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Dissertations / Theses on the topic 'Counseling of'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Skråge, Magnus, and Dennis Isosalo. "Postmodern counseling." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34417.

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I detta arbete har vi haft som syfte att utreda om det postmoderna samhällets värderingar skapar ett behov av att förändra vägledningen i riktning mot en holistiskt inriktad vägledning, i arbetet betecknad som Personlig vägledning. Resultatet i arbetet tycker vi visar att det föreligger ett sådant behov. Mycket talar för att vi till stora delar redan lever i det postmoderna samhället och därför anser vi att det är angeläget att vi i vägledningskretsar diskuterar detta vidare. Vi vill även se fortsatt forskning inom området av samma skäl. Arbetet bygger på litteraturstudier och som teoretisk grund ligger Konstruktivistisk vägledning.
In this work, we have had as objective to investigate whether the post-modern values of society creates a need to change the guidance in the direction of a holistic guidance, the work referred to as Personal guidance. The result of the work we think shows that there is such a need. There are many indications that we largely already live in the postmodern society, and therefore we believe that it is certainty that we are in counseling circles discussing this further. We would also like to see further research in the field for the same reason. The work is based on literature reviews and theoretical basis is constructivist guidance.

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2

Felton, Andrew David. "Stick it to counseling : the incorporation of acupuncture in counseling /." Full-text of dissertation on the Internet (107.28 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/feltonad/feltonad_masters_04-15-2010_01.pdf.

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3

Bitter, James, and G. Corey. "Adlerian Group Counseling." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6053.

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Book Summary: With the guidance of world-renowned counseling author, teacher, and practitioner Gerald Corey, best-selling Theory AND PRACTICE OF GROUP COUNSELING, 8e equips readers with the knowledge and skills for effective group counseling and leadership. You'll learn key theoretical approaches to group leadership and how to successfully apply each in practice. With Corey's clear, straightforward writing style, you will have no difficulty understanding each theoretical concept and its relationship to group practice. And as you explore different approaches, your growing knowledge will enable you to integrate techniques from the various approaches you'll study in this book to create a unique approach that works successfully for YOU.

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4

Bitter, James. "Adlerian Family Counseling." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/6123.

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Adlerian Summer School, Green Park, Wendover, Bucks., England, August, 1999, 1997, 1996; Adlerian Summer Workshops, University of Vermont, Burlington, Vermont, June, 1986, 1984, 1982; Adlerian Summer Training Institute, Charleston, West Virginia, June, 1985, 1984, 1983, 1982; Adlerian Counseling Center, Ottawa, Ontario, Canada, July, 1984; NASAP Annual Convention, Toronto, Ontario, Canada, May, 1984; University of Georgia, Athens, Georgia, October, 1980; Alfred Adler Institute of Cleveland (AAIC), Cleveland, Ohio, April, September, & November, 1980; Wendover, Buckinghamshire, England, January, 1979; AAIC, Cleveland, Ohio, October, 1978.

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5

Inman, Brett Curtis 1959. "Premarital counseling effectiveness." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/558208.

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6

Bitter, James Robert, and Gerald Corey. "Adlerian Group Counseling." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5220.

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Book Summary: THEORY AND PRACTICE OF GROUP COUNSELING, 9th Edition, gives readers an in-depth overview of the eleven group counseling theories. In addition to illustrating how to put these theories into practice, this best-selling book guides readers in developing their own syntheses of various aspects of the theories. With Corey's clear, straightforward writing style, readers are able to grasp each theoretical concept and its relationship to group practice with ease.

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7

Bitter, James. "“Using Live Demonstrations in the Teaching of Counseling Theories and Counseling Process." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6118.

