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Dissertations / Theses on the topic 'Marriage counseling Study and teaching'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Pang, Hang-hang. "An outcome study of couples communication training group /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20133674.

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2

Mitchell, Cari Bacon. "Enactments, outcome, and marital therapy : a pilot study /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2528.pdf.

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3

Starkenburg, Diane A. "The Marital Success Development Inventory an effectiveness study /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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4

Hackbarth, Donald L. "Marriage counseling a study of various methods of counseling and the development of a marriage manual for Good Shepherd Lutheran Church /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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5

Bitter, James Robert. "Parent Study Groups." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5212.

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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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6

Boccia, Maria L. "An integrated view of marital and family therapy illustrated with case-study material." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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7

Backert, B. Marlene King. "The integration of household financial management training with premarital counseling, a case study." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.074-0075.

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8

Backert, B. Marlene King. "The integration of premarital counseling and household financial management training a case study /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p074-0075.

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9

Norvell, Karen Richardson Brian K. "In good communication and in bad a study of premarital counseling and communication skills in newlywed couples /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9836.

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10

Monroe, David R. "A clinical case study an evaluation of pastoral counseling methods addressing issues of roles and authority in marriage /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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11

Bird, Michael Larry. "Christian premarital counseling and the efficacy of group training versus conjoint training utilizing the Couple Communication program a project and study employing a premarital skills-based program and measuring its effects upon relationship satisfaction, confidence and adjustment with an evangelical population /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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12

Yeung, Nam-ying Daphne. "A study on the use of pre-marital counselling services in Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22330951.

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13

Plysiuk, Michele. "A process study of marital conflict resolution." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25510.

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This is a model building study which addresses itself to observing and investigating what transpires between two couples as they complete the process of resolving a marital conflict. Four therapy sessions where the couples successfully resolved a marital conflict and one therapy session where a resolution was attempted but was unsuccessful were selected for investigation. A task analysis was completed in which the moment-by-moment interactions of the couples were rigorously tracked to reveal the interactional patterns that distinguish couples who resolve marital conflicts from those who are not successful at resolving their conflicts. The interactional task analysis involved six strategies. The investigator's cognitive map of the resolution process was outlined. The task was defined as a pursue-distance conflict in which one partner was identified as an emotional pursuer and the other identified as an emotional withdrawer. The task environment, an emotionally focused therapy session, was specified. In the first rational analysis the investigator's model was presented. The transcripts of the resolution events were reviewed and repeated patterns were identified in the first empirical analysis. In the second rational analysis process indicators that would discriminate between the stages of resolution were chosen from four process measures. In the second empirical analysis two process measures (the SASB and the Experiencing scale) were used to identify the stages of resolution and produce a final model of marital conflict resolution. The final model consists of four steps which the couples move through to reach resolution. These steps are; Escalation, De-escalation, Testing, and Mutual Openness. Escalation involves either an 'attack-defend', 'attack-withdraw', or 'attack-attack' pattern where the pursuer is blaming their partner and the other partner is either defending, withdrawing or attacking. Each partners focus is on representing their own position and both partners usually feel angry, frustrated or unheard. In De-escalation one partner openly discloses their experience or asks for what he or she needs. This usually involves an expression of vulnerability. The other partner responds with either 'affirming and understanding' or 'helping and protecting' behavior. With Testing there is an initial positive interaction in which the withdrawer responds to the pursuer's open expression of feelings or needs with 'helping and protecting', 'nurturing and comforting' or 'trusting and relying' behavior. The pursuer however suddenly switch to 'belitting and blaming', 'sulking and appeasing' or 'walling off and avoiding' behavior. The pursuer appears to be dealing with the issue of trust, they are not sure if they can trust their partners response to them as totally genuine and likely to occur again. Mutual Openness resembles De-escalation however it this stage both partners complete 'disclose/trust rely' or 'affirm/help protect' sequences. Both partners rather than just one complete a sequence in which they explore their part in the problem openly while the other partner listens and affirms them. A failure to move from Escalation to De-escalation and the absence of 'affirming and and understanding' communication behaviors distinguished the non-resolution event from the resolution events.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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14

Sosa, James C. "The use of the Christian model of forgiveness in marital counseling a case study /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p074-0059.

