1992. / Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 92-97). Also available on the World Wide Web.

The purpose of this longitudinal, quantitative, quasi-experimental study was to explore the effects of a standardized bipartite workshop on counselor trainees’ case conceptualization competency. A secondary purpose was to examine the relationship andeffects of mindfulness, anxiety, personality, and the benefits of the training. Master’s level counselor trainees (N = 121) participated in a two-part workshop (3 hours in length per workshop) designed to teach the integrative case conceptualization model (Sperry, 1989). For each workshop, pre- and post-intervention case conceptualizations were rated by at least two independent raters using the Case Conceptualization Evaluation Form 2.0 (CCEF 2.0). Mindfulness was measured by the Five Facet Mindfulness Questionnaire - Short Form (FFMQ-SF), whereas the State Trait Anxiety Inventory (STAI) and Big Five Inventory (BFI) were utilized to measure anxiety and personality, respectively. The differences between the experimental and comparison group’s case conceptualization scores were tested using Welch’s Two Sample t-tests. A significant difference was found between the first workshop’s gain scores of the experimental group (M = 28.32, SD = 10.71) and the comparison group (M = 17.88, SD = 10.54), t(66.31) = 4.17, p < 0.001, CI.95 [5.45, 17.88]; d = 0.98. A similar result was found for the second workshop, there was a significant difference between the experimental group (M = 14.07, SD = 14.29) and the comparison group (M = 6.57, SD = 13.01), t(98.39) = 2.78, p = 0.006, CI.95 [2.15, 12.86]; d = 0.55. A combined anxiety and mindfulness multiple regression provided evidence to support substantial links between anxiety, mindfulness, and case conceptualization F(8, 88) = 8.64, p < 0.001, R2 = 0.44, CI.95[.23, .52]. This model accounted for approximately 44% of the variance of the first (pre-test) case conceptualization scores. Additionally, a moderation effect was detected for anxiety and case conceptualization. There was evidence to suggest that the extraversion personality factor moderates the effect of anxiety on case conceptualization. Post-hoc analyses conducted (cluster analysis) found two significant and unique personality clusters in the data, which were consequently confirmed by discriminant analysis, achieving 90% classification accuracy. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

Now, more than ever, teachers are experiencing many daily demands, sometimes with limited resources or support. Teachers and school staff are expected to play a significant role in modeling positive social and emotional behaviors through supportive student relationships, yet those adults may be experiencing distress due to stress or anxiety and are most likely the ones most in need of support (Gordon & Turner, 2011). The People Project is a project that focuses on promoting health through happiness in Cass County of North Dakota and Clay County of Minnesota. The foundation of the People Project is based on the work of Martin Seligman, an American Psychologist known for his work with positive psychology and wellbeing. In his book, Flourish (2011) Seligman wrote about ?Wellbeing Theory?. In Flourish, Seligman (2011) breaks down happiness into workable terms such as positive emotions, engagement, relationships, meaning, and accomplishment (PERMA). Using PERMA as a framework, leaders of the People Project developed practices designed to address the elements of PERMA. The goal of the research was to identify how the simple wellbeing practices of People Project have an impact on work-setting, happiness, and wellbeing for secondary educators. An action-based research project informed by phenomenology was used to explore the research question, how did teachers at the secondary level experience the People Project? Four themes emerged along with several subthemes. The four main themes that emerged were (1) insight into the behaviors of self and others, (2) vulnerability and risk-taking (3) intentionality and (4) culture, along with several subthemes.

No description available.

As the mental health needs of children and adolescents have reached a crisis level, the need for trained mental health professionals in the field is as important as ever. However, many states are currently experiencing a shortage of educators, including school counselors. Therefore, the purpose of this study is to understand the factors that contribute to school counselors selecting their career, as well as understanding what elements lead to the retention of professional school counselors. As there are no existing theories related to understanding the career choice of professional school counselors, nor pertaining to the supports leading to the retention of school counselors, a constructivist grounded theory methodology was employed for this study. School counselors in the State of Florida with 3 – 5 years of professional experience were interviewed. In total, 21 individuals were interviewed at least once, and five participants participated in a follow-up conversation. Utilizing an iterative approach to analysis, a single coder completed open, focused, and axial coding. The emerging codes resulted in two theories: (a) Contributions to School Counselor Career Theory (CSCCT), and (b) Retention of School Counselors Theory (RSCT). The findings of the study are relevant for counselor education programs, school districts, and counselor education research.

The purpose of this discourse analytic study was to explore and examine suicide attempt survivors' suicidal discourse. Although there is robust knowledge and quantitative research regarding suicidal ideation and suicide attempts, qualitative research on this population could help to expand what is known about and what can help to prevent future suicide attempts. Often, the research on suicidal ideation and attempts have focused on prevention, intervention, and behavioral risk factors. Prior research concentrates on suicide risk and protective factors, yet little is written about the basis and origin of suicidal ideation and behavior among adolescents. Further, few of these studies center the voices and stories of individuals who have engaged in a suicide attempt. This study uses a discourse analytic approach focusing on suicidal ideation, suicidal risk factors, and the etiology of suicide attempts among adolescents. The purpose of this discourse analytic study is to identify survivors' conceptualization of their suicidal ideation and behaviors between the ages of 10-19. Themes of suicide and suicide discourse are uncovered through interviews from the podcast Suicide Noted, hosted by Sean Wellington. Findings from this study indicated four themes from the thematic analysis were based on interviews (a) isolation, (b) defining an attempt, (c) lifelong ideation, and (d) suicide conversations. To address discourse analysis, I analyzed participants suicide figured worlds of attempt survivors on the podcasts, and the results revealed suicide survivors' choice to die, the pain and loneliness of life, shielding others, and suicide being an incomplete figured world for adolescents ideating about suicide. In addition, the suicide survivors figured worlds were explored. The results add to the limited literature about suicide discourse among youth.