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The presenters will demonstrate an approach to teaching counseling theories and counseling process that involves instructor demonstrations. Emphasized is the value of experiential approaches as a way for students to become actively involved in learning counseling process. Some of these experiential methods include: observing live ~ 193 ~ Sunday demonstrations by the instructor with students or outside clients; role‐playing counseling process with peers; opportunities to counsel as a student naturally would; preparing students to offer demonstrations of their own; instructor demonstrations as a part of supervision; and appropriately dealing with studentsʹ personal concerns that emerge as they begin to pragmatically implement counseling theories and process. Emphasized are ways to provide supervision and feedback for students, as well as methods of evaluation. The goal of the session is to demonstrate what might actually take place in a class. The session will start with a brief introduction followed by a demonstration of initial counseling process, a discussion of what could be learned and how the instructor might respond to student comments, and a final demonstration of a more complex counseling process with feedback from students.

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8

Bitter, James. "Counseling or Psychotherapy: Adlerian Counseling in North America (pre-convention panel discussion)." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/6129.

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9

Perry, John H. "A biblical counseling certificate curriculum for Genesis Counseling Service a ministry tool /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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10

Jensen, Dallas R. "Medical Model Influence in Counseling and Psychotherapy: Counseling Psychology Training Directors' Views." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1323.pdf.

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11

McNicoll, John S. "Counseling single-parent women." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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12

Tebbe, Thomas F. "Responsibility in pastoral counseling." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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13

Lotter, George. "Counseling divorcees on forgiveness." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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14

Sonstegard, M., and James Bitter. "Counseling Children in Groups." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/6044.

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To be human is to “live” in groups. The infant is born into a group and does not survive without the care and nurturance of others. Most children have their ﬁrst group experience in a family, and the inﬂuence of that group is both substantial and critical to development (Hart & Risley, 1995). As the child grows, it moves farther and farther out-away from family (parents and siblings) into new and increasingly larger peer groups. Within family and peer groups, children gain language and voice; they create a place for themselves, deﬁne their self-worth, and discover what is possible within the boundaries of their lives. The impact of the group on each child is readily observed whenever the child participates within it.

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15

Bitter, James. "Open Forum Family Counseling,”." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6114.

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16

Thornberry, Natalie R. "Counseling and Expatriate Adjustment." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1435054656.

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17

Lilley, Stacey Custer. "Effective School Counseling Teams." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27283.

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Despite much attention given to effective teams in the workplace, school counseling teams have been neglected in the research. The primary purpose of this mixed methods study was to learn what characteristics secondary counselors perceive contribute to an effective school counseling team. The first research phase conducted six team interviews; themes emerging from the interviews yielded the development of the Effective School Counseling Team Questionnaire (ESCTQ). The following research questions were investigated: What factors do counselors perceive contribute to their team's effectiveness?, Are the scores on the Effective School Counseling Team Questionnaire related to team effectiveness as described by school counselors? Is there a relationship between team characteristics (amount of time together, individual counseling experience, gender, age) and team effectiveness? Is there a relationship between the perceptions of members of effective and ineffective teams? The literature on effective team factors was reviewed and analyzed in three categories: internal, interpersonal, and external. Qualitative results indicated that the majority of participants viewed internal traits as the number one factor contributing to their team's success. Most frequent were competencies, respect, sharing duties, caring for each other and serving students. The second area participants listed as most important was interpersonal factors, such as communication, interactions, and planning. Overall, communication was cited as the number one factor needed for an effective team. Conclusions drawn suggested that teams need altruistic, personal qualities to feel most effective. These were summarized by participants as a team member who is caring, giving, and putting the needs of students first. The second key area for school counseling teams was support from external sources, primarily school administration and central office. In phase two, the questionnaire was developed and used to confirm the interview findings. During the second phase, the ESCTQ was administered to 199 secondary school counselors, yielding an 82.4% (n = 164) return rate. The survey when analyzed by teams did not show major significant differences between the teams; it did, however, confirm the qualitative findings of the internal and personal characteristics counselors of effective school teams posses. The survey also allowed team members to rate their current team and their ideal team. The difference between the two ratings (ie. gap score) showed there was a significant mean difference (20.50) between the means of those who perceived their team as highly effective (26.55) and those who perceived their team as least effective (6.05). When looking at the questionnaire this could be interpreted to mean that the team members who felt most effective had the smallest gap score between their current team and their ideal team. When teams' gap scores were compared to their overall team rating "global" scores, as the global score increased for a team their gap score decreased. Meaning an effective team had fewer discrepancies (smaller gap) between their current and ideal team. Clearly, teams that perceive their team as "relatively effective" are rating the team closer to their ideal team than those that see their team as "relatively ineffective". In order to enhance performance of a counseling team, this study was important to assess school counseling team's effectiveness. Two research methods were used to analyze effective teams; this research provides valuable information relating to school counselors and effective teams.
Ph. D.