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15

Marks, James Paul. "Christian premarital training in the local church setting : a study of the effectiveness of the SYMBIS Model in reducing divorce and producing stable and satisfying marital relationships /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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16

Norvell, Karen. "In good communication and in bad: A study of premarital counseling and communication skills in newlywed couples." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9836/.

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This study examined the effects of premarital counseling on newlywed communication. It was predicted that individuals who had participated in premarital counseling would have lower levels of demand/withdrawal communication and higher levels of spousal support. The effects of the format of the counseling were also examined. Individuals who had been married less than two years completed a survey measuring their marital satisfaction, levels of demand/withdraw, and perceived spousal support. Social learning theory was used as a theoretical lens. Results suggested that participating in premarital counseling has no affect on newlywed communication. Newlyweds who had been exposed to a group format during their counseling had higher marital satisfaction than those who had just participated in a one-on-one format with a counselor.
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17

Wong, Lai-cheung, and 黃麗彰. "A study of forgiveness and reconciliation of married couples in the Chinese context: development of a clinicalintervention model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48199333.

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 This study examines the intra- and inter-personal processes through which married couples achieve forgiveness and reconciliation. In phase one of the study, in-depth interviews were conducted. Six couples from mainland China, Taiwan and Hong Kong were interviewed to identify the steps taken by both parties that allowed them to achieve forgiveness and reconciliation after hurtful events in their marriages. The steps taken by the injured parties in such situations include acknowledging pain, letting go of grudges, viewing the offending party differently and reestablishing trust; in turn, the injurer accepts responsibility for his or her wrongdoing, expresses remorse, resolves his or her inner struggles and receives trust in his or her integrity. The results demonstrate that balance is of paramount importance in relationships. Although the injured party needs to regain his or her sense of justice, the dignity of the injurer must also be protected. In addition, because both parties may have acted wrongfully, the roles of the injured and the injurer may become reversed during the reconciliation process. Finally, when reconciliation is achieved through forgiveness and the redevelopment of trust, identity reconstruction occurs. The implications of these findings for marital counseling are presented. In phase two of the study, two major scales, the Transgression-related Interpersonal Motivations Inventory and the Relationship Trust Scale, were validated using questionnaires completed by 665 married individuals. Both of the scales exhibit excellent internal reliability and demonstrate construct validity. The validation process revealed that the perfectionist tendencies of Chinese married couples may lead them not to want to “bury” their resentment to advance the relationship. Instead, Chinese couples may prefer harmonious relationships without any negative sentiment. Practitioner research was employed in the final phase of the study. Ten couples received counseling from the researcher, who was also a clinician, after experiencing transgressions in their marriages. As measured using the validated scales, the couples had improved significantly by the end of the counseling process; the impact of the hurtful event had decreased; and forgiveness, trust and dyadic adjustment had increased. The wives also exhibited significant improvement in terms of their marital satisfaction levels, although the husbands did not. Based on the clinical data, the researcher developed a five-phase intervention model that helps married couples to forgive and reconcile. In this model, the first phase involves engaging the couples. For the parties involved to be able to move on with the counseling process, the conflict between the spouses needs to be de-escalated. The second phase involves addressing the injustice gap and the hurt feelings of the injured party via dialogue between the spouses. When forgiveness is granted during the third phase, an identity reconstruction process ensues. The fourth phase involves rebuilding the emotional bond between the spouses and their sense of trust, and in the final phase, the couple consolidates the change. In addition, the effort to connect the couples to their ancestral, cultural and spiritual resources is an essential intervention strategy; as such resources can sustain the couples during this arduous journey.
published_or_final_version
Social Work and Social Administration
Doctoral
Doctor of Philosophy
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18

Walker, Douglas Scott. "A study of a framework for marriage and family therapy in a pastoral context." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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19

Mak, Shuk-han Nancy, and 麥淑嫻. "An exploratory study of the experience of being help in marital casework setting: a phenomenological approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B44569592.

