The Relationship Between Wellness of Counselor Education Students and Attitudes Toward Personal Counseling PDF Download

Author: Lesley D. Riley
Publisher:
ISBN:
Category : Counseling
Languages : en
Pages : 184

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Author: Jennifer R. Curry
Publisher:
ISBN:
Category :
Languages : en
Pages : 146

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Book Description
Recent research in counselor training has focused on the difficulties and challenges facing counseling practitioners that result in high stress, burnout, compassion fatigue, vicarious trauma, and counselor impairment. The American Counseling Association's (ACA) Code of Ethics has addressed the ethical issues inherent in counselor impairment. Further, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) has focused on the development of counselors that will assist them in being resilient to workplace stressors. Wellness is a theoretically based construct that holds much promise for bolstering the resilience of pre-service counselors. In addition, counselor self-efficacy has been linked to greater advocacy for self and others, the use of higher order counseling skills, greater problem solving practice, and more self-regulated, ethical decision making. This study was designed to investigate the relationship between counselor self-efficacy and counselor wellness. A total of 88 participants completed both the Five Factor Wellness Evaluation of Lifestyle Inventory and the Counseling Self-Efficacy Scale. Demographic and descriptive statistics were included along with a Multiple Regression Analysis. Results did not indicate a statistically significant relationship. Potential limitations, implications for counselor educators, and future research directions were elucidated.

Author: Leila F. Roach
Publisher:
ISBN:
Category :
Languages : en
Pages : 103

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Counselor education programs strive to promote the personal development and wellness of counselors in addition to cognitive, skill, and professional competencies. The purpose of this study was to examine trends in self-reported levels of wellness of master’s level counseling students. The cross-sectional study investigated the influence of time in a counselor education program on the wellness levels of counseling students. Students were surveyed at three points in their counselor education training: the beginning, middle, and end. Participants included 204 master’s level counseling students enrolled in three CACREP-accredited counselor education programs located in the southeastern United States. Each participant completed the Five Factor Wellness Inventory (5F-Wel) and a demographic questionnaire. A monotonic trend analysis was conducted in SPSS Multivariate Analysis of Variance (MANOVA) to answer the question of whether master’s level counseling students report higher levels of wellness as they advance through a counseling program. Additional univariate analyses of variance (ANOVAs) were performed in order to answer questions related to the influence of demographic variables.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534

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Author: Jennifer Mills Langeland
Publisher:
ISBN:
Category :
Languages : en
Pages : 199

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Following growing public interest and widespread use, many health professions have begun to explore the attitudes toward, knowledge of and experience with complementary and alternative medicine of the various stakeholders within their professions. This foundational information has enabled disciplines such as medicine, nursing, psychology, and marriage and family therapy to take a closer look at how students, patients, clients, and faculty think about and utilize CAM and its relevance to their professions. Surveying the practices and attitudes of stakeholders has been an important starting point for professions undertaking the task of integrating these practices into training programs. This study sought to fill the gap in knowledge about the attitudes, knowledge and experience with CAM among counselor education faculty. Counselor educators were surveyed online about their knowledge of and attitudes toward CAM and their personal, clinical and teaching use of CAM practices. Results indicated that the majority of counselor educators have positive attitudes toward CAM and 79% believe it should be integrated into counselor training. Over half the participants believe counseling as a profession is behind other mental health professions in the integration of CAM. The study also found that experience with and knowledge of CAM had significant and positive relationships with attitudes toward CAM. Results indicated there is already some limited integration of CAM practices within the core curriculum of counseling training programs, primarily in the self-care, treatment approaches, and helping relationships portions of curricula. Counselor educators were more likely to have experience with the subset of practices known as mind body practices, which include breathing, meditation, progressive muscle relaxation, and guided imagery. Higher ratings of counselor wellness identity were associated with more positive attitudes toward CAM. Females and older counselor educators were more likely to have positive attitudes toward CAM. The association of attitudes toward CAM and year of degree or race/ethnicity were not significant. Limitations of the study include a relatively small sample size, the need for more valid measures, and the length might have led some to not complete the survey. Recommendations for counselor training and future research are offered.