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18

Bullock, Melanie M. "Counseling Students' Technological Competence." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4343/.

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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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19

Ramaswamy, Aparna. "Cultivating Multicultural Counseling Competence." Thesis, University of the Cumberlands, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10591898.

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The concept of multiculturalism has traditionally referred to visible racial and ethnic cultural differences among people, and has expanded to include other marginalized and oppressed populations in the United States in the past 25 years. However, in the context of counselor education, there appears to be an incomplete understanding of what constitutes multicultural competence, the characteristics a competent counselor embodies, and how counselor education programs are evaluated for their efficacy in cultivating multicultural competence. The hypothesis guiding the current study was that there are shared characteristics between a mindful counselor and a multiculturally competent counselor such as cultural humility, increased awareness, genuineness, cultural empathy, and a non-judgmental disposition. To explore this further, the researcher used a mixed method research methodology to explore the phenomena of multicultural counseling competence and mindfulness. The qualitative aspect of this study involved the use of a hermeneutic phenomenological approach to correlate the attributes that are shared between these two phenomena, while the quantitative aspect involved using the Mindful Attention Awareness Scale and Everyday Multicultural Competencies / Revised Scale of Ethnocultural Empathy to statistically measure the magnitude of the correlation between mindfulness and multicultural competence. A grounded theory for the cultivation of multicultural counseling competence is presented in the final chapter as a synthetic outcome of this study.

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20

Fagelson, Marc A. "Remote Tinnitus Counseling Session." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/1625.

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21

Bartnik, G., and Marc A. Fagelson. "Tinnitus Counseling: Difficult Cases." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/1672.

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22

James, Moses L. III. "Exploring multicultural counseling competence within intensive in-community counseling| A mixed methods study." Thesis, Argosy University/Sarasota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576664.

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The issues of multicultural counseling competence within intensive in-community counseling stem from the lack of research on the lived experiences of African American families receiving intensive in-community counseling services. This research project includes exploring the perceptions of counseling experiences within the African American family, examining the perceptions of multicultural counseling competence in the African American family, and providing a document that explores the African American viewpoints of the home-based counseling experience. This study incorporated phenomenological research and used the CCCI-R to rely on the participants' views of the multicultural counseling competence of home-based therapists. The themes include: (a) awareness of cultural differences; (b) comfort in the session; (c) time to understand the family needs; and (d) counseling strategies. A summary, conclusions, and recommendations for future research are included.

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23

Dang, Yue. "The Contribution of Multicultural Counseling Competencies to Multicultural Supervision Competencies Among Counseling Supervisors." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1496967532380558.

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24

Graham, Stephanie R. Carney Jamie S. "Counseling competency with lesbian, gay, and bisexual clients perceptions of counseling graduate students /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1762.

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25

Bagnato, Ellen L. "Instilling multicultural counseling skills within graduate-level school counseling programs reality or illusion /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bagnatoe.pdf.

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26

Attilee, Sheryl. "Multicultural Competency in Online Counseling Courses: Before and After a Multicultural Counseling Course." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6302.

