<p> Emergent popularity and student consumer/educational administrator demand for online technology in counselor education is also increasing the need to research its impact and potential effectiveness/ineffectiveness as a pedagogical tool. Research shows that the trend toward online coursework is likely to increase in the future and also that the new trend is moving away from asynchronous text-based delivery toward virtual environments using video and audio (Robey, 2009). </p><p> Counselor educator led preparation programs are experiencing more pressure to join the online bandwagon and yet lag behind other professions in utilizing technologies in education (Karper, Robinson, &amp; Casado-Kehoe, 2005). Although some studies have investigated the use of online technology in counselor education, very few studies have explored using virtual simulated clients in counselor education in order to develop counseling skills (Engen, Finken, Luschei, &amp; Kenney, 1994; Hayes, Taub, Robinson, &amp; Sivo, 2003; Karper et al., 2005). </p><p> Furthermore, self-efficacy is a critical component of counseling skill development for counselors-in-training (CITs; Levitt &amp; Jacques, 2005). Therefore, the purpose of this mixed-methods dissertation was to investigate whether online learning technology using synchronous, online, video-based, computer-guided, simulated-client microskills drills in real time influenced microskills development for counselors-in-training. </p><p> Further, I used <i>Counselingskills on Demand</i> (COD) online virtual client microskills drills within the framework of Bandura's (1977) social cognitive theory that performance is the best indicator of self-efficacy and explored how online microskills drills influence counseling student microskills performance and developmental process. </p><p> Qualitative data analysis suggested that participants were comfortable with online learning, found virtual client microskills drills most beneficial while developing a basic understanding of the difference between microskills and how to use them, and less useful once a basic understanding and ability to use the microskills was established. Overall, study results appeared to indicate that online learning technology using synchronous, online, video-based, computer-guided, simulated-client microskills drills in real time may be beneficial, may assist counseling students in the developmental process of increasing cognitive complexity and self-efficacy, could lead to decreased anxiety when doing counseling, and might help develop microskills understanding and basic proficiency.</p>

No description available.

<p>This study considers how advising ePortfolios are uniquely situated to address a current challenge in the application of educational technologies: using the right tool for the right job for the right reason at the right time. The particular problem identified for investigation lies at the intersection of two central issues: first, in the age of accountability in higher education, academic advisors lack both a tool and a metric for assessing advising; second, the current ePortfolio field struggles to prove methodological validity with regard to design, development, delivery, and evaluation. These ePortfolios were systematically studied using an approach that provided a workable method for conceptualizing the advising ePortfolio, its design, and its development to improve faculty-student engagement with first-generation students. </p><p> The sample was composed of 10 first-generation first-year students at the University of Notre Dame. The overall methodology followed design and development research for product/tool use and evaluation. Data were gathered using surveys, interviews, and observations. This study answered the following questions: What procedures were undertaken to facilitate the design and development of a validated advising ePortfolio tool? In what ways is the advising ePortfolio prototype practical in meeting the requirements specified for the target group&mdash;first-year first-generation students? To what extent is the advising ePortfolio effective in impacting student engagement, particularly with first-year first-generation students? </p><p> Key findings indicate that the advising ePortfolio was easy to learn, easy to use, and highly enjoyable. In addition, participants reported that the advising ePortfolio improved the effectiveness of the advising process and, as a result, had a clear impact on increasing student engagement. Beyond the overall positive impact on student engagement, two significant outcomes and contributions emerged: first, the development of the blended advising model, which uses the ePortfolio to deepen the engagement cycle; second, enhanced assessment, learning analytics, and data triangulation models which qualitatively and quantitatively data mines the ePortfolio to create next generation learning analytics that could measure student engagement. </p>