Author: Wendy S. Merryman
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Author: Randall D. Boen
Publisher:
ISBN:
Category : Counselor trainees
Languages : en
Pages : 216

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Negative attitudes and stigma associated with mental illness have a profound impact on individuals who experience them. Researchers have defined stigma as the attribution of a deviant characteristic to members of a particular group. Persons with severe and persistent mental illness (SPMI) face many difficulties that impact their full participation in social life. Although attitudinal reactions to individuals with SPMI have improved considerably over the last few decades, there are still areas for improvement. Limited research has been conducted to evaluate attitudes and stigma associated with individuals with SPMI among human service professionals-in-training (HSPs). For this study HSPs were defined as individuals entering into social service, mental health, and substance abuse professions. Further, there have only been a few published studies in attitude research that utilized randomized vignettes portraying individuals with two different mental health diagnoses. Data collection occurred in counselor education and similar programs at many universities. A total of 79 participants (20 males and 58 females) took part in this study. Recruitment efforts reached HSPs at 27 universities throughout the contiguous United States. For this study, participants were asked to respond to self-report surveys and to one of two written vignettes to quantify their attitudes toward the individuals depicted in them. The two vignettes described an individual with a mental illness and differed in the diagnosis attributed to the individual: schizophrenia spectrum disorder in one vignette and generalized anxiety disorder in the other vignette. Results indicated that although there were slight mean differences between the two groups of participants, the differences were not statically significant, t (77) = 0.63, p = 53. The Attribution Questionnaire-27 (AQ-27; Corrigan, 2012) gathered overall attitudes towards mental illness. The Mental Health Provider Stigma Inventory (MHPSI; Kennedy, Abell, & Mennicke, 2014) was used to collect data on attitudes, behaviors, and social pressure impacting stigma towards individuals who have SPMI. Data collected with these two scales yielded evidence to indicate that participants held stigmatizing attitudes towards individuals with SPMI. Data gathered suggested that graduate students in rehabilitation counselor education programs expressed fewer stigmatizing attitudes than students from other programs. This result was seen across both measures. Data were collected on frequency of contact with persons with mental illness to evaluate the association between contact frequency and knowledge of mental illness and negative attitudes. Demographic data gathered included gender, age, professional training, and number of years of work experience in a counseling-related role. Further, a hierarchical multiple regression was used to determine which order of predictors were statistically significant to the outcome measure. Prior literature suggest that prior contact and familiarity scores playing a more important role in predicting the outcome variable (AQ-27) then the demographic information. The first model was statistically significant F(6,72) = 3.64, p = .003 and explained 23% of the variance in the dependent variable (AQ-27 total scores). After the input of these demographic factors the second step included LOF and SADP- PCF-R scores. After entry of the second step the overall variance was 28%. The second model was statically significant F(8,70) = 3.39 p = 002 and explained an additional 4% variance in the model. In the final adjusted model, four out of the seven predictor variables were statistically significant. A small pilot study consisting of rehabilitation counseling professionals was used to develop the methodologies for this study. The primary limitation of the primary study was the sample size. Further details of the methodology used and limitations of this particular study will be described in subsequent chapters. Implications of this study and suggested future research are proposed.

Author: Michelle Perepiczka
Publisher:
ISBN:
Category : Counseling
Languages : en
Pages : 260

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Author: Kathleen H. Driscoll
Publisher:
ISBN:
Category : Counselor trainees
Languages : en
Pages : 192