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20

Stern, Sholom D. "A phenomenological study of how Orthodox Jews experience spirituality and religiosity within the context of marriage." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1522098623425437.

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21

Pang, Hang-hang, and 彭杏. "An outcome study of couples communication training group." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31250555.

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22

Bitter, James Robert. "Theory and Practice of Family Therapy and Counseling." Digital Commons @ East Tennessee State University, 2014. http://amzn.com/1111840504.

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Ch. 1. Introduction and overview -- Ch. 2. The genograms of family therapy -- Ch. 3. The family practitioner as person and professional -- Ch. 4. Virtue, ethics, and legality in family practice -- Ch. 5. Theories and techniques of family therapy and counseling -- Ch. 6. Adlerian family therapy -- Ch. 7. Multigenerational family therapy -- Ch. 8. Human validation process model -- Ch. 9. Symbolic-experiential family therapy -- Ch. 10. Structural family therapy -- Ch. 11. Strategic family therapy -- Ch. 12. Solution-focused and solution-oriented therapy -- Ch. 13. Postmodernism, social construction, and narratives in family therapy -- Ch. 14. Feminist family therapy -- Ch. 15. Cognitive-behavioral family therapy -- Ch. 16. Parenting for the 21st century -- Ch. 17. Integration I: from self-discovery to family practice: forming a relationship and family assessment -- Ch. 18. Integration II: shared meaning, facilitating change, and tailoring interventions. Theory and practice of family counseling and therapy, 2nd Edition embraces multiple perspectives and provides a comprehensive discussion of contemporary family theories and practices, including human validation process and symbolic-experiential models. Bitter encourages students' personal growth and development as family therapists with a warm, inviting writing style and numerous self-reflection and active-learning exercises. Learning is enhanced through a consistent chapter organization and the use of a single case, the Quest family, throughout. This approach enables students to compare and contrast the various models and see how different approaches can be used in an integrated way. The text presents a four-stage process for conducting family sessions, including processes for forming relationships, family assessment, hypothesizing and shared meaning, and facilitating change. Each chapter ends with a Quest family case (which applies the model discussed in the chapter to the fictional Quest family), a summary and multicultural evaluation section, exercises for personal and professional growth, contact and Web information for finding out more about the specific therapy, recommended supplementary readings, and references. Additional cases throughout the text, based on Bitter's years of practice in marriage and family counseling, help students see how theories play out in the real world. A unique chapter on "Parenting for the 21st Century" addresses the fact that a majority of family counseling deals with parenting questions and issues.
https://dc.etsu.edu/etsu_books/1071/thumbnail.jpg
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23

Buikema, Jeffrey Karl. "Pastors and premarital counseling a descriptive study of Covenant Theological Seminary graduates from 1975-1995 /." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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24

Purviance, Jerry L. "A manual for teaching hermeneutics and Bible study to counselees." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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25

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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26

Costa, Vincent. "An integrated view of marital and family counseling illustrated with case study." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0601.

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27

Choi, Kyung-Boo. "A family study comparative analysis of theories of Nathan W. Ackerman and marriage enrichment /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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28

Razo, Steven. "The Cost of Comforting: Phenomenological Study on Burnout Among Marriage and Family Therapists in Community Settings." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1528389139299608.

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29

Lawry, Dennise Damaris. "Intervention program for Hispanic couples an adaptation study of PREP /." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.088-0134.

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30

Brew, Leah. "A Descriptive Study of Accredited Counseling Programs." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3063/.

