Dissertations / Theses: 'Students, Foreign – Counseling of'

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Hsu, Pu-Yun. "An assessment of counseling needs of international students at the University of Wisconsin-Stout Spring 2003." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hsup.pdf.

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Kendagor, Solomon. "Pastoral care and counseling for international students studying in the USA." Thesis, Freely available online, 2005. http://upetd.up.ac.za/thesis/available/etd-08202005-072806/.

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Zhang, Naijian. "Acculturation and counseling expectancies : Asian international students' attitudes toward seeking professional psychological help." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1125367.

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Coming to the United States, international students face numerous cross-cultural adjustment difficulties. Asian international students have had the most cross-cultural difficulties among all international students. Helping Asian international students deal with their life stress has become a challenge for American counselors and psychologists.Studies on the attitude toward seeking professional psychological help have been done primarily with African Americans, Mexican Americans, and Asian Americans. As the population of Asian international students increases, it becomes important that the attitudes of Asian international students toward seeking professional psychological help be examined. The present study examined the relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help. In addition, this study explored the relationships between Asian international students' levels of acculturation and their recognition of need for psychotherapeutic help, their stigma tolerance, their interpersonal openness, and their confidence in mental health practitioners.One hundred and seventy Asian international students from one Midwestern university and one Northeastern university participated in this study. Participants completed two questionnaires and a demographic profile sheet: (1) the Suinn-Lew Asian Self-Identity Acculturation Scale-International (SL-ASIA-I); (2) the Attitudes Toward Seeking Professional Psychological Help Scale (ATSPPHS); and (3) the demographic sheet which included country of origin, religious beliefs, plans/intentions to stay in U.S., the length of time in the U.S., previous therapy experiences, age, gender, education, major, marital status, and children. Two hypotheses were tested: (1) There was a significant relationship between Asian international students' acculturation levels and their attitudes toward seeking professional psychological help; (2) The higher levels of acculturation the Asian international students had, the more positive their attitudes toward seeking professional psychological help. Multiple regression analyses were conducted to predict Asian international students' attitudes toward seeking professional psychological help.As was expected, a significant relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help was observed. In addition, significant correlations were perceived between Asian international students' levels of acculturation and their stigma tolerance and their confidence in mental health practitioners. Discussions of these findings and limitations and recommendations for future research were presented.
Department of Secondary, Higher, and Foundations of Education

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Lin, Yin. "Efficacy of REACH Forgiveness for Foreign and Virginia Students." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2952.

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People agree that forgiveness is a virtue in essentially all countries. However, different cultures have different ideas about how willing one should forgive and under what circumstances. Although the study occurred in the USA, I recruited both foreign-extraction and Virginia born-and-raised female college students (N=102) to participate a six-hour REACH forgiveness intervention, promoting their forgiveness through psychoeducational groups. In my thesis, I investigated whether students of foreign extraction and Virginia-born students would respond similarly to the intervention. I operationalized culture in two ways—by country and by individual self-reported self-construal. I measured forgiveness using two measures—decisional forgiveness and emotional forgiveness. I found that the six-hour REACH forgiveness intervention enhanced participants’ forgiveness regardless of their culture background. But foreign students who were functioning in a US university did not respond differently than Virginia-born students. The similar findings also applied to participants who perceived themselves differently in Collectivism and Individualism.

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Snider, Paul D. "Exploring the relationships between individualism and collectivism and attitudes towards counselling among ethnic Chinese, Australian, and American university students /." Access via Murdoch University Digital Theses Project, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040430.140708.

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Lee, Eunah Kim. "Effects of Three Interventions with International College Students Referred for Adjustment and Language Difficulties: A Preliminary Study." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3649/.

