Thesis (Ph. D.)--Illinois State University, 1988. / Title from title page screen, viewed September 15, 2005. Dissertation Committee: David L. Franklin (chair), Paul J. Baker, Patricia H. Klass, David L. Livers, William F. Stimeling. Includes bibliographical references (leaves 87-90) and abstract. Also available in print.

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This is a qualitative research project that seeks to understand the meanings that Certified Alcohol and Drug Counselors (CADC's) have ascribed to their life experiences in relation to their choices about higher education. The participants are four Certified Alcohol and Drug Counselors in Oregon who have less than bachelor degrees. The research is based on a case study method of inquiry in which the participants discuss their life experiences and their thoughts about their educations during in-depth, semi-structured interviews. The findings are grouped into two themes that emerged from the data: The themes are: 1) resiliency and 2) personal transformation. In keeping with the literature, this study indicates that people can and do develop resiliency characteristics well into adulthood. It also suggests that reflection can be a vehicle for catharsis and personal transformation. / Graduation date: 2003

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 87-103). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 87-103). Also available on the Internet.

Multicultural education in counselor education is a popular topic among counselor educators and scholars. To date, scholars have focused on understanding the experiences of counselor educators who teach dedicated multicultural courses. However, less attention has been given to other counselor educators who are required by ethical and training standards to address multicultural issues across the curriculum. The purpose of this study was to understand counselor educators’ experiences addressing multicultural issues in courses that do not have a specific multicultural or diversity focus. I used phenomenological methodology to explore the experiences of counselor educators who hold doctoral degrees in counseling or a related field, have taken a multicultural/diversity course in their graduate training, are full-time clinical or tenure-line faculty members in CACREP-accredited programs, and have never taught courses dedicated to multicultural or diversity issues. Twelve participants (six men and six women), ranging in age ranged from 31 to 65, participated in the study. Ten participants identified as White, one African-American, and one Hispanic. The research team identified eight themes: (1) reasons for avoidance, (2) constraints, (3) qualities and practices, (4) educator as a factor in student development, (5) infusion, (6) personal background, (7) awareness of biases and assumptions, and (8) counselor educator responsibility/gatekeeping. Findings from this study will add to the literature regarding infusion of multicultural issues across the curriculum. Additionally, the implications offered will serve as a resource for counselor educators as they experience unique personal and professional challenges when addressing multicultural issues in classrooms beyond the main multicultural or diversity course offered in counseling programs. Implications for this study may lead to development of more focused guidelines on how to increase the increase the comfort of counselor educators as they facilitate multicultural discussions and assist counselors-in-training in working toward cultural competence.

