Counselor Professional Identity of Counselor Profession Education

This paper describes professional identity of counselor educators teaching ina counselor profession education in Indonesia. The counselor identitiy was explored using a self-reported semi-open questionnaire and a focus-group discussion.Using the questionnaire, the couselors self-assessed their competency level of 75 competence-statement based on government's regulation. Their self-assessed level of competencies was compared to factors like age, teaching experiences, professional development as well as their self-efficacy toward the counselor competencies mandated by government. To confirm the survey findings, a focus-group discussion was held and revealed culture-specific competencies that were not explicated in the regulation but deemed an important characteristic of the counselors' identity. The study found that the counselors described themselves having average level of the mandated competencies and developing culture-specific competency related to technology literacy. The findings provide recommendation to set up context-suited professional development training that prepare the counselors for teaching in the profession training

School Administrators\u27 Perceptions of the CACREP School Counseling Standards

School administrators have broad influence on the selection and role of school counselors. However, administrators\u27 training programs give them little, if any, understanding of the standards (CACREP) to which school counselors are trained and, perhaps more importantly, no information about the school counselors\u27 role as defined by the counseling profession (Ballard and Murgatroyd, 1999; Borders and Drury, 1992; Fitch et al., 2001; Louis et al., 2001; Ponec and Brock, 2000) The purpose of this study was to describe how school administrators view the importance and use of the CACREP School Counseling Standards when hiring school counselors. Questionnaires were mailed to 400 elementary, middle/jr. high, high school, and combined jr. high/high school administrators in Allegheny, Fayette, Greene, and Washington counties in southwestern Pennsylvania. The questionnaire, Professional School Counselors\u27 Competencies, included the 38 knowledge and skill competencies from the CACREP School Counseling Standards. Data for the total population were analyzed, as well as the data for the variables of gender, school level, and years of experience. There were significant differences in how male and female school administrators responded to eight school counselor competencies, and how administrators from various school levels responded on nine of the school counselor competencies. However, the number of years of administrative experience was not a significant indicator of school administrators\u27 responses to the Professional School Counselor\u27s Competencies\u27 questionnaire

Student Preferences for College and Career Information

This study examined the preferences of high school seniors (N = 2901) for receiving college and career information, an area not well-studied previously. Key findings are: Parents and peers are rated to be very helpful sources of college and career information; school counselors are a helpful source of information for first-generation and low-income students; and the internet is a helpful source of information, but email and one-on-one are more preferred sources of information. The findings of this study are useful for K-12 education, college access, and higher education professionals to consider when developing policies and programs to provide college and career information to students

Implications of Personal Recovery History for Training and Development of Addiction Treatment Workers

The purpose of the study was to identify and compare competencies perceived as most important by addiction treatment workers with, and without, a personal history of recovery. A survey was developed and administered to 94 workers in three community-based addiction treatment agencies. The study found broad support for the competencies published by the Addiction Technology Transfer Center, National Curriculum Committee (1998). There were no significant differences in perceptions of competencies by workers with a personal recovery history and those without such history. Results indicate that factors such as workplace culture may be more powerful than recovery history in influencing worker perceptions. Areas for improved training, such as utilization of research, outcome studies, and applying systems theory, are discussed

Doctor of Philosophy

dissertationThe United States is a leader in internationalizing its higher education and has witnessed a tremendous increase in recruiting international students. International students, however, encounter a host of challenges, including language and cultural barriers. Additionally, many come to the United States with a need for strong career development and guidance. Due to the complexity of cultural, social, legal, and personal factors, college career counselors require adequate training and education to appropriately assist international students. Specifically, the need to develop career counselors’ sense of efficacy and multicultural competence is paramount. This study was conducted to assess college career counselors’ perceived level of multicultural counseling competence and self-efficacy in working with international students, as well as the relationship between these two variables. Factors promoting cultural competence and counselor self-efficacy were also explored. In addition, using hierarchical linear regression analysis, this study explored the degree to which multicultural competence influences counselor self-efficacy above and beyond their training and experience. A total number of 145 college counselors completed the online survey. Results suggest counselors rate themselves as possessing an average level of self-efficacy in working with international students, as well as moderate to high multicultural counseling competence. Graduate degree in counseling, counseling classes, on-the-job training, and supervision were positively associated with higher counselor self-efficacy. Similarly, counselors who took more multicultural classes and attended more multicultural training reported higher multicultural counseling competence. Multicultural counseling competence was found to be significantly correlated with career counselors’ self-efficacy in working with international students as well as a significant predictor of counselor self-efficacy. The current study supports the importance of recruiting college career counselors with a graduate level of education in counseling. On-the-job training, supervision, and multicultural training were also crucial in counselors’ perceived level of cultural competence and self-efficacy in working with international students. The findings of this study have important implications for career counselor recruitment, supervision, and training