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This quasi-experimental study examined the effects of three interventions with international college students referred for adjustment and language difficulties. Fifty-four international students were assigned to treatment groups including expressive group counseling (n = 14), group speech therapy (n = 14), interdisciplinary counseling/speech intervention (n = 13), and the no treatment control (n = 13). Three null hypotheses were analyzed using a two factor repeated measures analysis of variance to determine whether the four treatment groups behaved differently across time according to pre- and posttest results of the ASR Total and Internalizing Problems scales and the CCSR total scores. Two null hypotheses were rejected at the alpha .05 level of statistical significance with large treatment effects. Post hoc analyses were conducted when a statistically significant interaction effect was found. The no treatment control group was established as a baseline to examine how each intervention group performed over time when compared to the no treatment control group. Results of the post hoc analysis for Total Problems indicated that international students in all three treatment groups demonstrated statistically significant improvements in total behavior problems at the alpha .025 level (Expressive counseling: p = .002, Speech: p = .01, and Interdisciplinary: p = .003) and large treatment effects (partial η2 = .33, .24, and .31, respectively), thus indicating all three may be considered effective mental health treatments to target international students' total behavior problems. Results of the post hoc analysis for Internalizing Problems indicated that the interdisciplinary counseling/speech intervention was statistically significant (p = .02) in lowering internalizing problems and had a large treatment effect (partial η2 = .22). The expressive group counseling intervention also demonstrated a large treatment effect (partial η2 = .15) although not a statistically significant level (p = .04). The large treatment effects obtained for both interventions highlight the benefit of expressive group counseling as a sole intervention, as well as when combined with group speech therapy, for ameliorating international students' internalizing problems.

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Aldawsari, Hussam. "The Relationship between Acculturative Stress and Well-being among Foreign-Born Arab International Students in the United States: An Exploratory Study." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo159441072560676.

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Duthie, Myrna. "International peers : perceptions of the host-national peers in a program designed to aid the adjustment of international students at the University of British Columbia." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26807.

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Perceptions of the Host-National Peers in a Program Designed to Aid the Adjustment of International Students at the University of British Columbia Foreign students want and need social contact with people from the host country when they study abroad. The Counselling Psychology Department at the University of British Columbia has developed a peer program where Canadian students are paired with foreign students in an attempt to ease the feelings of loneliness and isolation which these foreign students often experience. This paper contains a review of related literature, a description of the peer program, an analysis of interviews with host-national participants and recommendations for improvements to the program. The literature review surveys the problems associated with foreign students on North American campuses, several theories of the adjustment process and programs designed to aid that adjustment. Some factors which help students adjust to a new environment are counselling and peer support. Host peers commented on how and why they became participants in the program. They revealed some of the problems associated with being a helping peer. The benefits they received from the program were many but they were able to identify several aspects of the program which could be changed to make the program more rewarding to themselves and to the foreign peers.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Lo, Waiping Alice. "Sojourner adjustment : the experience of wives of mainland Chinese graduate students /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-09232008-144728/.

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Williams, Sheila Y. Guinier Clarke. "ASIAN INDIAN SOJOURNERS: AN INQUIRY INTO THE PROBASHI–“AWAY FROM HOME” EXPERIENCE OF GRADUATE STUDENTS AT A MID-WESTERN UNIVERSITY." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1188314140.

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Khabiri, Mohammad. "Problems Involved in the Academic Advisement Process of Foreign Graduate Students at North Texas State University." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331369/.

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The subjects were 69 graduate faculty advisors, 187 foreign graduate students, and 184 American graduate students who were enrolled at North Texas State University in the Spring Semester, 1984. Statistical techniques used for data analysis include frequency distributions, percentages, means, and Mann-Whitney U test. Significant differences were determined by the two-tailed test of significance at or beyond the .05 level.

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Paez, Georgia Somerville. "The Student Service Related Problems of International and English as a Second Language Students in a Selected Community College." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331264/.

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The study focused on the student service related problems of culturally distinct groups of students attending a community college. The groups selected for the study were sixty international students and sixty English as a Second Language students. The researcher administered the Michigan International Student Problem Inventory, an instrument which has been widely used to indicate foreign students' problems. Combining the use of naturalistic research methodology, the researcher utilized an indepth interview to document the problems they were facing. Patterns and trends among the problems were analyzed and reported. The results indicated that many international students experienced concerns in the area of financial aid, had difficulties with some of the immigration regulations and work restrictions, and experienced forms of racial and social discrimination. The English as a Second Language students tended to experience most difficulties in the area of English language functioning but also experienced problems related to academic functioning and making friends. The student service areas most closely related to the international students' concerns were Financial Aids, Admissions, Placement, Counseling, and English Language Services. English as a Second Language students' problems were most closely related to the areas of English Language Services, Admissions, Counseling, and Academic Advisement. Recommendations generated by the study include the development of a new instrument to include topics generated by the students in the open-ended section of the questionnaire, a translation of the instrument into the major languages of the English as a Second Language population, and the need for future research on subgroups of the populations who indicated a greater number of problems than the others. Institutional recommendations are included which focus on how the college could address the problems which the students identified.

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Georgiadou, Lorena. "Foreign counselling trainees' experiences of practising in a second language and culture." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9825.