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The Council for Accreditation of Counseling and Related Education Programs (CACREP) is the accrediting body for the field of counselor education. Since the inception of the standards, several individuals have published journal articles reviewing the strengths and weaknesses of CACREP accreditation. The purpose of this study was to do a preliminary survey of the opinions of individuals within CACREP accredited programs to discover the effects of accreditation on programs. The survey of opinions from respondent CACREP accredited programs indicated interesting results. The eleven frequently held beliefs about improvements after accreditation was substantiated by the number, the percentage, and the Chi Square results from respondent programs. Therefore, after CACREP accreditation, most programs reported the opinion that: students have higher grade point averages and test scores; students are younger, learn better, and receive more employment opportunities; a higher percentage of students pass the licensed professional counselor examination; average scores are higher on the nationally certified counselor examination; programs receive more applicants and faculty is more professionally active, publishes more, and presents more. The second part of the survey indicated that a large percentage of respondent programs offer courses beyond the CACREP core curriculum experiences (91%) and that a variety of courses are offered (78 courses). In addition, 91 respondent programs indicated that courses are required beyond the CACREP core curriculum experiences and that a variety of courses are required (29 courses). Three primary limitations exist in this study. First, the eleven frequently held beliefs were marked by the opinion of one faculty member for each program. Second, the number of blanks for each item was frequently close to or sometimes exceeded the number of respondents who marked the after CACREP column. Third, the survey data collected on courses that were offered by programs beyond the core were based upon memory and/or opinion and may be inaccurate. A recommendation for future research would be to study the hard data collected prior to and after accreditation.
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31

Carr, Corine M. "Assessing teaching style preference and factors that influence teaching style preference of registered dietitians." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117123.

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Adult patient education is a major responsibility of registered dietitians. It is essential for registered dietitians to be effective adult educators as they teach adults in various employment settings. Review of the literature revealed that one important factor in being an effective adult educator is developing a teaching style which facilitates learning, known as learner-centered teaching style.The purpose of this descriptive study was to identify the teaching style preference and identify factors that have influenced registered dietitians' teaching style preference.The study sample of six hundred registered dietitians residing in the Midwest (Illinois, Indiana, Michigan, Ohio and Wisconsin) were sent two tools to complete, the "Principles of Adult Learning Scale (PALS)". Two hundred and fifty-two respondents completed the questionnaire and PALS, designed by Conti to determine teaching style preference.The overall PALS scores were computer generated. Frequency distributions and populations percentages were calculated for demographic and descriptive data. The mean, median, and standard deviation of PALS scores were calculated. Analysis of various factors and the PALS scores.The findings suggest that registered dietitians' teaching style preference is teacher-centered. The years of employment positively affected teaching style toward learnercentered until the dietitian had been employed more than 16 years, then the years of employment negatively affected teaching style preference. The number of formal educational sessions relating to adult education had the most positive effect on teaching style preference. The number of continuing education session related to adult education proved to be the factor that most affected teaching style preferences.The study has implications for registered dietitians regarding dietetic education and curriculum development, continuing professional education and adult educators utilizing the PALS instrument. Further study is recommended using PALS with only entry-level dietitians and comparing PALS scores with actual classroom teaching behavior.
Department of Educational Leadership
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32

Woods, Cynthia E. "Marriage: The Impact Of Using An Eight-Week Study On Communication And Conflict Resolution To Move Select Couples From Conflict To Forgiveness." Ashland Theological Seminary / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=atssem1619642590209175.

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33

Yeckley, Tracie Ann. "The lived experiences of queer identified couple/marriage and family therapists : a qualitative study." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3227.

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In the history of this country queer-identified individuals have faced discrimination and harassment in their places of school and work for many years. Research has found that exposure to these experiences can have a negative impact on mental health. Prior to this study, no data were available as to whether or not queer-identified Couple and Family Therapists (C/MFTs) also have faced discrimination and harassment within the field of C/MFT. This study explored the lived experiences of queer-identified C/MFTs in an attempt to identify what unique struggles this population faces, and if these struggles include coping with discrimination and harassment. Participants identified concerns over inadequate training and resources, issues related to self-disclosure, the role of being a spokesperson for the queer community, the role that context plays with regard to their experiences, the strengths of being a queer-identified C/MFT, and the relationship that the American Association of Marriage and Family Therapy (AAMFT) has had with queer-identified C/MFTs and the queer community in general. Finally, participants were asked to give words of advice to other therapists based on their own experiences. The results of the study suggest that queer-identified C/MFTs find their sexual orientation as a strength; it not only benefits their clinical work, but can enable a sense of empowerment in advocating for the rights of their community.
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34

Mizzi, Franklin. "Perspectives on sexism a study of the role of women in male-female relationships /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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35

Barnes, Daniel Vern. "The School Counseling Psychology Program: A Qualitative Study." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd980.pdf.