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The importance of multicultural counseling training received much attention for decades, however, studies on effective training focused on multicultural counseling training in a face-to-face environment with minimal focus on online training environments. These studies found that face-to-face interactions had the most impact on multicultural training. Therefore, the current study was an evaluation of online master's counseling students' and graduates' multicultural attitudes to determine the effectiveness of online multicultural training using Banks' transformative approach. The research questions focused on the significant difference in participants' recalled multicultural attitude scores (know, care, and act) before an online multicultural counseling course as compared to recalled multicultural attitude scores after an online multicultural counseling course as measured by the Multicultural Attitude Scale Questionnaire (MASQUE). A quantitative survey design was used with a convenience sample of 129 students enrolled in online counselor education programs to measure their multicultural attitude changes before and after a multicultural counseling course. Results were analyzed using MANCOVA with group designs and interpreted using a one-tailed F-test to determine if there were statistically significant differences in the multicultural attitude scores of students before and after completing an online multicultural counseling course. The results indicated a statistically significant difference in Knowledge scores (F(1, 112) = 59.23, p < .001) and Care scores (F(1, 112) = 73.57, p < .001) from before as compared to after taking the course. Ultimately, the results established the effectiveness and reputation of online counselor education programs and multicultural counseling training.

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27

Smith, Jenny. "Impact of the word "counseling" on likelihood to schedule an appointment for genetic counseling." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123171118.

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Thesis. (M.S.)--University of Cincinnati, 2005.
Title from electronic thesis title page (viewed Feb. 25, 2006). Includes abstract. Keywords: genetic counseling, genetic risk assessment, referral terminology, attitude, barriers. Includes bibliographical references.

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28

Barrett, Walter Clark. "Het Centrum voor Pastorale Counseling a beachhead for Biblical counseling in Belgium and Holland /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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29

Stahl, Ladbury Janelle L. "School Counseling Supervision: A Qualitative Summary from the Perspective of School Counseling Site-Supervisors." Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26837.

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School counseling supervision is an area of research that has limited information available to school counselors. As a result, a qualitative study from the perspective of school counseling site-supervisors was conducted to address the following three research questions 1) What is good school counseling supervision?, 2) What exemplifies exceptional school counseling site-supervisors?, and 3) Why do school counselors become involved in school counseling supervision? In order to best address the questions in this study, the researcher conducted individual phone interviews with ten participants working as school counseling site-supervisors throughout the United States. To increase the trustworthiness of the study the following methods were used: member checks, data saturation, triangulation, the peer review process, identification of the researcher's perspective, maximum variation, an audit trail, and participant quotations. As a result of the study, the researcher identified seven major themes. The themes identified in the study are: 1) Good school counseling supervision facilitates professional growth and development of the school counseling intern from a developmental perspective, 2) Good school counseling supervision establishes a collaborative working relationship for the intern with the supervisor and the school's stakeholders, 3) Good school counseling supervision establishes an environment that is conducive to learning, flexible and well-defined, 4) An exceptional school counseling supervisor is aware of the developmental process of the school counseling intern, 5) An exceptional school counseling supervisor acts as an educator, counselor and consultant throughout the internship experience, 6) An exceptional school counseling supervisor is self-aware and reflective in their own work as a school counselor, and 7) School counselors become involved in school counseling supervision as a part of their professional growth, continual development of the counseling profession and to maintain the professional identity of a school counselor. Finally, the researcher provides a summary of the research study's results identifying connections between the results, the existing literature and how this study fills current gaps. Additionally, the researcher provides a critical analysis of the study, the study's limitations and areas for future research to enhance the field of school counseling supervision.

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30

Kim, Junsoo. "Visitation ministry and counseling : alternative model for counseling ministry in a Korean-American church /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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31

Brooks, Andrea B. "The impact of group supervision on counseling self-efficacy of master's-level counseling interns." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610059.