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We live in a multicultural, globalised world, in which counsellors and psychotherapists are increasingly required to work across languages and cultures. Existing literature, however, focuses largely on the needs and experiences of foreign clients, often overlooking the other half of the therapeutic dyad. This thesis tackles the under-researched area of foreign practitioners who work in a host environment. Given the ongoing cultural enrichment of counsellor education in Britain and the demanding character of counselling training in general, this work focuses on one sub-group of this population, namely counsellors in training. To that end, this thesis explores foreign counselling trainees’ experiences of practising in a second language and culture. Underpinned by hermeneutic phenomenology, methodologically this project draws upon the principles of Smith, Flowers and Larkin’s (2009) Interpretative Phenomenological Analysis (IPA). The investigation consists of two empirical studies based on semi-structured interviews with A) non-native speaking and B) native speaking, foreign trainees in their counselling placement. This research design aims to investigate the phenomenon of beginning intercultural counselling from a holistic perspective rather than compare the two groups’ experiences. Overall, findings reveal the numerous ways in which linguistic and cultural difference influence trainees’ experiences of beginning intercultural/interlinguistic practice. The experience of difference appears to mainly impact on trainees’ practitioner identity rather than their perception of practice. Despite the complexities participants encounter, their accounts expose self-efficacy, revealing a position of viewing ‘deficit’ as advantageous. Moreover, findings indicate that the more ‘tangible’ difference is, the more readily trainees acknowledge and discuss its presence in counselling practice. This is largely related to intersubjectivity and encounters with others during training and practice. At the same time, participants’ accounts demonstrate that ‘nativeness/non-nativeness’ is not purely a matter of linguistic mastery, but largely intertwined with familiarity with the host culture. To that end, this thesis proposes that counsellor education ought to address difference, and non-nativeness in particular, from a broader perspective, advance the support provided to foreign trainees and provide opportunities for discussion that will promote all trainees’ cultural awareness.

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Zama, Anri. "A Relevance Rule Organizing Responsive Behavior During Projectably Multi-Unit Tellings." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2750.

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Research on projectably multi-unit tellings (e.g., stories) has largely focused on their contexts of emergence, beginnings, endings, and uptakes (or lack thereof), rather than on their ‘middles.’ The relatively small literature on such ‘middles’ has focused on different types of responsive behaviors when they do occur (e.g., continuers). However, there is virtually no research on relevance rules that might systematically organize these ‘middles,’ including the production of responsive behaviors (or lack thereof) and the management of intersubjectivity. This thesis describes and defends one such relevance rule: Advisors are strongly accountable for responding – either vocally and/or nonvocally – at each and every complex possible-completion place. This relevance rule provides an inferential framework with which to monitor and manage advisors’ understanding of ‘middle’ units. The method used is conversation analysis – including the analysis of deviant cases – complemented by the coding of data and resultant distributional patterns. Data are dual-camera-videotaped, drop-in, advising sessions conducted in English between 20 non-native-English-speaking international students and native-English-speaking advisors working for a university's Office of International Affairs. Specifically, data involve students’ projectably multi-unit problem presentations (e.g., related to Visa status, course scheduling, international travel, housing, etc.).

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Abdel, Razek Abdel Nasser A. H. "An Exploration of the Case of Saudi Students' Engagement, Success and Self-Efficacy at a Mid-Western American University." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1337282450.

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Brash, Jonathan. "Modersmålsstödjare - eller hur var det nu? : En studie om studiehandledarens roll i skolans verksamhet." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55187.

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Syftet med den här studien är att belysa studiehandledare och deras roll i olika skolor. Hur arbetar de på en daglig basis? Vilka instruktioner får de från sina överordnanden? Vilka tankar har de om hur deras arbete är organiserat och strukturerat? För att skapa tillförlitliga svar har den teoretiska utgångspunkten i studien baserats på hur studiehandledare ser på sin egen roll inom skolans verksamhet. Studien är baserad på flertalet intervjuer med studiehandledare där tankekartor skapades för att skapa klarhet i svaren. Resultaten visade en mängd olika erfarenheter vilket gav en intressant grund att bygga vidare på. Resultaten indikerade också de många olika utmaningar som skolor står inför både när det gäller strukturering och organisering av studiehandledarnas arbete. Möjligtvis än viktigare visade resultaten en tydlig bild av den centrala roll som studiehandledaren har i att skapa ett samhälle där vi alla möter varandra på samma villkor och behandlar alla jämlikt, och inte minst skapar förutsättningar för alla elever att nå sin fulla potential. Det här är något alla skolor ska och bör sträva emot på grund av de många fördelarna med det.
My purpose with this study is to highlight study counselors and the role they maintain in different schools. How do they work on a daily basis? Which instructions do they receive from their superiors? What are their thoughts on how their work is organized and structured? To create reliable answers my theoretical approach is based on how the study counselors see themselves as part of schools and their organizations. The study is based on interviews with several study counselors where mindmaps were created to make the answers more direct and concrete. The findings showed somewhat different experiences which created an interesting narrative to build upon. The results also indicated the many different challenges we all face when it comes to both organizing and structuring the work of study counselors. Perhaps more importantly the finding gave a clear insight about the major importance of study counselors and their key role in creating an equal society which treats everyone equally and creates the same opportunities for every pupil to reach their full potenial. Something we all should aim towards due to the many benefits which comes with it.

