Counselor Educators’ Internal Experiences of Gatekeeping

Counselor educators practice gatekeeping to graduate only students who are ethical and competent, yet students with problems of professional competence (PPC) continue to graduate. Gatekeeping challenges include personal, pedagogical, administrative, ethical, and legal concerns, and gatekeeping has been characterized as a taxing emotional and social process. Specific knowledge about counselor educators’ internal experiences during gatekeeping is limited. Researchers asked how do counselor educators experience their internal reactions during gatekeeping processes for PPC? Researchers interviewed counselor educators about their gatekeeping experiences and analyzed data using grounded theory methods. The authors propose a grounded theory of striving to be an effective gatekeeper that describes participants’ internal experiences of gatekeeping and will benefit counselor educators, students, and the public good

The Experience of Gifted Girls Transitioning from Elementary School to Sixth and Seventh Grade: A Grounded Theory

This research explored the experiences of gifted girls transitioning from elementary school to sixth and seventh grade. The current literature indicates that gifted girls often struggle emotionally during this transition. Seven research participants were selected and interviewed over a four-month period. Grounded theory methodology was used to analyze data, generate subsequent interview questions, and build theory. This study indicated that these gifted girls transition was facilitated by their strong identities, which enabled them to balance their social and academic lives. Their strong identities allowed them to choose strategies that helped them build connections with both gifted and nongifted peers. These relationships contributed significantly to their sense of self, and in turn supported their transition experiences

Application of Focal Conflict Theory to Psychoeducational Groups: Implications for Process, Content, and Leadership

Group psychoeducation is a common group type used for a range of purposes. The literature presents balancing content and process as a challenge for psychoeducational group leaders. While the significance of group psychoeducation is supported, practitioners are given little direction for addressing process in these groups. Focal Conflict Theory (FCT) is a model for conceptualizing and intervening in group process that has been applied to therapy and work groups. This article presents the challenges of psychoeducational groups, describes FCT, and discusses its application to psychoeducational groups using case examples. Implications for leaders of psychoeducation groups are discussed

Epizootic Emergence of Usutu Virus in Wild and Captive Birds in Germany

This study aimed to identify the causative agent of mass mortality in wild and captive birds in southwest Germany and to gather insights into the phylogenetic relationship and spatial distribution of the pathogen. Since June 2011, 223 dead birds were collected and tested for the presence of viral pathogens. Usutu virus (USUV) RNA was detected by real-time RT-PCR in 86 birds representing 6 species. The virus was isolated in cell culture from the heart of 18 Blackbirds (Turdus merula). USUV-specific antigen was demonstrated by immunohistochemistry in brain, heart, liver, and lung of infected Blackbirds. The complete polyprotein coding sequence was obtained by deep sequencing of liver and spleen samples of a dead Blackbird from Mannheim (BH65/11-02-03). Phylogenetic analysis of the German USUV strain BH65/11-02-03 revealed a close relationship with strain Vienna that caused mass mortality among birds in Austria in 2001. Wild birds from lowland river valleys in southwest Germany were mainly affected by USUV, but also birds kept in aviaries. Our data suggest that after the initial detection of USUV in German mosquitoes in 2010, the virus spread in 2011 and caused epizootics among wild and captive birds in southwest Germany. The data also indicate an increased risk of USUV infections in humans in Germany

An Interpretive Phenomenological Analysis of Doctoral Counselor Education Students\u27 Experience of Receiving Cybersupervision

Cybersupervision with counselor education doctoral students is an understudied practice. This phenomenological study explored five doctoral-level counselor education supervisees’ lived experiences engaging in cybersupervision, Their experiences, which were embedded in their converging professional roles, included skepticism and anxiety, learning and growth in their relationship with supervisors, and unique context-dependent meaning making. Limitations and implications for practice and future research are discussed

Perceived classmate, teacher, and parent support and self -regulated learning skills during middle school

This study investigated the relationship between students' social supports from their parents, teachers, and classmates and their self-efficacy and use of self-regulated learning strategies. Previous research has demonstrated that social support has a positive impact on students' academic achievement, their general well-being, and their use of learning strategies. However, the relationship between students' perception of the frequency and importance of social support with usage of specific learning strategies including cognitive and metacognitive strategy use and self-efficacy remained unclear. Data were collected by administering selected subtests from the Child and Adolescent Social Support Scale (CASSS) and the Motivated Strategies for Learning Questionnaire (MSLQ) to middle school students from two New York—area middle schools. One-way and contrast ANOVAs demonstrated that students in eighth grade perceived significantly less parent support and teacher support than students in the younger age groups. Contrast results also demonstrated that students in eighth grade had significantly less cognitive strategy use and metacognitive strategy use than students in sixth and seventh grade. Social support was also positively correlated with the use of self-regulated learning strategies. The results clearly demonstrate the need to further explicate middle school students' needs in terms of the supports that they receive in order to attain maximum academic success

Perceived classmate, teacher, and parent support and self -regulated learning skills during middle school

This study investigated the relationship between students\u27 social supports from their parents, teachers, and classmates and their self-efficacy and use of self-regulated learning strategies. Previous research has demonstrated that social support has a positive impact on students\u27 academic achievement, their general well-being, and their use of learning strategies. However, the relationship between students\u27 perception of the frequency and importance of social support with usage of specific learning strategies including cognitive and metacognitive strategy use and self-efficacy remained unclear. Data were collected by administering selected subtests from the Child and Adolescent Social Support Scale (CASSS) and the Motivated Strategies for Learning Questionnaire (MSLQ) to middle school students from two New York—area middle schools. One-way and contrast ANOVAs demonstrated that students in eighth grade perceived significantly less parent support and teacher support than students in the younger age groups. Contrast results also demonstrated that students in eighth grade had significantly less cognitive strategy use and metacognitive strategy use than students in sixth and seventh grade. Social support was also positively correlated with the use of self-regulated learning strategies. The results clearly demonstrate the need to further explicate middle school students\u27 needs in terms of the supports that they receive in order to attain maximum academic success