Counseling Students' Technological Competence

Counseling Students' Technological Competence

Date: August 2003
Creator: Bullock, Melanie M.
Description: Technology has a profound influence on how business, education, entertainment, and interpersonal communications are conducted. Mental health professionals have been exploring how technology can support and enhance client care since the 1960s. In the last decade the influence of technology in the practice of counseling has increased dramatically. As the use of technology increased, so did the expectations for counselor preparation programs to include technology instruction. In 1999, the Association for Counselor Education and Supervision (ACES) developed the Technical Competencies for Counselor Education Students: Recommended Guidelines for Program Development. This study examines the technological competence of counseling students at one southwestern university based on the ACES recommendations.
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Impact of Texas Counselors' Network on students: A preliminary study.

Impact of Texas Counselors' Network on students: A preliminary study.

Date: August 2004
Creator: Holmes, Janet
Description: This study assessed the impact of the Texas Counselors' Network (TCN) on students of counselors who attended TCN workshops. TCN is a professional organization created in 1996 for the professional development of counselors. TCN impacts primary and secondary school students by providing counselors with selected skills to assist them in helping students. In theory, TCN thus impacts these students by improving overall skills of participating counselors. This study assessed the progress of students before and after implementation of TCN. Students' progress was considered in four areas: Texas Accountability Assessment Scores (TAAS), attendance rates, dropout rates, and high school student enrollment in technical programs. The current study compared student performance in the above four areas during a two to three year period prior to the establishment of TCN, with the initial six years of TCN existence. This study examined data attained through the Texas Educational Agency (TEA) Website using their Academic Excellence Indicator System (AEIS) for four regional TCN groups. The study used a paired t-test to compare the performance of students before versus after counselor participation in network workshops. The findings indicated that overall, counselor participation in TCN could have a significant effect on student performance. In fact, eight tests ...
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An Investigation of the Efficacy of Play Therapy with Young Children

An Investigation of the Efficacy of Play Therapy with Young Children

Date: May 1999
Creator: Brandt, Marielle Aloyse
Description: This study was designed to determine the effectiveness of play therapy as a method of intervention for children with a variety of emotional and behavioral problems. Specifically, the study was aimed at determining the effectiveness of play therapy in: (a) improving self-concepts of children with adjustment difficulties; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety, and depression; (c) reducing externalizing behavioral problems such as aggression and delinquent behaviors; (d) reducing overall behavior problems, social problems, thought problems, and attention problems of children with adjustment difficulties; and (e) reducing parenting stress of parents of children who were experiencing adjustment difficulties.The experimental group consisted of 15 children who were experiencing a variety of adjustment difficulties and received play therapy once per week for 7 to 10 weeks. The control group consisted of 14 children who were experiencing a variety of adjustment difficulties and who were on a waiting list to receive intervention, and therefore, did not receive any treatment during the time of data collection. Experimental and control group children were administered the Joseph Pre-School and Primary Self-Concept Screening Test and parents of all participants completed the Child Behavior Checklist and the Parenting Stress Index at pretest and posttest ...
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Perceptions of assurance service services performed by certified public accountants: Accounting education assessment applications

Perceptions of assurance service services performed by certified public accountants: Accounting education assessment applications

Date: August 2001
Creator: Brubaker, Thomas F.
Description: The overall purpose of this study was to examine how Certified Public Accountants (CPAs) perceive the potential use of assurance services to assess quality in accounting education programs. Survey questionnaires were mailed to a random sample of 250 CPAs in the north central Texas area. The questionnaire was designed to obtain demographic information and information relating to the respondents' perceptions of quality assessment of accounting education programs. An analysis of the results of this study suggest the following: CPAs consider (1) certain established criteria, such as SAT scores and faculty-to-student ratios, as effective measures for assessing quality attributes in accounting education programs and (2) traditional measures currently used for quality assessment in accounting education programs as only moderately effective by CPAs. CPAs are apparently seeking increased involvement with accounting education quality assessment and formulation of educational standards. They view the potential application of assurance services to accounting education quality as a way to offer a wider range of services to the public. CPAs perceive assurance services as a type of quality assessment that can be used to complement, but not replace, some of the more effective traditional methods, and as a way of enhancing the quality assessment process for accounting ...
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An Investigation into the Current Practices of Group Counseling Instructors in the Delivery of the Required Experiential Group in Accredited Institutions