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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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Kutsko, Kathleen A. "Personality and Empathy in Counseling Students." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553690129724128.

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Rowe, Kirk (Kirk Lee). "Career Counseling with Academically Talented Students." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278574/.

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Academically talented college students have unique development needs that often go unmet. One area that is currently attracting more attention in the academically talented literature is career counseling. The purpose of the present study was to compare the effectiveness of individual and group career counseling interventions. Subjects included 54 students from a special Texas program that provides the opportunity for gifted students to attend college during their final two years of high school. One instrument used assessed identity, confidence, career goals, and professional identity. The second instrument evaluated whether the subjects had recently discussed career concerns, were seeing a vocational counselor, or seeking career information. A pre-test was followed by group or individual intervention, and a post-test was conducted two months later. Results indicated an overall decrease on the instrument assessing professional identity and career goals. This study revealed no difference in effectiveness between group or individual interventions. Further research in this area is necessary to develop and refine the most effective career counseling interventions for the academically talented student.

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Machuca, J. Raul. "Resilience Characteristics of Master's-Level Counseling Students." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1272.

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Resilience characteristics typically have been studied among children and adolescents. A new line of research on resilience is focused on exploring the resilience characteristics of adults exposed to short and long-term adversity. In the present study, 585 master's-level counseling students responded to the Resilience Scale (Wagnild & Young, 1993). The purpose of this study was to examine the relationship between counseling students' level of resilience and specific background variables (age, gender, marital status, ethnicity, education, income, employment, living situation, sexual orientation, and country of origin), counselor-education program variables (primary field of study, number of credits taken, academic status, professional affiliations, supervision status, counseling courses, role identification, and accreditation), and risk (poverty, natural disasters, and terrorism) and protective variables (perceived support, school expectations, and community involvement). The results of this study indicated that resilience characteristics and the overall resilience score were associated with background variables, risk and protective variables, and counselingtraining- program variables. The counseling-training-program variables examined were minimally correlated with participants' resilience characteristics or their resilience score. The results of this study offer support for the adoption of wellness-based assessments of counseling trainees, as opposed to measures of impairment. Suggestions are offered for counselor educators and supervisors regarding possibilities for fostering the resilience of counseling trainees as well as counseling practitioners.

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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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Denisenko, V. "Education in Germany for foreign students." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13001.

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Borolis, I. "Adaptation of foreign students in Ukraine." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18523.

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Juveland, Sara Racheal. "Foreign Language Students' Beliefs about Homestays." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/289.

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Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host country and for the support a family setting provides. Student beliefs about negative aspects of homestays (such as the possibility of being placed with a bad family) and the role of the homestay placement program were also investigated; several practical implications were drawn for staff in homestay placement programs and language institutions that may improve the homestay experience.

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Singletary, Mary Sue. "A descriptive study of suicidal intentions among African-American male college students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/3104.

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The intent of this study was to examine the suicidal intentions among a select group of African American male college students. The survey drew responses and information from these students within several major categories: (1) demographic and familial background, (2) personal and male modes of feeling, and (3) conditions surrounding suicidal intentions. Twelve of the students were unique in that these characteristics were outstanding compared to the expected responses of the population: more than expected (1) lived in a single room, (2) were only children, (3) were first born, (4) had self—destructiveness and loneliness in the family, (5) had a father as a suicidal model, (6) had prolonged pain when there was loss or separation, and (7) experienced spontaneous zaniness and risk taking. Therefore, further investigation might be waranted in the area of intervention on college campuses to address and process these special areas in African American males, as well as youth generally.

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Farkas, John. "Comparison of international college students in various life settings and their perceived social and cultural adjustment /." Click here to download free PDF copy through Current Research database, 2005. http://0-wwwlib.umi.com.library.dowling.edu/cr/dowling/fullcit?p3200174.