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"Graduate students from all disciplines report stressful experiences related to academic workload, lack of a healthy work life balance, assistantship responsibilities, and finances (Fox, 2008; Mazzola et al., 2011; Oswalt & Riddock, 2007; Wyatt & Oswalt 2013). Specifically, counselors in training (CITs) experience a combination of graduate school academic rigor with the practice of sitting with clients and developing skills, knowledge, and counseling style. Becoming a counselor is emotionally demanding (Folkes-Skinner, 2016; Folkes-Skinner, Elliot, & Wheeler, 2010; Howard, Inman, & Altman, 2006; Orlinksy & Rønnestad, 2005; Skovholt & Rønnestad, 2003) and interpersonal and intrapersonal changes are elicited through training (Furr & Carroll, 2003). As self-exploration is emerging in training, perturbation of the self is also developing, occasioning developmental transitions that present unique challenges. It appears that CITs need support throughout their counselor development journey to buffer personal and psychological distress. Although there may be many such factors, including emotional, logistical, and financial support from family and friends, the support of other students in the program, and faculty who are sensitive to student struggles, personal counseling seems one approach to self-care and self-awareness that warrants attention. It seems possible that personal counseling may be an avenue for CITs that could facilitate increased self-awareness, healthy counselor development, and personal well-being. To date, research on personal counseling has been primarily a) international, b) with participants who were mandated to access counseling, and c) with participants who were from a range of interdisciplinary mental health training programs. Accordingly, little is known specifically about US-based CITs' experiences related to accessing personal counseling during their training program. That is, counselor education researchers have yet to uncover the breadth and depth of the lived experiences of US-based CITs who voluntarily access counseling services. The purpose of this study was to explore the experiences of CITs accessing personal counseling and how this impacts counselor development in specific regards to self-awareness, empathy development, self-reflection, tolerance for ambiguity, self-efficacy, and self-care. The following research questions were addressed through this study: (1) What are the experiences of CITs utilizing personal counseling during their training program? (2) How do CITs understand how their personal counseling experience has influenced their development as a professional counselor? Through qualitative interviews, the experiences of CITs and the impacts on counselor development were explored, as well as the positive and negative aspects of these experiences. In analyzing ten individual interviews with master's level CITs voluntary seeking counseling, five domains emerged that provide insight into the research questions. The domains include the following: (1) previous counseling experience, (2) motivation, (3) personal takeaways of going to counseling, (4) professional takeaways of going to counseling, and (5) other. Categories and subcategories emerged within these domains as well including the following: a) academic/professional encouragement, b) meaningful counseling experiences, c) family, social and cultural influences, d) logistical barriers, e) counselor relationship, f) learning from the counseling, g) positive impact on counselor development, and h) personal counseling is considered "best practice". Research results, study limitations, implications for counselor educators, counselor training, and CITs, and future research directions are discussed."--Abstract from author supplied metadata

Author: Robert Rocco Cottone, PhD, LPC
Publisher: Springer Publishing Company
ISBN: 0826135293
Category : Psychology
Languages : en
Pages : 422

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Book Description
Updated, reorganized, and streamlined to focus squarely on ethical decision making in counseling and psychotherapy and in the practice of specialties in counseling. ; The fifth edition of this text is unparalleled in helping counselors-in-training use ethical decision-making processes as a foundation for approaching ethical and legal dilemmas in clinical practice. Newly organized and streamlined to eliminate redundancies, this textbook presents multiple new chapters that reflect the latest developments in counseling specialty areas. This new edition also features an overview of ethical decision-making models, principles, and standards. Abundant instructor resources, reflecting changes to the fifth edition, include an Instructor’s Manual, Power Points, Sample Syllabi, and a Test Bank. Through its alignment with the CAPREP standards, the new edition continues to deliver a comprehensive overview of ethical decision-making models in each chapter, along with step-by-step processes for applying these models to a wide range of clinical cases. Case scenarios specific to specialized practice issues provide insight into practice with different client populations. Additionally, the text considers office, administrative, electronic, technology, and related issues, and the role of values in counseling addressing contemporary emphasis on ethical treatment of value conflicts that are crucial to the operation of all practices. Abundant features highlight key content and reinforce learning, including bold-faced key terms with definitions, boxed content showcasing crucial information, and reflection questions to stimulate rigorous thinking. New to the Fifth Edition: Reorganized and streamlined for ease of use Includes updated reference to codes of ethics from ASCA and AMHCA Addresses shifts in the structure of specialty practices including the merger of CORE and CACREP Provides several new chapters on clinical specialties and supervision issues Focuses on ethics in counseling specialties: clinical mental health; school; couples, marriage and family; addictions; career; rehabilitation; and group Addresses ethical practice of the new clinical rehabilitation counseling specialty—the only text to do so Offers student learning activities in each chapter with additional practice scenarios available for downloading Provides access to appropriate codes of ethics via chapter-by-chapter links Delivers updated case scenarios Key Features: Covers all counseling specialties and their respective ethical codes aligning with recent developments in the profession Describes how to avoid, address, and solve serious ethical and legal dilemmas to prepare counselors-in-training for complex situations they may encounter Includes objectives, case studies, references, key terms, learning activities and reflection questions embedded in chapter content Highlights important information with boxed callouts Addresses key office, administrative, electronic, technology, and other practice issues Provides Appendix with web links to codes of ethics in counseling and specialties Includes Dr. Cottone’s Social Constructivism Decision-Making Model and Dr. Tarvydas’s Integrative Decision-Making Model