Browsing by Subject "Counselors"
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Item Asian Americans and body image dissatisfaction: contributing factors for dissatisfaction and suggestions for how counselors can work with clients(2010-05) Mann, Gloria G.; Cokley, Kevin O. (Kevin O'Neal), 1969-; Rochlen, AaronThe Asian American population has increased almost ten percent in the past decade, marking the second highest growth rate of any racial group in the United States. Because of this increase, researchers need to be more informed about current issues that exist among this population, specifically within Asian American women and body satisfaction. This review seeks to explore the current research that exists on Asian American women and body satisfaction. Potential causes and explanations for why this population may deal with body satisfaction are then explored. These include historical causes, peer pressure, familial pressure, and media influence. The review then looks at methods counselors can use to effectively work with the Asian American women population. Finally, some recommendations for future studies are offered. Through this review, researchers and counselors can be better informed to work with the Asian American population.Item Aspirations Realized? Exploring the Roles of High School Counselors when Discussing Colleges and Agricultural Career Paths with African American College Students(2013-11-25) Johnson, Anwar RashaadFortifying the pipeline of underrepresented African Americans in agriculture can offer a practical solution to the industry?s scanty amount of involvement by people of color. The chief purpose of this study was to explore and analyze secondary counselors and their roles when discussing colleges and occupational career paths with African Americans, specific to agriculture. Counselors play a central role in being a vital resource for African Americans seeking academic and career guidance. Given the vast amount of research available on the academic achievement disparities for African Americans, secondary counselors have a tremendous opportunity to alter these differences. Data collection was achieved through a series of face-to-face, semi- structured interviews. This qualitative study chronicled each participant?s life through rich, thick descriptions. Analysis of data occurred using the constant comparative method, and categorization was best accomplished by open coding which sectioned pertinent data into themes, constructs, and patterns. The results of the study yielded the following as it related to the reflections of these four high-achieving college African Americans in that they: a) were self-motivated and did not actively seek out the counselors for their advice; b) indicated the counselors were products of the school size rendering them helpless when giving in-depth counsel; c) mentioned, more often than not, counselors tended to align themselves with students of a certain social class, whether in athletics, or according to socioeconomic indicators, popularity, or academics; d) went to diverse high schools with large, multiethnic populations in relatively urbanized centers; and, e) revealed that because of the lack of counselor interaction, they would often accept advice from other individuals, regardless of experience.Item Development of non-academic college-readiness skills: The roles of administrators, educators, and students(2013-05) Sadikova, Alime; Mendez-Morse, Sylvia; Valle, Fernando; Price, Margaret A.Students’ transition to college starts in high school and continues throughout their first year of college. College readiness is not only measured by high school grades and scores on standardized tests. Their college readiness also depends on their non-academic experiences, and this readiness should meet current college expectations and rigor. However, if high school administrators, counselors, and teachers fail to stay updated on frequently changing college culture, expectations, and requirements, high school students will not learn the non-academic skills that are equally crucial for academic college success. College administrators, advisors, and professors should also support college freshmen with helpful information about college life, encourage their immersion in that life, inform them about available resources, and, overall, help them become successful college graduates and adults. The purpose of this study is to identify the non-academic college readiness skills and knowledge that are essential for students to develop in high school so that they can apply to and succeed in a four-year college. The study will also investigate how educators, including secondary and postsecondary administrators, faculty, and staff, can help students develop these skills and knowledge. The qualitative methodology of this study uses a case study approach. The data will be collected through interviews, observations, and documents and records. The results will be interpreted in terms of Coleman’s social capital theory. Three high school students, a principal, a counselor, and a teacher, as well as three college students, a university program coordinator, an undergraduate advisor, and a professor, will be purposefully selected to participate in this study. The study intends to increase understanding of how high school seniors and college freshmen think about their college readiness: how they perceive and develop the non-academic skills that are crucial for college and how these skills affect their academic success. The study will also inform high school administrators, counselors, and teachers about what skills to develop in students while they are in high school so that they are better prepared socially and mentally for college. This study will also inform college administrators, undergraduate advisors, and professors who work with freshmen college students about how they can support freshmen to successfully transition into their new environment and become acclimated to college culture. Thus, this study intends to bring together