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Duncan, Lonnie Earl. "Black students' attitude toward counseling and counselor preference." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027105.

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The utilization of counseling services by Black college students has been a focus of the help seeking literature. The help seeking literature has focused on the nature of the potential problem, attitude toward counseling, rank of potential helpers, characteristics of help seekers, and the characteristics that Black students most prefer when choosing to see a counselor. The majority of this literature has primarily focused on the differences between White and Black students while ignoring within group differences. The present study examined the help seeking attitude and counselor preference of Black college students. The following hypotheses were investigated: a) whether African self-consciousness, socioeconomic status, sex, cultural mistrust, and prior counseling experience would predict attitudes toward counseling, b) whether African selfconsciousness, sex, socioeconomic status, prior counseling , and cultural mistrust would predict counselor preference for personal concerns, c) whether African self-consciousness, sex, socioeconomic status, prior counseling , and cultural mistrust would predict counselor preference for educational/vocational concerns, and d)whether African selfconsciousness, sex, socioeconomic status, prior counseling , and cultural mistrust would predict counselor preference for environmental concerns.A regression analysis using SPSS revealed that socioeconomic status, sex, and cultural mistrust were statistically significant predictors of attitude toward counseling. Three separate canonical correlations revealed that African self-consciousness, cultural mistrust, and gender were significant predictors of race and gender preferences for personal, educational /vocational, and environmental concerns experienced by Black students. Generally, Black students who were culturally committed, as measured by African self-consciousness, preferred a Black female counselor when faced with personal, educational/vocational, or environmental concerns while those Black students who were less mistrustful preferred a White female counselor for these same concerns. Limitations and implications for theory, practice, and research of the findings are discussed
Department of Counseling Psychology and Guidance Services

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Jardon, Alexander Matthew. "Multicultural Competence for Counseling Students Experiencing Cultural Immersion." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91390.

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A number of studies have examined how counselor educators can facilitate counselor development of multicultural competence within the context of graduate counseling programs (e.g., Chu-Lien Chao, 2012; Constantine, 2001; Constantine, Juby, and Liang, 2001; Dickson and Jepsen, 2007; Sodowsky et al., 1998). Much less research has focused on counselor development occurring in students' personal lives, yet some evidence has shown that students report the impact of extracurricular experiences on counselor development (Coleman, 2006; Furr and Carroll, 2003; Rønnestad and Skovholt, 2003). Many qualitative studies have demonstrated positive effects of cultural immersion experiences, yet much less research in this area has utilized the quantitative measures related to cultural awareness. Few studies have also examined the effects of living among a different culture instead of visiting a different culture short term. After a thorough review of the literature on cultural immersion experiences, this study was designed to fill the gap that presently exists in quantitative findings exploring differences in multicultural competence and universal-diverse orientation, which is an awareness and accepting attitude for those who come from diverse backgrounds. The sample for the study consisted of students experiencing cultural immersion by means of relocation for their graduate training program. Additional analysis examined how universal-diverse orientation and duration of graduate training predicted multicultural competence scores. The results were not significant showing any differences in either multicultural competence or universal-diverse orientation scores based on cultural immersion. Similarly, no differences were found for either of these variables based on amount of multicultural training either. One finding that was statistically significant was a strong, positive correlation, as well as predictive ability, between universal-diverse orientation and multicultural knowledge and awareness. Implications of the findings could be applicable to clinicians and counselor education programs. By fostering more universal-diverse orientation, counselor educators could work towards increasing multicultural competence as well. This study was found to have some limitations, primarily a small sample size for quantitative analysis. These results do have implications for future research to continue studying multicultural competence, universal-diverse orientation, and cultural immersion.
Doctor of Philosophy
Much research has examined how people who train mental health professionals can facilitate counselor development of multicultural competence, an awareness for cultural differences and an ability to work with people from many cultural backgrounds. Much less research has focused on counselor development occurring in students’ personal lives, yet some evidence has shown that students report the impact of events in their personal lives on counselor development. Many studies have demonstrated positive effects of cultural immersion experiences, in which participants immerse themselves in a different culture for a time period. A few studies have also examined the effects of living among a different culture instead of visiting a different culture short term. After a thorough review of the literature on cultural immersion experiences, this study was designed to research how living among a diverse culture could result in differences in multicultural competence and universal-diverse orientation, which is an awareness and accepting attitude for those who come from diverse backgrounds. The study focused on students who moved to live in a different culture as part of their graduate training program in a counseling related field. The researcher also explored the relationship between universal-diverse orientation and multicultural competence scores. The results were not significant showing any differences in either multicultural competence or universal-diverse orientation scores based on whether or not participants had experienced cultural immersion. Similarly, no differences were found based on amount of multicultural training either. One finding that was significant was a strong relationship between universal-diverse orientation and multicultural knowledge and awareness. Implications of the findings could be applicable to counselors and counselor education programs. By fostering more universal-diverse orientation, counselor educators could work towards increasing multicultural competence as well. This study was found to have some limitations, primarily having few participants take the study’s survey. These results do have implications for future research to continue studying multicultural competence, universal-diverse orientation, and cultural immersion.

