The counseling relationship has long been considered an essential part of the foundation of positive client outcomes in counseling. While many factors play a role in the therapeutic relationship, the facilitative conditions of empathy, unconditional positive regard, and genuineness have been the most-researched components of the Person-Centered construct of the therapeutic relationship. The supervisory relationship parallels the therapeutic relationship in many ways, and as the therapeutic relationship is critical to counseling, the supervisory relationship is foundational to effective supervision. While the facilitative conditions are empirically proven to contribute to positive client outcomes within the therapeutic relationship, the role of the counselor’s supervisory relationship has been largely unexplored in its association to client outcomes. The purpose of this study was to determine if there is a relationship between the facilitative conditions perceived by the client during counseling, and the facilitative conditions perceived by the counselor-in-training during supervision. Additionally, these variables were tested for their ability to predict client outcomes. The sample of this study consisted of 88 clients and 55 counselors-in-training at a large university in the southeastern United States. Both clients and counselors-in-training completed two instruments to ascertain the quality of their counseling and supervision relationships. The Outcomes Questionnaire-45 was utilized to collect client outcomes data. Results validate a correlation between the client’s perception of the therapeutic relationship and client outcomes, however there appears to be no relationship between the supervisory relationship and client outcomes. Further results of the study and limitations were discussed

Counseling and psychology have experienced a conflicted relationship with the issue of spirituality over the last century. Spirituality is a construct that has been receiving more attention in counseling over the last fifteen to twenty years. More counselors and educators are affirming its place and value in the counseling relationship. Yet, there is a disparity between this and what counselors-in-training are being taught regarding spirituality, its value to clients and counselors, and its role in the counseling relationship. Very little research has been done examining spirituality and its relationship to counseling students level of confidence and competence in their work--their self-efficacy. This study investigated the relationship of perceived spirituality to counseling self-efficacy for graduate counseling students in faith-based and secular institutions. Additionally, the researcher studied the relationship of spirituality and counseling self-efficacy to the following demographic variables: age, gender, graduate course hours completed, and practicum versus internship status. The results from a sample of 135 students demonstrated a relationship between spirituality and counseling self-efficacy for students in faith-based and secular universities. The four demographic variables studied-- age, gender, graduate course hours completed, and practicum versus internship status--showed a relationship with counseling self-efficacy but not spirituality. Implications for counseling pedagogy and clinical work are offered. Areas of future research are discussed.

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Thesis advisor: Vincent Cho / This case study of a public school district in the Northeast United States explores the leadership practices of elementary and middle school counseling staff and principals in supporting SEL, using a distributed leadership framework (Spillane, 2006). Data sources included 24 interviews with administrators, guidance counselors and social workers and document review. Findings indicate counseling staff support students and staff in a variety of ways through both formal and informal leadership practices. Principals support SEL by establishing SEL programs or strategies to match the needs of their student population. Two different models were found for how guidance counselor and social worker responsibilities are structured. The most common model, in six of the nine schools, is a tiered model where guidance counselors work with the majority of students on academic support/monitoring and delivering SEL lessons. Social workers focus on smaller numbers of students with more intensive needs. The second but less common model, in three of the nine schools, does not differentiate the roles of social workers and guidance counselors and instead assigns responsibilities by grade level. Concerns with this second model were raised by some administrators and several counselors. The quality of peer and administrator relationships was reported to be supportive and collaborative in the schools with differentiated roles. In the non-differentiated schools, it varied, and was related to shifting staff, a misunderstanding of the role differences, and challenges in developing collaborative relationships. Recommendations include assessing support structures to ensure the model adequately supports the SEL needs of the school. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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Psychotherapy research indicates that the therapeutic relationship influences counselling outcome, though the mechanism by which relationship contributes to change is unkown. This study investigated clients' preceptions of the therapeutic relationship and its role in their change processes. Twelve clients at college based counselling centres were interviewed using a semi-structured interview format. The qualitative data obtained in this study was coded and analyzed using grounded theory methodology. A grounded theory was generated, identifying two core categories and five related categories. The theory provides a detailed model of change that highlights the complexities of the therapeutic relationship. Similarities between the theory generated from the data and principles of attachment theory are discussed. / xii, 131 leaves ; 29 cm.

The purpose of the study was to determine the effects of sex, physical attractiveness, and attitude similarity on the attributions of counseling students for the supposed adjustment problem of a bogus stimulus person presented as having failed to benefit from a counseling experience. Attributions were measured along dimensions of locus of causality (internal-external), stability (stable-unstable), and controllability (controllable-uncontrollable).Many previous studies have investigated various aspects of sex, physical attractiveness, and/or attitudes in relation to interpersonal attraction, but this study attempted to examine all three in the context of an applied counseling setting.The subjects were 70 female and 25 male volunteers, who were enrolled in graduate and upper-level undergraduate courses in Counseling Psychology at Ball State University and at Governors State University.The dependent variable measure was the Causal Dimension Scale, composed of three subscales which measure locus of causality, stability, and controllability. The Student Attribution Survey served as a source of eight covariate measures, with two scores, one each for positive events and negative events, for the four attributional dimensions of ability, effort, luck, and task difficulty. The Brief Measure of Activism, Regarding the Nuclear Arms Race was used to ascertain subjects' attitudes toward this issue and to determine whether they were attitude similar or dissimilar to the stimulus person.The study was designed as a 2 X 2 X 2 full factorial with two levels of sex (male-female), two levels of physical attractiveness (attractive-unattractive), and two levels of attitude similarity (similar-dissimilar). The data was analyzed via a multivariate analysis of covariance (MANCOVA). Results at or below the .05 level of significance were considered available for interpretation.The results revealed that only the main effect for attitude similarity was significant. Subjects who read a description of an attitude similar stimulus person viewed the person's problem as external, stable, and uncontrollable, attributing it to task difficulty. Subjects who read a description of an attitude dissimilar stimulus person viewed the problem as internal, unstable, and controllable, attributing it to effort. / Department of Counseling Psychology and Guidance Services

Implicit Attitudes of Counselor Trainees toward Black-White Couples Inter-racial couples developed as soon as European men landed on the coast of North America. Historically, these relationships were considered deviant and unacceptable. The attitudes towards interracial marriages are improving, however, the incidence of interracial dating and marriage, especially among Blacks and Whites, remains low in the United States (White & White, 2000). As the acceptance of interracial marriages increases, the rate of interracial marriages also increases. With the increasing number of inter-racial couples in the United States the probability that counselors will have contact with a Black-White couple increases also. It is important for the counselors to have accepting attitudes towards these couples to be effective in the treatment of these couples. The Implicit Association Test (IAT) measured the implicit attitudes of the participants toward black-white couples. This study included a comparison of attitudes based on demographic factors such as sex, age, education, region of the US, socioeconomic status, home setting, and multicultural awareness and knowledge as measured by the Multicultural Knowledge and Awareness Scale (MCKAS). In addition, a multiple linear regression will determine which of these variables is best able to predict the participants’ attitudes. The results showed there is a significant difference in attitudes toward interracial couples between demographic subgroups of the variable age. However, there were no significant differences in attitudes between the subgroups of the variables education, socioeconomic status, sex, race, region of the country, community type and size. The regression analyses found MCKAS was the one variable that could predict scores on the IAT. / Department of Counseling Psychology and Guidance Services