<p> The purpose of this study was to assess the extent to which policies and behavioral assessment teams exist at North Carolina community colleges, to determine the perceived ability levels of North Carolina community college counselors when dealing with students in crisis, and to identify the characteristics of community colleges in North Carolina who have implemented policies for the assessment of students in potential crisis. Research Question One sought to analyze policy implementation for the assessment of students in crisis and the implementation of behavioral assessment teams at community colleges in North Carolina. Research Question Two used descriptive data to report the levels of the counselors&rsquo; perceived confidence when assessing risk and what they perceive as needs to address crisis intervention and management at community colleges in North Carolina. Research Question Three had the purpose of determining if a relationship is present between the five levels of risk (Sokolow et al., 2009) and the perception of confidence as reported by community college counselors in North Carolina. Research Question Four explored what type of relationship exists between North Carolina community college demographic characteristics and policy implementation level.</p><p> The methodology implemented was a mixed-methods design. A purposeful sample of counselors employed at community colleges in North Carolina was used for this study. A survey was developed and was distributed to the sample to collect both quantitative and qualitative data.</p>

<p> Eating disorders have become an ever-increasing phenomenon in the cultural landscape. The irony of a culture of abundance that produces either abnormally abstemious or indulgent food practices is staggering. This study is a qualitative analysis of recovery from three major eating disorders: anorexia nervosa, bulimia nervosa, and binge eating disorder. It is a phenomenological and existential analysis of the lifeworld of those who have had relief from the symptoms for three years or longer. The Maintenance phase recovery in the Stages of a Change model is used as criteria for participation in this study. Terror Management Theory was used as one lens to elucidate that experience to better understand the psychological and emotional changes the subjects encountered throughout their recovery process, Additionally, Van Manen's (1997) four lifeworld existentials defined the phenomenological glance that the study sought to understand the experience of recovery. Five main themes emerged from the data. These themes characterized the experience of the recovered person. These main themes were 1) a change in self-esteem based on honesty towards self and others, 2) a new relationship with the body, 3) a positive change in family relationships, 4) a new autonomy and competence/spirituality, and 5) optimism in the face of adversity/spirituality. A discussion of implications for and uses in counseling and of further research possibilities conclude this dissertation.</p>

<p> The premise of this research is to consider Pierre Bourdieu's social and cultural capital theoretical framework to analyze the life experiences of Mexican American high school students. This qualitative study examined the perceptions of two administrators, four counselors, three students, and three parents regarding the influence of social and cultural capital on student engagement. Three of the participants were first-generation working class Hispanic students with aspirations to attend a four-year university. The participants were interviewed through a semistructured interview protocol to identify what sources of capital are the most useful in creating better educational opportunities for Mexican American students. This qualitative study used a narrative inquiry design to gather data from the participants. This design allowed for the gathering of "authentic voices" of Mexican American students and those who work with them. This study validates the important role of social and cultural capital acquired at home and at school, and the needed access to quality resources and meaningful relationships. The finding and limitations reviewed in this study bring awareness to the need for social and cultural capital resources to improve social outcomes for low-income Hispanic students. Based on the data findings, recommendations are made for school counselors and Hispanic students.</p>

<p> Today, one third of all college students are considered educationally "mobile," which means they will change institutions during their undergraduate careers. The concept of educational mobility challenges the traditional idea of students moving through an educational pipeline in a linear fashion, and recognizes that many of today's students, including those in STEM fields (Science, Technology, Engineering, Mathematics), will have multiple transition points. </p><p> The purpose of this qualitative study was to examine the transitional experiences of educationally mobile students moving into and through the STEM disciplines at a public university. Students who move from one educational environment to another undergo a significant transition process, and understanding this process for individual students and the institution's role in supporting transition has implications for educational policy. Grounded in the conceptual framework guided by Schlossberg's Transition Theory, and Swail, Redd, and Perna's Geometric Model for Student Persistence and Achievement, this study explores the following research question: How do students who are educationally mobile experience academic, social, and institutional support while transitioning into and through STEM disciplines at a four-year public university?</p><p> Eighteen science and mathematics majors participated in this study, all of whom attended at least one institution of higher education prior to their current attendance at Mountain View University, a four-year comprehensive Hispanic Serving Institution (HSI) in Southern California. Participants were interviewed utilizing a semi-structured interview protocol and completed a demographic questionnaire as well. Trustworthiness measures included member checking and peer debriefing.</p><p> The findings of this study show that educationally mobile students are savvy agents of their education, and make personal and professional sacrifices in their pursuit of a STEM degree. They want to connect to like-minded individuals on campus, and make efforts to seek help. Findings also show that institutional agents play an important role in helping educationally mobile students navigate institutional obstacles in the transition process. Recommendations include increased dialogue about articulation and the transfer processes among institutions, engaging in more consistent advising practices (both at the community college and the university), enabling purposeful social interactions during the transition process, and researching disaggregated populations of educationally mobile students.</p>