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36

Brooks, Geraldine Susan. "An evaluation of a course on social and cultural issues in counselling." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28585.

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This experimental research study investigated how effectively a Master's level course on social and cultural issues in counselling influenced students' levels of ethnic awareness, sex role behaviours and behavioural intentions, and attitudes toward women. Professional psychological and counselling associations have strongly advocated that counsellor education programs incorporate courses focusing on social and cultural issues into their curricula. The study was based on the following general research question. It is hypothesized that a positive relationship exists between (on the one hand) counselling students' participation in a training course on social and cultural issues in counselling and (on the other hand) their levels of ethnic awareness, non-sexist attitudes toward women, and non-traditional sex role behaviours and behavioural intentions. The impact of the course was assessed through the use of the Wayne Ethnic Awareness Measure, the Robinson Behavioral Inventory, and the Therapists' Attitudes Toward Women Scale. These instruments were administered in a pre- and post-test format to 16 students who were enrolled in the experimental course and 15 students who were enrolled in a comparable level course on counselling theories and interventions. Six months after the post-test, brief follow-up interviews were conducted with seven volunteers from the experimental group. Statistical analyses of the data indicated that there were no significant differences in levels of cultural awareness, sex role behaviours or behavioural intentions, or attitudes toward women, between the experimental and the comparison groups at the time of the post-test. The results also revealed that, overall, participants had relatively low levels of cultural awareness and relatively high levels of feminist consciousness based on previously reported results for the instruments used. These findings imply that the experimental course should be modified to more effectively address its training objectives, particularly as they pertain to cross-cultural issues.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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37

Peck, Christopher Elson. "Perceptions of Spirituality and Perceptions of God Image: A Qualitative Study." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2904.pdf.

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38

Falls, Horace L. Jr. "Teachers' Self-Perceptions of Their Role as Generalist: A Study of the Interpersonal Skills Necessary For Effective Leadership and Counseling." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29227.

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This study was designed to examine the various duties and roles teachers are called upon to play, and the potential effect of the teachers' behaviors on the relationships they establish with their students. It was thought that by examining teacher behaviors, a road map could be created for maximizing the productive relationships that could be used by all teachers. The focus of this road map was based on the notion of teacher as "generalist," a term which denotes the multiple roles teachers play as a natural consequence of their vocation. The primary teaching roles considered in the study were leadership, and counseling. The Questionnaire on Teacher Interaction (QTI) was used to ascertain the teachers' opinion of their own interpersonal skills as determined by the Model of Interpersonal Teacher Behavior. This was achieved by having the teachers complete the 64-item questionnaire about how they perceived themselves as teachers. Secondly, the teachers were asked to give written responses to a case method narrative that depicts a problem classroom scenario wherein the teacher abandons her unruly classroom. Then, three evaluators with expertise in pedagogy, leadership, and counseling, (respectively) were asked to complete a QTI for each teacher's responses to the case method narrative. The evaluators were instructed to base their responses on their own particular area of expertise, either, pedagogy, leadership, or counseling. The QTI profiles produced by this process served as the basis for the conversations held individually with the teachers in Interview Two. The profiles also served as a tool that allowed the teachers to be grouped with other teachers having similar behavioral characteristics. Three focus groups were also created based on the teachers' QTI self-reports. Most of the teachers rated themselves highly in the areas of leadership and the counseling-type behaviors: helping & friendly, and understanding. They also agreed that leadership and counseling were necessary duties for a teacher. Thus, the importance of leadership and counseling as they apply to the performance requirements of a teacher was established. This fact was reiterated in all of the interviews and in each of the focus groups, as well as, in the review of the literature. The crucial dilemma arose from the fact that the teachers stated in the various methods of data collection that they were leaders and counselors. Further, the literature noted that the "best" teachers are generalist with expertise and responsibilities in the areas of leadership and counseling. And, finally, common sense also seemed to dictate that all teachers are required to be leaders and counselors. Yet, despite the apparent importance of leadership and counseling for all teachers, the teachers in this study stated that they were not sure of the source of their leadership and counseling knowledge and abilities. They also revealed that their leadership and counseling knowledge and abilities were innate; pedagogically related duties in the areas of leadership and counseling were based on behaviors that came naturally to them; they did not know the nomenclature and underlying theoretical tenets for formal leadership or counseling styles; their preservice teacher education programs did not prepare them for leadership or counseling duties; and that a greater understanding of leadership and counseling theory would help them to align their practice with their innate abilities. Further, they noted the potential advantages of being able to recognize the leadership dynamics that are utilized by their students. The ability to identify leadership and interpersonal characteristics in one's self and in others, particularly in students, peers, and superiors, was reported to be an ability that would be essential for teachers. Thus, the need to identify various leadership and counseling theories via their given title, name, or label, etc. arose as a matter of controversy. The value of having a uniform code for identifying leadership and counseling practices revealed itself to be one of the most interesting aspects of the study
Ph. D.
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39