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The purpose of this study was to determine the impact of group supervision on counseling self-efficacy of master's-level counseling internship students. Larson's (1998a) Social Cognitive Model of Counselor Training (SCMCT) was used as the theoretical framework for the study. SCMCT addresses how counseling knowledge is transitioned to counseling action. The study was a quantitative, causal-comparative research design. The participants were 135 master's-level counseling internship students from a CACREP-accredited, private college in the southeast United States. Data was collected through the administration of online surveys: Counseling Self-Estimate Inventory (COSE; Larson et al., 1992), Group Supervision Impact Scale (GSIS; Getzelman, 2003), Supervisory Styles Inventory (SSI; Friedlander & Ward, 1984), and a demographics survey. Group supervisor impact (r = .227, p = .008), peer supervisee impact (r = .240, p = .004), and group supervision environment impact (r = .358, p < .001) were significantly correlated with counseling efficacy. Group supervision environment impact was the best predictor variable of counseling self-efficacy, b = .773, t(127) = 3.210, p = .002. There was no significant difference in counseling self-efficacy between participants with master's-level group supervisors and participants with doctorate-level group supervisors, t(133) = .586, p = .559. There was no significant difference in counseling self-efficacy between participants who had a group supervisor licensed in professional counseling and participants who had a group supervisor licensed in a different field, t(133) = .125, p = .901.

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32

Murdock, Jennifer Leigh. "Online versus on-campus basic skills course a comparison of skills acquisition, course effectiveness, and learning community engagement /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338913351&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Swan, Bernadette Nelberta. "Spirituality in cross-cultural counseling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ30201.pdf.

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34

Jones, Harvey. "Counseling the modern day pharisee." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p091-0039.

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35

Schaffner, Angela D. "Preferences for interventions in counseling." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1222832.

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This study involved a survey of 164 undergraduate students and sought to determine whether relationships exist between 1) religiosity and preferences for a counselor's use of religious interventions in counseling, and 2) gender and preferences for a counselor's use of religious intelentions in counseling. It was hypothesized that high religiosity in students would be related to a strong preferences for a counselor's use of religious interventions. It was also hypothesized that females would show stronger preferences for religious interventions in counseling. Results supported both hypotheses, indicating that a significant relationship exists between religiosity and preferences for religious interventions, and between gender and preferences for religious interventions. These results have important implications for counselors working with religious clients.
Department of Secondary, Higher, and Foundations of Education

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36

Bitter, James, and Pat Robertson. "Integrating Feminism With Multicultural Counseling." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/6080.

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37

Reis, Linda M. "Spiritual Assessment in Genetic Counseling." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1090644974.

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Bramstedt, Paul W. "Pastoral emphases in premarital counseling." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Jagnow, Dieter Joel. "Communication principles in pastoral counseling." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Suhie, Robin Bentley. "Art therapy : counseling through art /." Click for abstract, 1997. http://library.ctstateu.edu/ccsu%5Ftheses/1506.html.

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Thesis (M.S.)--Central Connecticut State University, 1997.
Thesis advisor: Judith Rosenberg. " ... in partial fulfillment of the requirements for the degree of Masters of Science in Rehabilitation Counseling." Includes bibliographical references (leaves 62-69).

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41

Whang, Kyu Myeong. "Planting biblical counseling in Korea." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Horn, Dwight Arthur. "Evangelizing through pre-marital counseling." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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Shelton, Ted L. "Restoring counseling to the church." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Kiningham, Rachel M. "The pastor's wife and counseling." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Morstad, Marissa D. "Drama's role in school counseling." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003morstadm.pdf.

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46

Bitter, James Robert, and Rebekah J. Byrd. "Adlerian Open-Forum Family Counseling." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/878.

