Academic literature on the topic 'Counsellor�s self'
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Journal articles on the topic "Counsellor�s self"
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Fung, Suk Chun. "Effects of an Experiential Training Group on Psychological Wellness and Professional Efficacy for Counsellors-in-Training." Global Journal of Health Science 11, no. 9 (July 1, 2019): 22. http://dx.doi.org/10.5539/gjhs.v11n9p22.
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Despite the recognized value of an experiential training group in major counselling program accrediting and governing institutions, there is a paucity of research investigating the effectiveness of such a training group for counsellors-in-training (CITs). The present study examined the effects of a wellness-themed training group conducted in Hong Kong on CITs’ psychological wellness and group leader self-efficacy. The Five Factor Wellness Inventory (5F–Wel) and the Group Leader Self-Efficacy Instrument (GLSI) were administered to forty-three CITs of a Hong Kong master’s degree program in counsellor education. A pretest–posttest design was employed to compare psychological wellness and group leader self-efficacy before and after a 12-hour experiential training group. Two research aims were addressed. The findings showed significant increases in group leader self-efficacy and psychological wellness among CIT participants. Further investigation showed that Coping Self, Creative Self and Life Satisfaction improved significantly following the experiential training group. The foci of promoting an awareness of personal resources and identifying personal-fit positive coping strategies in the current group intervention might contribute to the positive results. The present findings have important implications for counsellor educators who have an important role in preparing competent and resilient CITs. The mandatory participation of the CITs as group members in an authentic, feedback experiential training group is recommended in a professional counselling program.
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Frueh, B. Christopher, Scott Henderson, and Hugh Myrick. "Telehealth service delivery for persons with alcoholism." Journal of Telemedicine and Telecare 11, no. 7 (October 2005): 372–75. http://dx.doi.org/10.1177/1357633x0501100701.
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Videoconferencing at a bandwidth of 384 kbit/s was used in open sessions for subjects with alcohol use disorders (AUD). Study participants received eight sessions of group therapy over a four-week period from an accredited addictions counsellor. Outcome assessment included self-report measures, a qualitative interview and a chart review. Of the 18 subjects who started the study, 14 attended at least four sessions of therapy, completed self-report assessments and the thematic interview. The participants reported high levels of satisfaction with telepsychiatry, found the intervention to be highly credible, had good session attendance and attrition comparable to that expected with conventional same-room treatment. In all, 82% of subjects reported that they would recommend the service to a friend or family member. The results demonstrate the feasibility of using videoconferencing for service delivery to adults with AUD, and encourage the future performance of randomized controlled trials.
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WONG, SHUI-WAI. "AKITA: A CAREER COUNSELING CASE FOR PRACTICE AND THEORETICAL REFLECTION." Hong Kong Journal of Social Work 54, no. 01n02 (January 2020): 51–66. http://dx.doi.org/10.1142/s0219246220000066.
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A case in the Hong Kong Chinese context is presented in this paper to illustrate the use of both quantitative (Holland's SDS) and qualitative career assessment (Card Sorts) to help a 16-year-old girl overcome career indecision. Guided by both Holland's Hexagonal Career Types Theory and Socio-Cognitive Career Theory, a career counsellor can promote a client's positive changes after two counseling sessions. This case supports Tracey's (2002) and Nauta et al.'s (2002) postulated bidirectional causal path between self-efficacy and interests. In addition, it highlights that partial match instead of perfect match between Self-directed search (SDS) scores and choice of academic major is more pragmatic or effective while performing quantitative assessment. Finally, it points to the need for establishing local SDS norms, examining the Holland codes for occupations in Hong Kong, and researching the link between congruence and maximal career outcomes in future research.
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Foluke, Siwoku-Awi Omotayo. "Mentoring as Correlate of Self Confidence and Job Satisfaction: A Psychological Perspective." Human Resource and Leadership Journal 5, no. 1 (October 14, 2020): 1. http://dx.doi.org/10.47941/hrlj.407.