<p> This study explored the influence of supervisee intrapersonal and interpersonal regulatory characteristics on supervisor-rated evaluation of supervisee performance given within the context of a counseling supervision relationship. A sample of 60 counseling supervisee and supervisor dyads from University Counseling Centers were surveyed, both electronically and in paper form. By examining the most frequently studied correlates to performance within counselor trainee supervision, the study aimed to address a gap in the research literature understanding of the self-regulatory influences on performance evaluation. Regression analysis was used to address the hypothesis that the independent variables of emotional intelligence, self-efficacy, working alliance, and attachment orientation would account for a significant portion of the variance in total performance scores of the dependent variable of supervisee performance.</p><p> Results of this study indicated that the independent variables did not have a significant relationship with the outcome variable of performance evaluation. Post hoc analyses found that supervisor attractiveness did have a significant relationship with performance. Organizational literature has long advanced theories that attachment and emotional intelligence are integral to the supervisory relationship. Previous research has found independent relationships between emotional intelligence, self-efficacy, and working alliance and performance; however, this was the first study that looked at their collective influence on performance with the additional influence of attachment orientation. The results of this study suggest that the strength of the relationship of emotional intelligence, self-efficacy, working alliance, and attachment orientation to performance is not as great as previously reported. Additionally, and more importantly, the data suggest that references to attachment and emotional intelligence in organizational theory may be misguided or at best optimistic. The supervisory relationship, while complicated, may not be as interpersonally influenced as hypothesized, but post hoc analyses confirm that attraction does influence performance evaluation. These results suggest a possible new direction for future research.</p>

<p> The present study examined the relationship between compassion fatigue, burnout, compassion satisfaction, and self-care among counselors and counselors-in-training. Additionally, the current study investigated if recent life changes, age, sex, race, years of experience, education level, and work/internship setting impacted counselors' and counselors'-in-training self-reports of compassion fatigue, burnout, compassion satisfaction, and self-care. </p><p> A total of 253 counselors and counselors-in-training were surveyed through a professional conference, internship classes, and email listservs. Variables were measured through the use of a demographic questionnaire, the Professional Quality of Life Scale (ProQOL 5), the Self-Care Assessment Worksheet (SCAW), and the Recent Life Changes Questionnaire (RLCQ). Pearson-product moment correlations, analysis of variances (ANOVAs), and t-tests were utilized to determine potential relationships between variables. </p><p> Results indicated that recent life changes impact both burnout and compassion fatigue. Compassion satisfaction appeared to influence burnout, but not compassion fatigue. Results also determined that burnout and compassion fatigue are positively correlated with each other. </p><p> When examining the demographic variables, results revealed that women experience higher levels of compassion fatigue than men. Burnout was found to be higher for participants who are working or interning in agency and school settings than those in private practices or hospitals. Participants in agency and school settings were also found to be associated with lower amounts of self-care than those in private practices. Nonstudent agency workers were determined to have higher amounts of compassion satisfaction with age and increased engagement in psychological self-care activities. However, self-care was negatively correlated with compassion satisfaction for participants in school settings. </p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0478. Adviser: Dorothy Espelage. Includes bibliographical references (leaves 116-123) Available on microfilm from Pro Quest Information and Learning.