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Book Summary: The SAGE Encyclopedia of Marriage, Family and Couples Counseling is a new, all-encompassing, landmark work for researchers seeking to broaden their knowledge of this vast and diffuse field. Marriage and family counseling programs are established at institutions worldwide, yet there is no current work focused specifically on family therapy. While other works have discussed various methodologies, cases, niche aspects of the field and some broader views of counseling in general, this authoritative Encyclopedia provides readers with a fully comprehensive and accessible reference to aid in understanding the full scope and diversity of theories, approaches, and techniques and how they address various life events within the unique dynamics of families, couples, and related interpersonal relationships. Key topics include: Assessment Communication Coping Diversity Interventions and Techniques Life Events/Transitions Sexuality Work/Life Issues, and more Key features include: More than 500 signed articles written by key figures in the field span four comprehensive volumes Front matter includes a Reader’s Guide that groups related entries thematically Back matter includes a history of the development of the field, a Resource Guide to key associations, websites, and journals, a selected Bibliography of classic publications, and a detailed Index All entries conclude with Further Readings and Cross References to related entries to aid the reader in their research journey

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Bitter, James Robert. "Adlerian Group Counseling: An Experience." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5235.

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Adlerian group counseling/therapy was initiated in private practice by Rudolf Dreikurs and developed more fully by his student/colleague, Manford Sonstegard. This is an experiential workshop, the endpoint of which is the development of a therapeutic community where the members of the group come to understand each other emotionally and dynamically, encouraging and supporting each other in the process.

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Bitter, James Robert, and Rebecca Byrd. "Adlerian Open-Forum Family Counseling." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5214.

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Book Summary: The SAGE Encyclopedia of Marriage, Family and Couples Counseling is a new, all-encompassing, landmark work for researchers seeking to broaden their knowledge of this vast and diffuse field. Marriage and family counseling programs are established at institutions worldwide, yet there is no current work focused specifically on family therapy. While other works have discussed various methodologies, cases, niche aspects of the field and some broader views of counseling in general, this authoritative Encyclopedia provides readers with a fully comprehensive and accessible reference to aid in understanding the full scope and diversity of theories, approaches, and techniques and how they address various life events within the unique dynamics of families, couples, and related interpersonal relationships. Key topics include: Assessment Communication Coping Diversity Interventions and Techniques Life Events/Transitions Sexuality Work/Life Issues, and more Key features include: More than 500 signed articles written by key figures in the field span four comprehensive volumes Front matter includes a Reader’s Guide that groups related entries thematically Back matter includes a history of the development of the field, a Resource Guide to key associations, websites, and journals, a selected Bibliography of classic publications, and a detailed Index All entries conclude with Further Readings and Cross References to related entries to aid the reader in their research journey

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Bitter, James Robert, and Amanda La Guardia. "Adlerian Group Counseling with Adolescents." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5243.

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Swift, Katherine N. "Analysis of Telephonic Pharmacist Counseling." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1555.

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Abstract:

Medication complexity and nonadherence are significant risk factors for avoidable hospitalizations and health care spending for older adults in the United States. However, limited empirical research has investigated pharmacist-run telephonic medication management programs as a potential solution to the problem of reducing medication complexity while improving medication adherence. This quantitative study employed the behavioral change model to analyze archival data from a sample of 1,148 participants, examining the relationship of a pharmacist-run telephonic consulting program on medication adherence and medication complexity for one pharmacy benefit management firm's Medicare Part D recipients. The primary research questions investigated the relationship of medication therapy management programs to medication adherence and complexity. Data were assessed using correlation and regression analysis to determine the association between receiving pharmacist counseling, medication adherence, and medication complexity, and to assess the strength of any relationships identified. No linear relationship was found between pharmacists' counseling, medication complexity, and medication adherence. However, the study found a weak correlation between medication complexity and comorbidities, and between medication complexity and medication adherence. This study promotes positive social change by identifying information that can be used to reduce pharmaceutical industry liability by improving proper management of medications, by reducing the burden of comorbidities related to poor management of chronic disease, and streamlining health services and improving their outcom

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