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Purpose: This article developed from a presentation at the national Conference of Nigerian Psychological Association which took place at the Ile-Ife under the auspices of IfePsychologia Centre, Department of Psychology, Obafemi Awolowo University in 2014. The theme of the conference was on mentoring and development. Consequently, this research paper was aimed at portraying how mentoring mediates in human development as it may lead to job satisfaction and enhanced output.Methodology: An instrument called “Inventory on Mentoring as Correlate of Self-Confidence and Job Satisfaction was used to gather data which was analysed and interpreted, using the arithmetic percentage to calculate the differences in the number of respondents and their implications in job performance.Results: This study has proved that the art of mentoring is inherent in counselling psychology, personnel psychology and human development; this makes the mentor a counsellor, a consultant and a cheerleader, who provides support and enthusiasm for his/her team. S/He provides guidance based on experience and s/he demonstrates problem solving qualities and helps the mentee uncover his/her hidden potential. There is no doubt that mentoring can improve an individual’s job performance and satisfaction since the output is enhanced; nevertheless, a worker that is not self-motivated and has a disposition that undermines the learning process may not benefit much from the process. The mentor at a place of work who wants to maximise effort for optimal outcomes may drive hard on the mentee.Unique contribution to theory, practice and policy: It is recommended that teachers and other facilitators should undergo training in mentoring so that they can better handle the learners. There should be better interrelationship and team spirit when the cheerleader, the mentor is given the room to make an impact. In government, new politicians should be properly mentored by the older ones on the jobs that there can be continuity and projects will be accomplished without rancour or ethnic prejudices as in African countries. In particular, the police force, security operative’s road safety officers should be properly mentored so that they are not sadists who desire to impose on people without a rational justification for doing so.
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Heled, Einat, and Nitza Davidovitch. "An Occupation in Search of Identity—What Is School Counseling?" Journal of Education and Learning 9, no. 5 (September 17, 2020): 215. http://dx.doi.org/10.5539/jel.v9n5p215.
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This study will focus on the professional identity of school counseling, which is a key function in Israeli schools. Forming a professional identity is part of the process of professional development that begins with academic training and continues throughout one’s professional career. Professional identity distinguishes between different occupations and provides practitioners with a safe base that lets them better understand their work and form a team spirit within their field of occupation. The research literature indicates an association between one’s professional identity and her professional functioning and success, sense of stability, confidence, and pride in practicing the occupation. The professional identity of school counseling is related to gender. This is a predominantly female occupation and most of its practitioners in Israel are women.
Few studies have been conducted on the professional identity of school counselors (Note 1) and its impact on the quality of their work. It appears that the definition of the school counselor’s role is neither clear nor unambiguous, both in Israel and elsewhere, and this affects the professional identity of counselors and the quality of their work. The current study included semi-structured interviews with 15 school counselors, in which they spoke about the structure of their work, their professional vision, satisfaction, and sense of self-fulfillment as a result of their job, as well as their professional self-efficacy.
The research findings show that the structure of the counselor’s work, her role definition and workload, are related to her professional identity, including how she perceives the counseling occupation, her satisfaction and sense of self-fulfillment. Based on the interviews, no differences were found between the narratives of counselors with different levels of seniority in the profession with regard to professional identity, satisfaction, and self-fulfillment. The research findings indicate the need to define the school counseling occupation and its place in the school in order to help school counselors establish a clearer professional identity, with the aim of adapting the role to the challenges of the school system in the 21st century, in the world in general and in Israel in particular.
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Argyropoulou, Katerina, Nikolaos Mouratoglou, Alexandros Stamatios Antoniou, Katerina Mikedaki, and Argyro Charokopaki. "Promoting Career Counselors’ Sustainable Career Development through the Group-based Life Construction Dialogue Intervention: “Constructing My Future Purposeful Life”." Sustainability 12, no. 9 (May 1, 2020): 3645. http://dx.doi.org/10.3390/su12093645.