An Investigation into the Current Practices of Group Counseling Instructors in the Delivery of the Required Experiential Group in Accredited Institutions

Date: August 2002
Creator: Armstrong, Stephen A.
Description: This study was designed to determine the diverse practices of group counseling instructors in the delivery of the required experiential group. A small group experience (experiential group) is required of all counseling students in accredited institutions. The accreditation body for counseling programs is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The experiential group has been considered to be a valuable and integral part of counselor training. However, the group has been controversial because of ethical issues involving dual relationships and the right to privacy. The purpose of this study was to determine how group counseling instructors deliver the experiential group, compare current practices to recommended practices in the literature, and recommend changes based on disparities that may exist. The difference between this study and previous surveys of group counseling instructors is that the sample in this study involves CACREP institutions exclusively and the focus is on CACREP standards rather than the standards of the Association for Specialists in Group Work. The results of the study showed that approximately one third of the instructors surveyed indicated that they also serve as leaders of the experiential group. Many of these instructors who serve as group leaders also ...
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The Effects of a Play Therapy Intervention Conducted by Trained High School Students on the Behavior of Maladjusted Young Children: Implications for School Counselors

The Effects of a Play Therapy Intervention Conducted by Trained High School Students on the Behavior of Maladjusted Young Children: Implications for School Counselors

Date: December 2000
Creator: Rhine, Tammy J.
Description: This research study investigated the effectiveness of a child-centered play therapy intervention conducted by trained high school students on the behavior of preschool and kindergarten children with adjustment difficulties. Specifically, this research determined if play sessions conducted by high school students trained in child-centered play therapy skills and procedures facilitated change in the children's behaviors. The experimental group children (N=14) each received 20 weekly individual play sessions from a high school student enrolled in a Peer Assistance and Leadership class. The high school students were randomly paired with a referred child. The high school students completed 7 one-hour training sessions in child-centered play therapy procedures and skills prior to beginning the weekly, supervised play sessions. The control group (N=12) received no treatment during the study. Pre and post data were collected from parents who completed the Child Behavior Checklist (CBCL) and teachers who completed the Early Childhood Behavior Scale (ECBS). Multivariate analyses of variance of gained scored revealed statistical significance in 2 of the 4 hypotheses. Specifically, the children in the experimental group showed significant decreases in internalizing behaviors (p = .025) and total behaviors (p = .025) on the CBCL. Although not in the statistically significant range, positive trends ...
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An Investigation into how CACREP Accredited Institutions meet the CACREP Practicum Standards

An Investigation into how CACREP Accredited Institutions meet the CACREP Practicum Standards

Access: Use of this item is restricted to the UNT Community.
Date: December 2004
Creator: Muro, Joel Hart
Description: This study was designed to determine how institutions accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) meet the practicum requirements set forth in CACREP's 2001 standards. Practicum is a vital part of the matriculation process of counselors in training. This clinical based course allows students to practice the skills they have learned in previous, more didactic based courses. Trainees can stretch skills, all under the watch of a counselor supervisor with greater experience. Although CACREP instructs all accredited counseling programs to have such a course in place, the standards are not specific. Schools are often interpreting the standards in a multitude of ways, presumably to successfully meet the standards while still serving the student as well as the clientele who seek out mental health assistance (Pitts, 1992a). The purpose of this study was to determine what measures CACREP accredited institutions enact to meet the clinical practicum standards. The difference between this study and prior research that has addressed the practicum requirement is that the instrument used in this study specifically addressed every CACREP practicum standard, including technology, diversity, and concerns with supervision and meeting the direct client contact hour requirement. The results of the ...
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Counselor Effectiveness and Correlations With Select Demographic Variables for Masters Level Counseling Students

