The Effects Of Two Group Approaches On Counseling Students\u27 Empathy Development, Group Leader Self-efficacy Development, And Experience Of Hte Therapeutic Factors

Counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) require their students to participate in a group experience as a member for 10 clock hours over the course of an academic term (CACREP, 2009). In addition, the Association for Specialists in Group Work (ASGW) recommends that students participate in a group experience as a member or a leader for at least 10 hours and states that 20 hours of participation is preferable (ASGW, 2000). Counselor education programs satisfy the requirement in a variety of ways (Anderson & Price, 2001; Armstrong, 2002; Merta et al., 1993); however, the two most common types of groups are unstructured (e.g., personal growth) (48%), and structured (e.g., psychoeducational) (38%), both requiring some level of self-disclosure by students (Armstrong, 2002). The purpose of this study was to investigate the effects of two group approaches on counseling students\u27 empathy development, group leader self-efficacy development, and their experience of the therapeutic factors. More specifically, this study compared personal growth groups and psychoeducational groups on the constructs of: (a) cognitive and affective empathy (Interpersonal Reactivity Index ; Davis, 1980), (b) group leader self-efficacy (Group Leader Self-Efficacy Instrument ; Page, Pietrzak, & Lewis, 2001), and cohesion, catharsis, and insight (Curative Climate Instrument ; Fuhriman, Drescher, Hanson, & Henrie, 1986). In addition, the study explored pre to post intervention change for each group on the constructs of cognitive and affective empathy and group leader self-efficacy. The statistical analyses in this study included (a) MANCOVA, (b) disrciminant analysis, and (c) repeated-measures ANOVAs. The participants in personal growth groups valued catharsis and insight at greater levels than participants in the psychoeducational groups. Additionally, there was not a difference between the groups at posttest on cognitive empathy, affective empathy, or group leader self-efficacy. Further, neither group experienced a change in cognitive or affective empathy from pre to post. However, both groups did experience an increase in group leader self-efficacy from pre to post

A Practical Guide to Literature Reviews and Research Questions for School-Based Counselors

School-based counselors and counselors-in-training need to be active consumers of high-quality research in order to incorporate research-supported strategies into their school counseling practice.. One way to become familiar with current research is through peer-reviewed journal articles. In order for school-based counselors to effectively translate what they have read in an article into counseling practice, they need to be able to identify if what they are reading is of high quality. In this article we provide counselors and counselors-in-training with a brief resource to constructively evaluate the quality of literature reviews as well as the research questions of an empirical study. We provide a case example and discuss practical application

Design Build

The 2011 Design/Build Studio included 13 undergraduate architects, 2 graduate architects, 6 landscape architects, and 1 interior designer. Under the careful supervision and guidance of Bruce Bassler, this team worked to design and deliver a complete sleeping cabin to the Scenic Park campground in South Sioux City, Nebraska

The effectiveness of a manualized hip-hop and rap intervention on well-being among black emerging adult men: A multiple baseline design

ABSTRACT In this study, I used single case research, specifically, multiple baseline design to test the effectiveness of implement the reading of hip-hop and rap lyrics in mental health counseling. Data was collected through self-reported assessments to demonstrate causation between variables. The assessment tools consist of Outcomes Rating Scale, Satisfaction with Life Scale, and Sessions Rating Scale. There were five Black and African American college-aged men between ages 18 and 24. The results provided evidence supporting the use of hip-hip and rap music intervention to enrich the wellbeing among the population. The purpose of this research study, which was part of my dissertation, was to provide an overview of current empirical research utilizing hip-hop and rap in counseling, create a manual to assist with implementing hip-hop and rap as a treatment intervention, and test the effectiveness of the treatment intervention to assist counselors with a new cultural based intervention. (PsycInfo Database Record (c) 2023 APA, all rights reserved

Manifestation Of Altruism: Perceptions Among Counselling Students In The United Kingdom

Aims: The purpose of this study was to examine the applicability of a proposed model of the development of altruism, or unselfish caring for others, as perceived by counselling students in the UK. Method: Semi-structured interviews were conducted with eight counsellors-in-training. The data analysis involved open coding, axial coding, and the development of a coding paradigm. Findings: The findings address the four factors (biological, cognitive, social learning, and religiosity/spirituality) proposed in the model. Additional themes included: (a) community development and sustainability, (b) altruism across the lifespan, and (c) the counselling profession. Implications: The findings suggest a relationship between altruism and counsellor success. This supports the integration of altruism within the counselling curriculum, as it relates to the British Association for Counselling and Psychotherapy (BACP) Ethical Framework (2010). Furthermore, the findings support future research focused on altruism. © 2012 Copyright British Association for Counselling and Psychotherapy

Group Leader Development: Effects Of Personal Growth And Psychoeducational Groups

The purpose of this quasi-experimental study was to compare the effects of personal growth groups and psychoeducational groups on counselor education students\u27 (n = 74) empathy and group leader self-efficacy. Additionally, we compared the degree to which participants in each group valued: (a) cohesion, (b) catharsis, and (c) insight. There were no significant differences in empathy, group leader self-efficacy, or cohesion between the groups; however, members of the personal growth groups valued catharsis and insight more than members of the psychoeducational groups. Implications for group work educators and future research are discussed. © 2013 Copyright ASGW