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Continuous professional development refers to maintaining, enhancing, and broadening individuals’ knowledge, skills, and the personal qualities required in their professional lives. The present experimental study attempts to explore the way(s) that the Life Construction intervention: “Constructing my Future Purposeful Life” contributes to career counselors’ sustainable career development. Two groups of career counselors participating in a training program delivered by the National and Kapodistrian University of Athens were involved, namely, an experimental group (N = 33) that received the intervention and a control group (N = 27) that did not receive any intervention. The effectiveness of the intervention was verified through qualitative and quantitative analysis, including the calculation of effect sizes, of the data obtained through the Future Career Autobiography, and the Greek version of the Life Project Reflexivity Scale. The results indicate that the Life Construction Intervention improved career counselors’ reflexivity and self-awareness, while, concurrently, the need for practical training in contemporary interventions to support their sustainable career development is highlighted. The main conclusion refers to the fact that the career counselor needs to construct his or her own Self as a sustainable project beforehand, in order to be able to support individuals in their own Self construction and promote their well-being.
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Vasiliu, O., D. Vasile, D. G. Vasiliu, and F. Vasile. "Health-related Quality of Life in Old Age Institutionalized Patients with Neurocognitive Disorders." European Psychiatry 41, S1 (April 2017): S666. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1132.
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Health-related quality of life (HRQOL) is an important indicator of how a patient perceives hi/her own physical and mental status. Evaluating this dimension in old age patients which are institutionalized for neurocognitive disorders is useful from several perspectives: (1) determination of an initial value for HRQOL parameters could help the case manager in structuring an individualized therapeutic intervention, adapted for psychological, somatic or psychosocial needs of each patient; (2) monitoring the evolution of HRQOL dimensions could help in improving through feedback the quality of therapeutic intervention(s), especially if the case manager is permanently in contact with the patient, as is usually the case of institutionalized subjects; (3) correlation between HRQOL and other important variables, like therapeutic adherence, regression of comorbidities, daily functioning etc. could modulate the therapeutic intervention. We suggest a plan for HRQOL evaluation in institutionalized patients diagnosed with neurocognitive disorder, consisting in monthly scoring of SF-36 or EuroQoL questionnaire, corroborated with MMSE and ADAS-Cog scoring. Psychotherapeutic interventions tailored to the needs identified through HRQOL periodic evaluations could be useful in this population, for example a perceived isolation could be compensated by increasing the rhythm of social interaction by group therapy under the direction of a counsellor, a reduced self-efficacy could be compensated by activation techniques, music or art-therapy, while dissatisfaction with own memory capacities could be mitigated using reminiscence therapy. Switching from a paternalistic way of perceiving the patient as the object of an intervention, to a more interactive style of communication, involves obtaining feed-back through HRQOL instruments.Disclosure of interestCOI: The presenting author was speaker for Bristol Myers Squibb and Servier, and participated in clinical research funded by Janssen Cilag, Astra Zeneca, Eli Lilly, Sanofi Aventis, Schering Plough, Organon, Bioline Rx, Forenap, Wyeth, Otsuka Pharmaceuticals, Dainippon Sumitomo.
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FRUJINĂ, Ioana Georgiana. "ADOLESCENT`S ATTITUDE TOWARDS THE COUNSELING." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 4, no. 1 (December 7, 2020): 231–36. http://dx.doi.org/10.26520/mcdsare.2020.4.231-236.
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Due to limited life experience and lack of proper self-respect criteria, teenagers need discreet counseling and guidance, being helped to form their ideal of life, perfect their moral judgments, and raise their level of conscience and moral conduct. School counseling is a socio-pedagogical and economic instrument of modern society. The activity of school counseling and orientation is to support the fundamental principles of education: the teacher-student relationship, the balance between the formality and the informative, but also the principle of success. The counselor is a person with adequate training such as having studies in psychology, pedagogy or sociology field, who is involved in school counseling and orientation and professional orientation, supporting teachers, parents and pupils in the field of activity. Through this research work, the knowledge and abilities related to school counseling and adolescent orientation were improved.
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Holcomb-McCoy, Cheryl. "Ethnic Identity Development in Early Adolescence: Implications and Recommendations for Middle School Counselors." Professional School Counseling 9, no. 2 (January 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900204.