the opinions, advice, and concerns of all the stakeholders in the college readiness process and suggest solutions regarding how to make that process successful for everyone.Item Positive perfectionism, a wolf in sheep's clothing : considerations for school counselors working with adolescents(2011-05) Lenington, Mary Beth; Rude, Stephanie Sandra; Neff, KristinThis paper reviews the concept of positive perfectionism as a misnomer that negatively impacts adolescent students. The author acknowledges that the majority of research relative to perfectionism points to a multidimensional orientation of this construct. Often multidimensionality has been used to indicate that perfectionism has both positive and negative applications for individuals (DiBartolo, Li, & Frost, 2008). Primarily a deleterious construct, perfectionism has been strongly associated with psychopathology. The author would like to offer perfectionism as a multidimensional construct that is ultimately maladaptive and harmful. Additionally, the author recommends replacing the term positive perfectionism with the more accurate concept of striving for excellence. This literature review is intended to offer educators, specifically school counselors, insight toward identifying and helping adolescents struggling with perfectionism and well-being.Item Social connectedness and interpersonal perception : the effect of connectedness on subject's perceptions of counselors at intake(2002-08) Draper, Matthew; Richardson, Frank C.; Richardson, Frank C.The purpose of this dissertation is to explore the effect that a subject's level of social connectedness on their perceptions of a counselor during the intake setting. There is theoretical and empirical evidence arising both from Kohutian self-psychology as well as interpersonal psychological literature that indicates that one's level of social connectedness, race, and gender should directly affect one's perception of counselors in a therapeutic setting. This study found suggestive, but not conclusive, evidence that social connectedness is positively related to how counselors are rated on dimensions of trustworthiness, expertness, and attractiveness. Suggestive differences across race and level of training of the counselor were also found, but the differences were not statistically significant. Implications of this study and suggestions for further research are discussed.Item The relationship among school counselor's self-perceptions of multicultural counseling competencies and ethnic identity development(Texas Tech University, 1997-08) Robinson, Gena BethThe demographics of the United States are changing rapidly and ethnic and racial minority groups are becoming the majority of the population (Sue, 1989). Most notably, younger age groups have a greater proportion of ethnic minorities while older generations have greater proportions of Caucasians, Riche (1991) projects that 72 percent of Americans will be Caucasians in the year 2000, with Sue (1991) projecting that by the year 2010, Caucasian Americans will comprise approximately 48% of the population. As quickly as the year 2000, fewer than two in three children will be Caucasian (Riche, 1991) and 45% of students enrolled in public schools will be racial and ethnic minorities (U, S. Census, 1992). The demographic shift in younger generations will have an immediate impact on the educational system. Currently in California, Caucasian students compose less than fifty percent of school students and one out of every four students lives in a non-English speaking home (Atkinson, Morton, & Sue, 1993), School systems are facing pressure to deal with cultural diversity among students (Pedersen, 1991), and to address the realities of educating an ethnically and racially diverse population (Hodgkinson, 1985). If educational institutions do not meet the needs of ethnic minority students, society as a whole suffers (Haycock & Navarro, 1988).Item The relationship between two ethical decision-making models and counselor trainees' responses to an ethical discrimination task and their perceptions of ethical therapeutic behavior(Texas Tech University, 1997-05) Dinger, Timothy JoelEthics education is considered vital in preparing counselor trainees to be responsible cHnicians. However, the effectiveness of ethics education is debatable. Ethical decision-making models are recommended to counselor educators as effective means to assist trainees and professionals in maintaining ethically defensible behavior. Yet, no published empirical research on the effectiveness of ethical decision-making models exists. The purpose of the present study was to examine two ethical decision-making models, the A-B-C-D-E Worksheet (Sileo & Kopala, 1993) and the Ethical Justification model (Kitchener, 1984) on 52 counselor trainees' responses to the Ethical Discrimination Inventory (EDI, Baldick, 1980; Lipsitz, 1985) and to Borys' (1988) Therapeutic Practices Survey (TPS). In addition, trainees' responses to the EDI and the TPS were evaluated on the basis of 3 individual variables and 2 training variables. The individual variables were idealism, relativism and analytical ability. Idealism and relativism were assessed by the Ethics Position Questionnaire (EPQ, Forsyth, 1980) and analytical ability by the Graduate Record Exam (GRE). The training variables were graduate courses in ethics and practicum. The data were analyzed using a multiple analysis of covariance for a randomized block design at an alpha level of .0167.Item Understanding children’s grief : an overview for counselors(2011-05) Swope, Jessica Leigh; Tharinger, Deborah J.; Jervey, Allyson M.The current report reviews the literature on grief manifestations in children. Definitions of grief terminology and current models of adult grief are covered to give the reader a foundational knowledge on grief. Unique manifestations of grief, developmental needs, and tasks for reconciliation with children are explored. Finally, a sampling of current interventions used with bereaved children is included.