Clinical Supervisor Self-Perceived Addiction Competencies in Response to the Opioid Epidemic

As the United States is facing an unprecedented national opioid epidemic it is essential that clinical supervisors who oversee the practice of Licensed Professional Counselors demonstrate understanding, knowledge, and application of addiction competencies. The purpose of this study was twofold: to identify the self-perceived addiction competencies of Approved Clinical Supervisors (ACS), and to examine the predictive value of addiction education (graduate and training courses), direct substance use counseling, and generalist counseling experience in relation to supervisors\u27 self-perceived addiction competency. The results of multiple linear regression analyses indicated that substance use counseling experience had a significant relationship with self-perceived addiction competency. Additionally, when combining all three predictor variables in the model, a positive relationship with ACSs’ self-perceived addiction competencies exists. This dissertation includes an overview of the study, a review of the literature, a description of the study’s methodology, and analysis of the results. Finally, a discussion of the study findings in relation to enhancing addiction training and experience requirements to assist clinical supervisors in providing effective supervision to counselors providing services to individuals with substance use disorders is discussed

Relationship Between School Counselor Multicultural Counseling Competence and Self-Efficacy in Working with Recent Immigrant Students

The purpose of this study is to examine how school counselors' multicultural counseling competence is related to their self-efficacy in working with recent immigrant students. This study investigated the demographic variables of school counselors, as well as three multicultural counseling competencies (multicultural terminology, multicultural knowledge, and multicultural awareness). A random sample of American School Counselor Association (ASCA) members received an online questionnaire via email, and a total of 381 professional school counselors participated in the study. The questionnaire combined the Multicultural Counseling and Training Survey-Revised (MCCTS-R), the School Counselor Self-Efficacy Scale (SCSE) and demographic questionnaires. To assess the relationships between demographic variables, three multicultural counseling competencies, and five dimensions of self-efficacy the researcher conducted a series of descriptive analyses and a two-step hierarchical multiple regression. The results of the study suggested that training experiences in a graduate program, school urbanicity, and age were related to the counselors' perceived level of self-efficacy. Years of experience as a school counselor and race/ethnicity also were related to school counselors' self-efficacy, after controlling multicultural counseling competency variables. The study suggests that multicultural knowledge and multicultural awareness were related significantly to school counselors' self-efficacy when working with recent immigrant students

Recognizing Ableism and Practicing Disability Humility: Conceptualizing Disability Across the Lifespan

Disability culture is often misunderstood by counselors who lack extensive training in working with individuals with disabilities (IWDs) (Stuntzner & Hartley, 2014). This quantitative study used the Counseling Clients with Disability Survey (CCDS) to explore the beliefs and perceived knowledge of counselors-in-training (CITs), counselors, and counselor educators regarding preparation to counsel IWDs, which is particularly important as disability status can change across the lifespan, and given that the Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards Review Committee provided a guide to the draft standards incorporating the infusion of disability concepts. Results indicate that counselors were competent regarding disability awareness and use of microskills but lacked specific knowledge regarding disabilities. Findings suggest that faculty members need to intentionally infuse cultural humility and assess for readiness when working with IWDs. The manuscript concludes with specific suggestions of integrating disability content into varied coursework

Texas Physicians\u27 Awareness and Utilization of Genetic Services

The number of disorders for which genetic testing is available has increased nearly 500% in the past 15 years. Access to the majority of genetic tests and services hinges on physicians’ ability to identify patients at risk for genetic disease and provide appropriate testing and counseling or refer to genetic specialists. Recent research demonstrates the need for referrals to genetic specialists by showing that many physicians lack skills required to perform appropriate genetic services, such as making proper risk assessments, providing genetic counseling, ordering genetic testing and interpreting results. However, little research exists on physicians’ awareness and utilization of genetic services. In this study, an electronic survey evaluating practicing physicians’ awareness of, utilization of and perceived barriers to genetic services in Texas was distributed via state physician organizations. Of the 157 participants, approximately half reported they were moderately or very aware of genetic testing and services in their area. Very few reported awareness of telemedicine services. Over two-thirds reported never or rarely referring to genetic counselors or other genetic specialists, despite 75% reporting they had noticed an increased impact of genetics on their field and 61% reporting they had discussed genetics more in their day-to-day practice in the last 5-10 years. Only 20% reported genetics was very integral to their specialty. Over three-fourths of all participants indicated interest in learning more about genetics, genetic testing and genetic services. Among the most frequently chosen barriers to genetic counselors were awareness-related barriers such as not knowing how to refer to a genetic counselor. Responses to many items varied significantly by medical specialty. The results identify a need to increase awareness of genetic services and referral logistics. Specific findings can help direct outreach efforts to educate clinicians, such as developing clinically meaningful, specialty-specific educational objectives