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The influence of ethnic identity development on adolescents’ achievement, self-concept, and behaviors has been reviewed extensively in the literature. However, the role that school counselors play in enhancing middle school students’ ethnic identity development has received little attention. This article reviews the definition of ethnic identity and J. S. Phinney's (1992) model of adolescent ethnic identity development. J. E. Helms’ (1994) model of racial identity interaction theory is used as a basis for understanding how ethnic identity development may influence student-to-student and student-to-teacher interactions in middle schools. And finally, recommendations for middle school counselors are presented.
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Engku Kamarudin, Engku Mardiah, Wan Shahrazad Wan Sulaiman, Norulhuda Sarnon@Kusenin, and Aizan Sofia Amin. "THE THE EFFECT OF INDIVIDUAL PSYCHOEDUCATION INTERVENTION ON SELF EFFICACY AMONG OPIOID DEPENDENT PATIENTS IN METHADONE CLINICS." Journal of Nusantara Studies (JONUS) 5, no. 2 (June 25, 2020): 103–28. http://dx.doi.org/10.24200/jonus.vol5iss2pp103-128.
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Background and Purpose: The present study is designed to evaluate the effect of individual psycho-education intervention based on integrated self-awareness and self-determination theories (i-SEAZ) toward self-efficacy among opioid-dependent patients in methadone treatment (MT).
Methodology: 75 opioid-dependent participants who were on MT under Ministry of Health Malaysia from five Methadone Clinics in Klang Valley were evaluated on the effectiveness of the i-SEAZ intervention. The experiment group comprised 38 participants, who received ten sessions of individual i-SEAZ alongside MT, while 37 participants of the control group only received MT. The effectiveness of the intervention was assessed by the General Self Efficacy Questionnaire (GSE), with ten items. The assessment was performed two times; the first was two weeks before the initiation of i-SEAZ (as pretest), and the second was two weeks after i-SEAZ was completed (as posttest).
Findings: The extracted data were analysed by ANCOVA using SPSS-20. The findings showed there was a significant improvement in the i-SEAZ scores between experiment and control groups at posttest (p = 0.000). It is concluded that the intervention of i-SEAZ is associated with a significant increase in self-efficacy among substance-dependent patients in Methadone Clinics.
Contributions: This study is hoped to contribute to the psychologists and counselors at addiction clinics, treatment institutions and communities in adopting the i-SEAZ module to improve self-efficacy among patients in substance abuse treatment.
Keywords: Methadone treatment, psychoeducation, self-efficacy, self-awareness theory, self-determination theory.
Cite as: Engku Kamarudin, E. M., Wan Sulaiman, W. S., Sarnon, N., & Amin, A. S. (2020). The effect of individual psychoeducation intervention on self-efficacy among opioid dependent patients in Methadone clinics. Journal of Nusantara Studies, 5(2), 103-128. http://dx.doi.org/10.24200/jonus.vol5iss2pp103-128
Dissertations / Theses on the topic "Counsellor�s self"
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Reupert, Andrea E., and areupert@csu edu au. "The Counsellor's Self in Therapy." La Trobe University. School of Educational Studies, 2004. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20050404.161132.
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The person of the counsellor, or what is sometimes referred to as the counsellor�s self, is the focus of this thesis. How the counsellor�s self is described and manifested during therapy constitute the two main research questions. Various perspectives are presented from psychoanalysis, behaviour therapy, cognitive behaviour therapy, person centered therapy and systems therapy. While issues pertaining to the counsellor�s self have been explored predominately by systems therapists, this study extends previous research by involving interviews with counsellors from a range of orientations.
The study is conducted within an interpretative research paradigm, and data are collected and interpreted according to a qualitative approach. Semi-structured interviews with 16 counsellors, from a range of theoretical orientations, constitute the primary method of data collection. Other data sources include a short questionnaire sent to the same counsellors, the researcher�s reflective journal as well as recorded meetings between a peer debriefer and the researcher.