Counselor Effectiveness and Correlations With Select Demographic Variables for Masters Level Counseling Students

Access: Use of this item is restricted to the UNT Community.
Date: December 1999
Creator: Calhoun, Kenneth
Description: Counselor education programs are charged with the responsibility to train students to be effective counselors. Despite relative consistency in academic and clinical experiences, some students are less effective than others. It was the intent of this research to investigate possible relationships which may exist between students' background and experiences and their levels of demonstrated counselor effectiveness as measured by the Counselor Rating Form - Short Version (CRF-S) and the Supervisor Rated-Counselor Interaction Analysis (SR-CIA). It was hypothesized that counselor effectiveness would be negatively correlated with prior teaching experience and level of religious participation. Data was collected using a demographic survey from masters level counseling students participating in their practicum semester. Counseling tapes from each of the participants were collected towards the end of the semester. These tapes were then rated by doctoral students using the CRF-S and the SR-CIA. The total sample size was 28. Regression analysis was used to investigate the hypotheses. Three models were constructed. The dependent variables used were scores from the CRF-S, the SR-CIA and a third comprised of a normalized composite of CRF-S and SR-CIA termed COMPOSITE. Each model used, as the independent variables, years of teaching experience, and hours of religious participation. Results from ...
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A Typology of Ethics Education in Healthcare

A Typology of Ethics Education in Healthcare

Date: August 2004
Creator: Porter, Russell Dean
Description: This study is a qualitative analysis of the author's previous publications, academic and operational practitioners input, the literature, and accreditation requirements for ethics education in healthcare. Two research questions were addressed: 1. Is a typology of ethics education in healthcare needed, and 2. Is more specificity of ethics education in healthcare required? Both research questions were answered in the affirmative. The results indicated that a typology of ethics education in healthcare is needed with the primary reason being the need for a focused manuscript that uses content validity to illustrate the hierarchy of ethical reasoning in healthcare. No one manuscript brings together the six ethics education domains that were identified as required for appropriate ethics education in healthcare. The second research question result indicated that there are sparse educational objectives available in the context of cognitive and affective educational domains, especially for the six ethics domains presented here: 1. Decision ethics, 2. Professional ethics, 3. Clinical ethics, 4. Business ethics, 5. Organizational ethics, and 6. Social ethics. Due to the limited specificity of the ethics education objectives identified in the literature, the author developed and presented a typology, beginning with 270 ethics educational objectives, for use in healthcare instruction. A ...
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Adapting Filial Therapy for Families who have a Child with a Life-Threatening Illness

Adapting Filial Therapy for Families who have a Child with a Life-Threatening Illness

Date: August 2004
Creator: Steen, Rheta LeAnne
Description: Utilizing a collective case study design, I examined and described the filial therapy (FT) process and adaptations discovered to be necessary and unnecessary in working with families who have a child with a life-threatening illness in the hospital setting. Data from a total of 7 parents was utilized, including those who terminated early, in order to gain a greater understanding of adapting FT for families who have a child with a life-threatening illness and their participation patterns. The parents attended 10 one- to two-hour FT sessions. The data was analyzed to examine for themes, patterns and relationships intrinsically with each case participant, as well as across cases. Analysis indicated that parents with a child with a life-threatening illness had great difficulty committing to attend FT; and a high rate of attrition occurred for those who did commit. A theme regarding flexibility was found to be of eminent importance in a variety of manifestations including therapeutic methods, session format, location and time of sessions, and intense vs traditional FT. Therapeutic adaptations in flexibility found to be important including openness to cathartic and personal parenting sessions, tolerance of forgetfulness, and lowering typical therapeutic concerns of dependency in the relationship. An inability for ...
Contributing Partner: UNT Libraries
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