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Davis, Terri Michelle. "Factors influencing college students' attitudes toward seeking counseling." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1332874865.

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Asempapa, Bridget. "Exploring Counseling Students’ Perceived Competencies about Integrated Care." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490828580486265.

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31

Warren, Edward Scott. "Ego development and theoretical orientation among counseling students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9724/.

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This study investigated potential relationships between master's level counseling students' levels of ego development and their identified orientations to one of six guiding theories of counseling; students' theoretical orientation classifications when classified according to the theory's domain of emphasis: affective, behavioral, or cognitive; students' degrees of confidence in identifying their theoretical orientations; and students' degrees of comfort in applying their theories in clinical practice. Seventy participants enrolled in a master's level practicum course completed the Washington University Sentence Completion Test, a measure of ego development, and the Counseling Theory Survey, a survey developed by the researcher, in order to identify students' identified theoretical orientations, students' degrees of confidence in identifying their theoretical orientations, and students' degrees of comfort in applying their theories in clinical practice. Ego development level was operationalized as a dichotomous variable consisting of level E5 and below and E6 and above, based on the developmental task attained at E6: a shift from emphasis on in-group identity to self-evaluated standards. To determine potential relationships between the students' ego development levels and their theoretical orientations and their orientations when classified by domain of emphasis, 2 x 4 and 2 x 3 Chi-square analyses were used. Independent t-tests were conducted to determine if the students' degrees of confidence in identifying their theoretical orientation and their degrees of comfort in applying their orientation varied across the two groups. No statistically significant results were found. Alternative explanations for the identification of theoretical orientation, limitations of the study, and suggestions for future research are discussed with emphasis on the need for greater integration of current theories related to the identification of theoretical orientation.

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Hoang, Phu Dinh. "Attitudes of Southeast Asian immigrant students toward counseling /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7782.

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Warren, Edward Scott Holden Janice Miner. "Ego development and theoretical orientation among counseling students." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9724.

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Leeson, Teresita Baytan. "Developing cross-cultural sensitivity for counselor education students." Gainesville, FL, 1985. http://www.archive.org/details/developingcrossc00lees.

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Borolis, I. "Teaching foreign languages to hearing impaired students." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16672.

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Миленкова, Римма Володимирівна, Римма Владимировна Миленкова, and Rymma Volodymyrivna Mylenkova. "Competence Approach in Teaching Students Foreign Languages." Thesis, СумДПУ ім. А. С. Макаренка, 2012. http://essuir.sumdu.edu.ua/handle/123456789/50819.

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The article proves that it is up to an educational institution to form the complex of competences which help students to compete in the constantly changing world and high demands of employers.
Тези доводять, що саме вищий освітній заклад покликаний сформувати у особистості комплекс компетенцій, які дозволять студентам конкурувати у постійно змінному світі.
Статья доказывает ведущую роль вузов в формировании комплекса комптенций, которые позволят студенту быть конкурентоспособным в постоянно меняющемся мире.

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Булгакова, Наталія Борисівна, Тетяна Іванівна Довгодько, and Н. Василишина. "Contemporary Approaches of Foreign Students Propaedeutic Preparation." Thesis, The VII World Congress “Activation in the XXI-st century” “Safety in Aviation and Space Technologies” (September 19-21, 2016). – K.: NAU, 2016. – P. 12.21-12.24, 2016. http://er.nau.edu.ua/handle/NAU/26477.

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The paper under consideration deals with the urgent issue of mastering professional competence of foreign students in the high establishments. The necessity, the specific role and some propaedeutical (pre-university) problems of foreign students training to study at the Technical University of Ukraine have been analyzed on the theoretical as well as on the practical levels

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Hong, Gong Soog. "Resource Management Problems of USU Foreign Students." DigitalCommons@USU, 1985. https://digitalcommons.usu.edu/etd/2507.