Fitzgerald, Sharon. "Managing Professional Roles in Home-Based Family Therapy: A Study of Marriage and Family Therapist Practices." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1573222232465118.

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40

Yeung, Nam-ying Daphne, and 楊枬英. "A study on the use of pre-marital counselling services in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31250749.

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41

Moreno, Isibel C. "Marriage and Family Therapists’ Clinical Impressions of Romantic Relationship Dissolution Heartbreak: A Modified Delphi Study." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/shss_dft_etd/54.

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The Merriam-Webster Dictionary (2018) defines heartbreak as “crushing grief, anguish or distress.” Heartbreak can lead to biological, psychological and social responses and consequences. Heartbreak from the dissolution of a romantic relationship is a form of disenfranchised grief, which is defined as the griever’s belief that society does not recognize their source of grief as legitimate (Doka, 1989). The literature shows that talking about grief helps those who experience it (Fisher & Archer, 2008). Hence, the present study sought to provide a consensus of the best practices that marriage and family therapists have utilized to help broken-hearted clients. I employed a modification of the Delphi technique, a research method which seeks to reach consensus on a topic through group communication between experts in the subject area discussed (Hsu & Sandford, 2007) in order to gather data about best practices from marriage and family therapists on how they have helped their broken-hearted clients. This study consisted of a total of 20 experts, who are licensed marriage and family therapists. The findings suggest that the disenfranchisement of the grief resulting from the dissolution of a romantic relationship is closely associated with the symptom of sadness experienced by the broken-hearted. In addition, the way in which MFTs can help the disenfranchised griever is by providing an empathic presence in sessions, generating historical conversations through the use of a genogram, involving family members in the therapeutic process and having future oriented conversations. The results of this study have illustrated a plethora of techniques and best practices that have reportedly proven successful in helping the broken-hearted client.
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42

Hurt, Kara Marie. "Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804886/.

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Teaching is a central role of counselor educators. However, teaching in counselor education lacks guiding standards or best practice recommendations. Existing scholarly dialogue predominantly features the perspectives of educators and addresses content knowledge, techniques, activities, and assignments for courses across the curriculum with relatively less emphasis on foundations of teaching. The purpose of this study was to develop greater understanding of counselor educator dispositions, orientations, and behaviors that students perceive as important to their learning. Q methodology was utilized to gather and distill counselor education students’ (N = 48) preferences for characteristics identified via focus groups and a comprehensive literature review. Factor analysis revealed four distinct factors, upon which 45 participants’ sorts loaded and which accounted for 41% of total variance. The findings of this study support the importance of the person of the counselor educator in the teaching and learning process in addition to behavioral characteristics. Moreover, these findings support the use of student learning style assessments and customization of course facilitation to fit students’ unique preferences and values.
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43

Bernard, Julia M. "Incorporating Trauma Informed Care into the Classroom: Using Trauma Research to Train Family Professionals." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/935.