Study participants describe the counsellor�s self as a multifaceted, positive and integrated entity. The counsellor�s self includes participant�s professional knowledge and skills as well as their beliefs, values, thoughts, feelings, personal style and an unknown aspect of self that some participants referred to as their unconscious. While somewhat influenced by past relationships and the client, the counsellor�s self is primarily autonomous and defined by the individual counsellor. Although the counsellor�s self has the capacity to change over time, in different environments and with different clients, the self also includes notions of stability and consistency. The counsellor�s self is involved in therapy as an inevitable presence, a deliberate tool and a stance. Participants highlighted the importance of self-awareness and various professional and personal constraints on the involvement of self. A central function of the self in therapy is in the therapeutic alliance.
The study has implications for the training and supervision of counsellors and future psychotherapeutic research.
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Babins, Sarah Brooke. "From the Trenches to the Field: High School Counselors' Perceived Self-Efficacy Regarding Role(s) and Responsibilities Pertaining to Students' Mental Health Needs." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/368765.
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Educational PsychologyPh.D.
The roles and responsibilities of school counselors across the United States are often misinterpreted amongst various stakeholders, individual state requirements for educational initiatives, and often among practicing counselors’ own perceptions and view of professional identity. While the American School Counselor Association (ASCA, 2003; 2005) strives to provide ethical standards and practices to solidify the professional identity of school counselors and acquire the qualifications and skills to address all students’ academic, personal/social and career development needs, a clear defined definition and perception of the school counselor continues to become solidified. Perhaps this is due to the changing educational horizon, communities, administration, and federal influences of policies and procedures on schools and school districts (Bain, 2012). Whatever the reason, school counselors are faced with a myriad of challenges that make it difficult in today’s educational society to adhere to the social/emotional, post-secondary/career, and academic needs of all students. The American School Counselor Association (ASCA, 2003;2005) has developed the ASCA National Model: A Framework for School Counseling Programs which establishes a structure for effective school counseling programs; however, school counseling programs, credentials, and educational initiatives can be different from state to state. This study examined high school counselors (9th-12th grade) in Pennsylvania, suburban, public high Schools, specifically in Bucks and Montgomery Counties. A quasi-mixed methods, exploratory research approach was used. Nonparametric statistics were run to determine if a significant impact of demographic variables yielded a difference in school counselors’ self-efficacy. Additionally, school counselors were randomly selected to participate in semi-structured, open-ended interviews, examining high school counselors’ perceptions and self-efficacy regarding their roles and responsibilities pertaining to students’ mental health issues. Results indicated that gender, one’s undergraduate degree of education, and years of experience have significant impact on school counselors' self-efficacy, specifically related to certain items on the Counselor Activity Self-Efficacy Scales (Lent, et al., 2003). After content analysis coding, it was also found that school counselors feel high efficacy beliefs associated with specific roles and responsibilities and that self-efficacy beliefs change if counselors perceive a lack of stakeholder support or do not feel they are valued. Some implications for future research might be a longitudinal study of school counselors’ self-efficacy over a given period of time and a larger sample size. It might also be helpful to combine elements of the CASES Scales with other school counselor based scales to form a more unified measurement that speaks to school counselors’ roles and responsibilities that have been identified within this study and expand to specific mental health diagnosis, disorders, and behaviors. KEY WORDS: School Counseling, Communication, Educational Psychology
Temple University--Theses
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Tai, Ming-Yi, and 戴銘怡. "Counselor''s self-disclosing versus self-involving statements on the clients'' perception of the counselor''s effectiveness." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/26509172199469874509.
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Cheng, Hsing-Liang, and 張幸良. "A Self-Supervision Model Based on Checking Counselor''s Conceptualization." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/78831266171196653123.