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The purpose of this study was to examine the resource management problems of a group of foreign students. The sample surveyed was 300 foreign students who attended Utah State University during fall quarter of 1984. A questionnaire was used to examine the students' degree of difficulty with resource management. The differences in the degree of difficulty with resource management and respondents' gender , academic level, marital status, length of stay in the U.S. and geographic origin were tested by Analysis of Variance. Significant differences were found in the degree of difficulty with resource management and the length of stay in the U.S. and geographical origin of respondents. The degree of difficulty with resource management was not significantly different by marital status, gender or academic level. Additionally, finances, language, and homesickness were found to be the most serious problem areas during the academic sojourn at USU. The respondents expressed interest in learning more about medical, banking, and auto repair services.

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Peterson, Linda F. "School Counselors' Lived Experiences Supporting Students with Mental Health Concerns." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7420.

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Mental health in schools is a growing concern for many school counselors, educators and communities. School counselors are in key roles in the school setting to support students with mental health concerns. This research was done to gain a deeper understanding of the experiences, beliefs, and attitudes of school counselors supporting students with mental health diagnoses. This hermeneutic phenomenology research used n=4 participants school counselors and each has worked in their field for over 6 years. Additionally, each participant worked in the same school building for a minimum of 3 years or more. Semi structured interviews were used to collect the data. Key findings indicated that the participants all identified many of the same mental health diagnoses in their schools. There were five themes that emerged from the data: The themes included: (a) common mental health concerns, (b) desire for education/training, (c) outside resources for students with mental health concerns, (d) barriers to effective student support and (e) limited time to support students with mental health concerns. The results of this study may inform school counselor education programs, inform other school counselors of ways to support students with a mental illness, and begin conversations about mental health funding for schools.

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Munoz, Samuel. "Mental Health Care for Foreign Born Latinos| A Grant Proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262622.

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The purpose of this project was to write a grant proposal to develop a mental health program for foreign born Latinos with depression. The goal of this project is to provide mental health services consisting of individual and group therapy to this at risk group in Service Provider Area 6 (SPA 6).

Research shows that SPA 6 in Los Angeles County is an area lacking adequate mental health services for foreign born Latinos. SHIELDS for Families, Inc. is the target agency chosen to provide services with staff co-located at St. Francis Medical Center in the city of Lynwood. The California Wellness Foundation was chosen as the funding source.

If funded, the project would provide culturally modified treatment in depression at no cost to adult Latino immigrants, a high risk group, in SPA 6. Actual submission of this grant was not a requirement for this project.

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Dice, Tammi F., Kristy Carlisle, and Rebekah Byrd. "Students’ Perspectives of Experiential Learning in an Addictions Course." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5815.

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Substance use disorder practitioners may identify as individuals in recovery, while others may have never experienced the challenge of abstinence. Without this lived experience, it may be difficult to accurately empathize with clients in recovery. Experiential learning is a way for students to live through an exercise in abstinence. The value of utilizing experiential learning for skill development and application of theory is established. However, there is no empirical research examining the use of experiential learning with undergraduate substance use disorder practitioner trainees not in recovery from addiction as a means to increase their ability to empathize with clients’ experiences. This article explored the impact of an experiential learning assignment in an undergraduate addictions course. A qualitative analysis of students’ written reflections revealed four primary themes. Authors offer suggestions for substance use disorder educators and recommendations for future research.

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Imhoff, Brad A. "An Exploratory Study of Grief Counseling Training and Competencies inCounseling Students at CACREP-accredited Institutions." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426687404.

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Rahimi, Mohd Khairul Anuar. "Phenomenological Experiences of International Students in Marriage, Couple, and Family Counseling Programs." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491436273098362.

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Mason, Janice L. Morreau Lanny E. "Effects of peer counseling on students with mild disabilities." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323737.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 14, 2006. Dissertation Committee: Lanny Morreau (chair), Patricia Klass, Robert Hemenway, Robert Heiny. Includes bibliographical references (leaves 134-153) and abstract. Also available in print.

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Guth, Katy M. "Middle school students' perceptions of their school counseling program." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007guthk.pdf.

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Manamela, Gideon, and Henriette Oberholzer. "The attitudes and perception of students regarding counseling services." Interim : Interdisciplinary Journal, Vol 4, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/429.