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44

Alexander, Hilary J. P. "Experiencing Preferred Teaching Narratives: A Phenomenological Study of Exemplary Counselor Educators." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1617950523413018.

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45

Davis, Stephanie Young. "A Pilot Study Examining the Role of Treatment Type and Gender in Cortisol Functioning." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6513.

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This pilot study examined the effectiveness of Emotionally Focused Couples Therapy (EFT) compared to Treatment As Usual (TAU) in improving cortisol functioning among distressed couples. It also investigated the role of gender in cortisol functioning. Measures for cortisol were collected at five time points, both at pre- and posttreatment. Data were collected from a total of 60 couples, 20 of which received EFT and 40 of which received TAU. Overall, results from a two-way analysis of variance suggest that there are no significant differences between men or women, nor among couples in EFT and TAU, in posttreatment cortisol functioning. Directions for future research are discussed.
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Beck, Austin Ray. "Shame, Relational Aggression, and Sexual Satisfaction: A Longitudinal Study." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5919.

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This longitudinal study examined the relationship between husband and wife shame and husband and wife sexual satisfaction one year later with husband and wife relational aggression as mediating variables. The sample included 353 heterosexual married couples who participated in the Flourishing Families Research Project, a longitudinal study of daily family life. Results showed that husband and wife shame was negatively related with husband and wife sexual satisfaction, respectively. Husband love withdrawal was negatively related with both husband and wife sexual satisfaction, while wife love withdrawal was negatively related with only husband sexual satisfaction. Each partner's use of social sabotage was negatively related with their partner's sexual satisfaction. Research and clinical implications were discussed.
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47

Tengelin, Kristina. "Romance and Rationality : A Study of Love, Money and Marriage in Jane Austen’s Sense and Sensibility." Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93691.

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Jane Austen är en av 1800-talets mest lästa författare och har vunnit stor popularitet tack vare sina ingående och humoristiska porträtt av det engelska samhället. Just hennes livliga beskrivningar av livet på den engelska landsbygden runt år 1800 kryddade med en satirisk underton gör Austens romaner intressanta objekt för litteraturanalys. Trots att hennes texter är fast rotade i sin tid tycks de aldrig bli omoderna, vilket beror på att människor nu som då brottas med liknande problem och ställningstaganden. 200 år senare tvingas vi fortfarande fatta livsavgörande beslut som rör kärlek, pengar och status. En av hennes mest kända verk - Sense and Sensibility - publicerades 1811 och är en klassisk Austenroman som tar upp just problematiken kring dessa teman. Det faktum att vi idag handskas med samma dilemman gör dessutom Sense and Sensibility väl lämpad att använda för klassrumsundervisning.   Denna uppsats argumentation bygger på ett antagande att Austen förespråkar en balans mellan pengar och passion i val av make/maka. Genom att jämföra tre kvinnliga karaktärer och deras inställning till äktenskapet, såväl som konsekvenserna av deras värderingar och val visas att en balans av materiellt och emotionellt välstånd är att föredra. Slutligen föreslås hur Sense and Sensibility kan ses ur ett didaktiskt perspektiv. Detta avsnitt behandlar såväl litteraturundervisning i allmänhet som en praktisk plan över hur man som lärare kan använda sig av just detta verk i engelskundervisningen.
Jane Austen, one of the most widely-read authors of the 19th century, and her at the same time thorough and humorous portraits of English society have gained massive popularity in recent years. Especially her lively depiction of life in the English countryside in the early 1800s, accompanied by an explicit satirical note, makes her novels suitable and interesting objects of literature studies. Even though her stories are deeply rooted in their own time and society, they never seem to go out of fashion. This can be explained by the fact that in many ways people today are dealing with similar problems and critical choices. 200 years later, we still need to take issues such as love, money, and status into consideration when making life-determining decisions. One of Austen’s most famous novels, Sense and Sensibility, was published in 1811 and deals with the problematic sides of this topic. The fact that we are facing similar predicaments today makes it a worthwhile novel for classroom work, as well.   This essay is based on the argument that Austen promotes a balance between money and passion when it comes to choosing a spouse. A comparison between three female characters and their approach to marriage, as well as the consequences of their values and choices shows that a balance of material and emotional wealth is preferable. Finally, the essay makes didactical suggestions as to how the novel can be used in a classroom setting. This section consists of two parts: firstly, teaching of literature in general and secondly, a practical plan on how to use this particular novel when teaching English as a foreign language.
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Wagner, Terra M. "Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822760/.