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碩士國立彰化師範大學
輔導學系
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This study was to establish a self-supervision model based on checking counselor''s conceptualization. The main findings: 1.Self-supervision means when the counselor is under the conditions of lacking professional supervisor or he\she auto- matically asks for the improvement in the propfession, the counselor utilizes his\her self-system to identify and observe his\her professional behaviors, and then judge and evaluate them .According to the evaluation,the counselor makes his\her respon- ses and suggestion of modifications for the next performance.The process of self-observing, self-evaluating, self-responding and suggesting is a process of moving in endless cycles to ensure the quality of counseling performance. 2.Counselor''s conceptualization is defined as the counselor''s synthesis of the cognitive, behavioral, emotional, and inter- personal aspects of the client''s intrapsyche dynamics. 3.This self-supervision model is used when the counselor finishes the counseling session and uses " The Counselor''s Conceptualization Format" to check his\her conceptualization items with pen. On the basis of thecounselor''s subjective evaluation, the origin and target of the response,and the reality dimensions,the counselor can make his\her own evaluation. This research is based on the structure of self-supervision to check counselor''s conceptualization.First, the counselor must identify his\her counseling behavior--conceptualization, and then, he\she can utilize "the Counselor''s Conceptualization Format", developed by the researcher,to observe, judge, and evalute his\her professional counseling conceptualization behaviors.Based on the counselor''s level of satisfication, the counselor can further instruct or suggest for the next conceptualization performance. The counselor also can keep the format as a part of the counseling record, as the reference of his\her management to his or her client.
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Wang, Chen-Ping, and 王甄蘋. "Emancipatition and freedom from repression - A native counselor''s self-narrative ,self-becoming and professional practice." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/19882265509569632613.
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Shu, Yi-Chih, and 徐意智. "A Correlational Study of the Counselor''s Self-evaluated Effetiveness, the Client''s Perceived Self-efficacy for Counseling, and the Client''s Satisfaction of Counseling." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/84650143290443571707.
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碩士國立臺灣師範大學
教育心理學系
84
The purpose of this study is to explore the counselor''s self-evaluated effectiveness, the client''s perception of the counselor''s counseling effectiveness, and the relationship between the client''s perceived self-efficacy for counseling and the client''s satisfaction of counseling. Adopting survey research method, this study invited 13 experienced counselors and 15 their clients as participants. Both counselors and clients completed scales at the end of every session. Three scales were used in the study including''Counselor Rating Form-Short","Conuseling Self-Efficacy Scales",and "Counseling Response Scale". The collected data were analyzed using 3 statistics methods: t-test, Person''s product-moment correlation, and Stepwise regression. The result of this study showed that: 1.The counselor''s self-evaluated effectiveness was fairly high(higher than six on a seven-point bipolar scale) after the first session, and was different among each session. However, no significant difference was found compared the first session with the last session. 2.The client''s perception of the counselor''s effectiveness was fairly high(higher than six on a seven-point bipolar scale) after the first session, and is different among each session. However, no significant difference was found compared the first session with the last session. 3.No significant positive correlation was found between the counselor''s self-evaluated effectiveness and the client''s perception of the counselor''s effectiveness. 4.After counseling, the client''s perceived self-efficacy for counseling was significant higher, but none of the factors reached the significant level. 5.No significant positive correlation was found between the counselor''s self-evaluated effectiveness and the client''s perceived self-efficacy for counseling either after the first session or after the last session. 6.No significant positive correlation was found between the client''s perception of the counselor''s effectiveness and the client''s perceived self-efficacy for counseling either after the first session or after the last session. 7.A significant positive correlational relationship was found between the counselor''s self-evaluated effectiveness after the last session and the client''s perceived self-efficacy for counseling after the first session, the client''s prerceived self-efficacy for counseling after the last session and the client''s satisfaction of counseling. The client''s perceived self-efficacy for counseling after the first session, the counselor''s self-evaluated effectiveness after the last session, and the counselor''s self-evaluated effectiveness after the first session accounted for 91.56% of the variance on the client''s satisfaction of counseling. Considering the time-client''s, 3 variables derived after the last session predicted " the cient''s satisfaction of counseling" more than the ones derived after the first session. As for 3 the variables, "the client''s perceived self-efficacy for counseling" was the best predictor, and the next came" the counselor''s self-evaluated effectiveness", "the client''s perception of the counselor''s effectiveness". At the end of this paper, results were discussed, suggestions of the study, and recommendations about further research in this field were offered.