Supervision literature has indicated the importance of the supervisory working alliance in the development of effective supervision (Landy, Ellis, & Friedlander, 1999). While there has been a wealth of research on the role of the supervisory working alliance within supervision, there is a dearth of information on how this alliance is formed (Cooper & Ng, 2009). The purpose of this study is to examine if supervision cognitive complexity is a unique aspect of cognitive complexity within counseling and better understand its role in the formation of the supervisory working alliance. Forty-two participants were selected from CACREP accredited masters and doctoral programs located in the North Central region of the Association of Counselor Educators and Supervisors (NCACES). Cognitive complexity was measured via two different measures: the Counselor Cognitions Questionnaire (CCQ) and Supervision Cognitive Complexity Questionnaire (SCCQ). The supervisory working alliance was measured by the Supervisory Working Alliance Inventory-Trainee (SWAI-T) which measures the supervisory working alliance from the perspective of the trainee. Results indicated a strong correlation between counseling cognitive complexity and supervision cognitive complexity. Further, the supervision working alliance was not significantly correlated with either measure of cognitive complexity. Supervision cognitive complexity did provide a significant contribution to the variance accounted for in the subscale of client focus in the SWAI-T. Implications for counselor educators and supervisors are discussed.

The purpose of this study was to investigate how well rehabilitation counselor trainees in CORE accredited rehabilitation counseling programs are prepared to advocate clients. In order to seek an answer to this research question, this study (a) measured the rehabilitation counselor trainees' self-reported preparedness to advocate for their clients, (b) assessed the rehabilitation counselor educators' perceptions of their students' preparedness to advocate for their clients, (c) explored the relationship between rehabilitation counselor trainees' self-reported preparedness to advocate for their clients and their educational experiences as well as their demographic information, (d) investigated whether there was a significant difference between rehabilitation counselor educators' perception of their students' preparedness to advocate for their clients and the rehabilitation counselor trainees' self-reported preparedness. The results indicated that rehabilitation counseling students developed advocacy competencies in some areas. However, it was also found that rehabilitation counseling students have lower advocacy competencies in the community and public level domains than in the individual level. Rehabilitation counseling students reported that rehabilitation counseling course work and their prior experiences with persons with disabilities were most substantial factors in the process of developing advocacy competencies.

No description available.

There was limited information regarding the number of disability related impairments, length of case management, number of counselors who served an individual consumer, and counselor qualifications (including level of education, Certified Rehabilitation Counselor, the length of employment in years, and assignment as a general/specialty caseload) and their impact on vocational rehabilitation outcomes. The purpose of this research was to investigate selected factors (described above) that might be associated with state-federal vocational rehabilitation outcomes. On this basis, there were four research questions developed.The study sample was 171 vocational rehabilitation counselors with Arizona Rehabilitation Services Administration and 215 most significant/significant disabled consumers. These 215 disabled consumers were either closed successful or unsuccessful from March 1, 2002 through February 28, 2003. The dependent variable was the vocational rehabilitation closure. There were two levels (1) successful employment closure in Status 26 and (2) unsuccessful closure, after an Individual Plan for Employment was implemented but not completed, in Status 28. Seven predictor variables were tested at an alpha level of .05. Each predictor variable was non-significant with an analysis of variance (ANOVA). Future research may help identify additional consumer and counselor factors that have an impact on vocational rehabilitation outcomes.

This thesis explored the ability of the Minnesota Multi-phasic Personality Inventory to predict the during-treatment behavior of drug addicts. The MMPI's of eighty-five male patients of the Indianapolis Veterans Administration Drug Treatment Unit were compared to counselorr ratings of each addict's behavior while on inpatient status. It was found that the MMPI was significantly related (p <.01) to the counselor ratings. The strongest predictor was the MacAndrew Alcoholism Scale which had a mean raw score of 28.55. The utility of the resulting regression formula for giving information about future behavior of the individual drug abuser was also discussed.

Thesis (M. Ed.)--York University, 2003. Graduate Programme in Education. / Typescript. Name on certificate page : P. Lynn Caruso. Includes bibliographical references (leaves 130-140). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ82910.

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Bibliography: leaves 71-73.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3115850."

The purpose of this study was to test the effects of an educational intervention on the aging knowledge of graduate counseling students. Overcoming misconceptions, such as positive and negative stereotypes about older adults, is essential for graduate counseling students to be effectively trained to work with the aging population. Educational interventions have been found to be the most consistently effective way of increasing aging knowledge and helping individuals overcome ageist beliefs rooted in faulty aging knowledge. For this study, it was hypothesized that a comprehensive educational intervention (approximately 2 hours in duration) would increase overall aging knowledge, increase aging and mental health knowledge, and lower levels of negative aging bias; moreover, this study hypothesized that adding a structured discussion (approximately 20 minutes in duration) after the educational intervention would further increase overall aging knowledge and overall aging and mental health knowledge and further reduce levels of negative aging bias. In addition, it was hypothesized that students who received the educational intervention or the educational intervention with structured discussion would be better able to process three exploratory aging related vignettes than the group of students who received no educational intervention. The findings of this study suggest that the use of an educational intervention alone may not be enough to increase overall aging knowledge, increase aging and mental health knowledge, and decrease negative aging bias among graduate counseling students. However, it does appear that adding a structured discussion to an educational intervention is an easy way to produce superior results. In addition, it does not appear that using a short-term educational intervention, with or without structured discussion, is enough to impart the level of aging knowledge to graduate counseling students for them to be able to do more complicated tasks, such as processing an aging related vignette using factual knowledge.

No description available.