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Published Article
Student Counseling is very important to the well being of the students. The purpose of this research is to investigate students' attitudes and perceptions regarding counseling services offered to help them to adjust to academic and social demands at tertiary level. A qualitative study was done through semi-structured interviews and survey questionnaires. A representative sample was drawn from the 1500 students at the institutions. The analysized data indicated that the students in this study were relatively optimistic about seeking counseling and about the positive effect of counseling offered. It is however recommended that the counselor should be more available for emergencies - which implicated more staff and better advertisement of the services available.

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Nielsen, Twyla Ann. "Graduate Counseling Students' Interest in Gerocounseling A Quantitative Study." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27370.

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A growing population of older persons in the United States will require not only additional counselors but counselors who are trained to work with an aging adult population. Recent trends indicate that counselor education programs have moved away from gerocounseling as an academic track as well as eliminating units on aging from courses currently offered to counselors-in-training. Some graduate counselor education programs offer individual courses in aspects of gerontological counseling. If the counseling profession is to meet the rapidly increasing needs of a growing older population, more attention must be given to training counselors to meet the needs of this population. The purpose of this study was to assess graduate counseling students, from counselor education programs, regarding the students? willingness to participate in gerocounseling training and identify specific topics of interest that the graduate counseling students would most be interested in counseling aging adults. Forty-four counselor education programs were contacted in the North Central Region of the Association of Counselor and Education Supervision (North Central ACES) and 211 students responded to the electronic survey through Survey Monkey. The results showed that graduate counseling students are very interested in gerocounseling and working with older adults. Students were willing to take additional coursework but not to the extent that it would delay graduation. Students indicated that they felt prepared to counsel older adults; however, none of the graduate counseling students surveyed had completed their field experience which could impact that sense of preparedness. As the aging population increases, so does the need for counselors who can help older adults with life transitions. It is important that counselor education programs have faculty that identify as gerontology specialists, that graduate counseling students have specialized coursework and are performing research specific to counseling older adults.

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Morganfield, Maggie Garris. "Latino Students’ School Counseling Needs: an Exploratory Needs Assessment." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149642/.

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The purpose of this study was to examine Latino/a student preferences for school counselor activities. The primary focus of research was to determine what school counseling activities Latino/a students perceived as important and which school counseling activities Latino/a high school students perceived as satisfying. The researcher pursued this purpose through administration of a survey instrument developed by the researcher. The instrument consisted of 14 demographic items and 42 5-point Likert scale items based on the domains described in the ASCA’s national model and current literature on experiences of Latino/a adolescents. The sample was comprised of 210 Latino/a high school students from five high schools in three school districts in the suburbs of a large Southwestern U.S. metroplex. The study population consisted of 94 female and 115 male participants ranging in age from 14 to 20 years old with the median age of 17.54 years. Overall, students preferred school counseling activities focusing on college and career readiness. According to the results of this study, students indicated that although they believed college and career activities to be important, they were not satisfied with how their school counselors provided those activities. Multiple regression analyses were utilized to determine which demographic variables were significant predictors of respondents’ perceptions of importance. Results indicated student perceptions of importance did not vary across grades, economic levels, genders, or cultural differences. The results, limitations, and suggestions for school counseling programs were provided within the report.

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Simpson, Paul Wonder. "BIRTH ORDER TRENDS IN COUNSELING AND GUIDANCE GRADUATE STUDENTS." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275432.

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Schaefer, Paul. "Experiences of Conservative Orthodox Christian Students Attending Public Secular Accredited Counseling and Counseling Psychology Graduate Programs." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/391.

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The purpose of this qualitative study was to explore the experiences of conservative orthodox Christian students attending public, secular, accredited counseling and counseling psychology graduate programs. Conservative orthodox Christian students who were attending public, secular, accredited counseling and counseling psychology graduate programs were recruited by email. A prescreening interview was conducted with each respondent. Seven respondents participated in three rounds of individual interviews. The overall research question was: What are the experiences of conservative orthodox Christian students attending public, secular, accredited counseling and counseling psychology graduate programs? Follow-up questions explored the participants' perceptions and experiences in depth. Data were analyzed through within case and cross case displays using a phenomenological approach. Emergent categories, themes, and descriptors were gathered from each round of interviews. Data were organized into three major categories: reflections on secular programs, experiences attending secular programs and Christian identity, and further organized into underlying themes and descriptors. Implications related to conservative orthodox Christian students attending public, secular, accredited counseling and counseling psychology graduate programs were discussed. Finally, suggestions for future research were provided.

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Dissertations / Theses on the topic 'Students, Foreign – Counseling of'

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