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Multicultural education in counselor education is a popular topic among counselor educators and scholars. To date, scholars have focused on understanding the experiences of counselor educators who teach dedicated multicultural courses. However, less attention has been given to other counselor educators who are required by ethical and training standards to address multicultural issues across the curriculum. The purpose of this study was to understand counselor educators’ experiences addressing multicultural issues in courses that do not have a specific multicultural or diversity focus. I used phenomenological methodology to explore the experiences of counselor educators who hold doctoral degrees in counseling or a related field, have taken a multicultural/diversity course in their graduate training, are full-time clinical or tenure-line faculty members in CACREP-accredited programs, and have never taught courses dedicated to multicultural or diversity issues. Twelve participants (six men and six women), ranging in age ranged from 31 to 65, participated in the study. Ten participants identified as White, one African-American, and one Hispanic. The research team identified eight themes: (1) reasons for avoidance, (2) constraints, (3) qualities and practices, (4) educator as a factor in student development, (5) infusion, (6) personal background, (7) awareness of biases and assumptions, and (8) counselor educator responsibility/gatekeeping. Findings from this study will add to the literature regarding infusion of multicultural issues across the curriculum. Additionally, the implications offered will serve as a resource for counselor educators as they experience unique personal and professional challenges when addressing multicultural issues in classrooms beyond the main multicultural or diversity course offered in counseling programs. Implications for this study may lead to development of more focused guidelines on how to increase the increase the comfort of counselor educators as they facilitate multicultural discussions and assist counselors-in-training in working toward cultural competence.
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Thiel, Louise. "Personal growth through classroom English : (What pupils say they get out of English teaching)." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003579.

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Guidance and counselling aims to promote the personal growth of the adolescent. However, in the current South African context, it is possible that formalised Guidance instruction and the post of the school counsellor may disappear in many schools as a result of economic rationalisation. If this occurs, the fostering of personal growth will rest with all teachers and it will be vital to utilise all available opportunities. The study of English is one of the areas traditionally seen to promote personal growth, as several aims of English teaching relate to such growth. The purpose of this study is to investigate from the pupil's perspective whether these aims are being fulfilled within 'Model C' CEO schools in order to gauge the potential of English teaching to fulfil the personal growth role of Guidance teaching. Pupils were asked what influence English teaching had on their attitudes and ideas towards life, on themselves and on their development as people. From the data, common themes were established and documented. These themes showed that important aspects of personal growth are indeed fostered by the English teaching of literature, poetry, written work, oral work and visual literacy. This study therefore confirms that English teaching does foster personal growth and that the potential does exist for English teaching to subsume some of the roles of Guidance.
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Theall, Tina M. "Role conflict, psychological strain, and satisfaction with supervision in counseling graduate students." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/770941.

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Supervision is seen as an essential and important element in the training of counselors. As trainees receive much of their role definition from their supervisors, an unsatisfactory supervisory relationship where the trainee is experiencing incongruence between his or her beliefs about his or her role in the counseling situation and the messages being received from the supervisor can be seen as a source of stress and frustration. The present study was designed to examine the relationship between role conflict, satisfaction with supervision, and psychological strain.Results indicate there is a significant positive relationship between theoretical congruence and satisfaction with supervision. No significant positive relationships were found, however, between role conflict and psychological strain, or between theoretical congruence and psychological strain. Additionally, no significant negative relationships were found between role conflict and theoretical congruence or between role conflict and satisfaction with supervisionFurthermore, post hoc analysis revealed significant relationships by gender. In males, for example, a significant negative relationship was found between supervisory working alliance and role conflict.In females, a significant positive relationship was found between theoretical congruence and supervisory working alliance.
Department of Counseling Psychology and Guidance Services
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