Teaching is a central role of counselor educators. However, teaching in counselor education lacks guiding standards or best practice recommendations. Existing scholarly dialogue predominantly features the perspectives of educators and addresses content knowledge, techniques, activities, and assignments for courses across the curriculum with relatively less emphasis on foundations of teaching. The purpose of this study was to develop greater understanding of counselor educator dispositions, orientations, and behaviors that students perceive as important to their learning. Q methodology was utilized to gather and distill counselor education students’ (N = 48) preferences for characteristics identified via focus groups and a comprehensive literature review. Factor analysis revealed four distinct factors, upon which 45 participants’ sorts loaded and which accounted for 41% of total variance. The findings of this study support the importance of the person of the counselor educator in the teaching and learning process in addition to behavioral characteristics. Moreover, these findings support the use of student learning style assessments and customization of course facilitation to fit students’ unique preferences and values.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2016-12-12T20:27:37Z No. of bitstreams: 2 Leon??o Barboza de Alencar.pdf: 2106468 bytes, checksum: 67719bc22e066cbff130bca58e37b9cf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-12T20:27:37Z (GMT). No. of bitstreams: 2 Leon??o Barboza de Alencar.pdf: 2106468 bytes, checksum: 67719bc22e066cbff130bca58e37b9cf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-08 / The National Curricular Guidelines for the undergraduate course in accounting, bachelor, define the work of completion as a curriculum option, and it is incumbent upon the institution that take issue the rules, which leads to the most distinct forms of parameters and procedures regarding the format, preparation, correction and final destination of the TCC and that may have an influence on the practices of faculty advisers. The present research aims to understand and analyze the practices adopted for guiding the work of completion of undergraduate Accounting in Institutions of Higher Education of the city of S??o Paulo, offering stricto sensu graduate studies and if such practices can promote integration between undergraduate and graduate school. In order to achieve the goal, interviews have been made with eight teachers, graduates with Master or Doctor, of four Institutions of Higher Education of the city of S??o Paulo, through a survey characterized as descriptive and qualitative type as the approach. The data were collected through documentary analysis and in-depth interview and analyzed by means of the technique of content analysis. The findings of the survey show that teachers guiding converge in many respects their practices of guidance when you establish a good relationship with the students, understand and try to overcome the difficulties that they report, adopt methodological rigour in guidance and correction of the work, recognize a good TCC and their goals and understand how relevant the participation of students in research projects. Dissonant points are that few are those who use their own research in the classroom, present disagreements, particularly on belief as to the purposes of the TCC in contribute to student learning and its insertion in scientific research and the world of work and in the way they deal with academic plagiarism. Other results show that not always the guiding teachers are the same who teach in the strict sense, not everybody knows or has participated in the preparation or review of your PPP IES, all are satisfied with the profession and with the guiding function and that the final placement at the TCC does not allow him to fulfil effectively its objectives, mainly the highlight and communicate the knowledge produced. The research findings have not found evidence of integration between graduation and post-graduation stricto sensu, therefore it can be concluded that the practices of guidance do not contribute adequately to promote integration between the two levels of education. / As Diretrizes Curriculares Nacionais para o curso de gradua????o em Ci??ncias Cont??beis, bacharelado, definem o trabalho de conclus??o de curso como um componente curricular opcional, cabendo ?? institui????o que o adotar emitir regulamenta????o pr??pria, o que enseja as mais distintas formas de par??metros e procedimentos quanto ao formato, elabora????o, corre????o e destino final dado ao TCC e que podem ter influ??ncia nas pr??ticas dos professores orientadores. A presente pesquisa tem por objetivo conhecer e analisar as pr??ticas adotadas por orientadores de trabalhos de conclus??o de curso de gradua????o de Ci??ncias Cont??beis, em IES da cidade de S??o Paulo, que oferecem p??s-gradua????o stricto sensu e se tais pr??ticas podem promover a integra????o entre a gradua????o e a p??s-gradua????o. Para atingir o objetivo foram feitas entrevistas com oito professores, titulados com grau de Mestre ou Doutor, de quatro IES da cidade de S??o Paulo, por meio de uma pesquisa caracterizada como descritiva quanto ao tipo e qualitativa quanto a abordagem. Os dados foram recolhidos por meio de an??lise documental e entrevista em profundidade e analisados por meio da t??cnica de an??lise de conteudo. Os achados da pesquisa apontam que os professores orientadores convergem em muitos aspectos as suas pr??ticas de orienta????o quando estabelecem um bom relacionamento com os alunos, entendem e tentam suprir as dificuldades que eles reportam, adotam rigor metodol??gico na orienta????o e corre????o dos trabalhos, reconhecem um bom TCC e seus objetivos e entendem como relevante a participa????o dos alunos em projetos de pesquisa. Como pontos dissonantes destaca-se que s??o poucos os que utilizam suas pr??prias pesquisas em sala de aula, apresentam discord??ncias, particularmente na cren??a quanto ??s finalidades do TCC em contribuir para o aprendizado do aluno e sua inser????o na pesquisa cient??fica e no mundo do trabalho e na forma como tratam o pl??gio acad??mico. Outros resultados demonstram que nem sempre os professores orientadores s??o os mesmos que lecionam no stricto sensu, nem todos conhecem ou j?? participaram da elabora????o ou revis??o do PPP de suas IES, todos mostram-se satisfeitos com a profiss??o e a com a fun????o de orientador e que o destino final dado ao TCC n??o permite que ele cumpra de forma eficaz seus objetivos, principalmente os de evidenciar e comunicar o conhecimento produzido. Os achados da pesquisa n??o permitiram encontrar evid??ncias da integra????o entre a gradua????o e a p??s-gradua????o stricto sensu, portanto conclui-se que as pr??ticas de orienta????o n??o contribuem adequadamente para promover a integra????o entre os dois n??veis de ensino.