VTechWorks Repository :: Browsing by Author "Lawson, Gerard F."

Browsing by Author "Lawson, Gerard F."

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Acculturation Stress and Alcohol Use Among International College Students in a U.S. Community College Setting
Koyama, Chieko (Virginia Tech, 2005-09-12)
Alcohol use among international students in a U.S. community college setting was explored in regard to the interrelationships with acculturation stress and drinking motivations. Misuse of alcohol has been acknowledged as a serious problem on American college campuses. A positive relationship between stress and alcohol use has been documented among those who lack internal and external resources and support systems. International students have been recognized as higher-risk than other college students due to acculturation stress. However, very few studies have investigated the drinking behaviors of this population. To fill this research gap, a survey was conducted with non-immigrant international students (F-1 students) (N = 126) and immigrants international students (non-F-1 students) (N = 136) enrolled in English as a Second Language (ESL) programs in a U.S. community college. The results, which were derived from responses to three published instruments, Index of Life Stress (ILS), Core Alcohol and Drug Survey (CADS) Community College Long Form, and Revised Drinking Motivation Questionnaire (DMQ-R), as well as the researcher-made demographic information sheet, indicated that these groups were not engaged in abusive drinking behavior. This finding may reflect the support systems available to these students in an ESL setting and their family/friend networks. However, moderately strong zero-order correlations between acculturation stress and drinking motives to control negative affects were revealed. Further discussions and implication are provided.
Almost Everything We Need to Better Serve Children of the Opioid Crisis We Learned in the 80s and 90s
Horn, Kimberly A.; Pack, Robert P.; Trestman, Robert L.; Lawson, Gerard F. (Frontiers, 2018-10-16)
Opioid use disorder impedes dependent parents' abilities to care for their children. In turn, children may languish in unpredictability and persistent chaos. Societal responses to these children are often guided by a belief that unless the drug dependent parent receives treatment, there is little help for the child. While a preponderance of the drug dependence research is adult-centric, a significant body of research demonstrates the importance of not only addressing the immediate well being of the children of drug dependent caregivers but preventing the continuing cycle of drug dependence. The present commentary demonstrates through a brief review of the US history of drug dependence crises and research from the 1980s and 1990s, a range of "tried and true" family, school, and community interventions centered on children. We already know that these children are at high risk of maladjustment and early onset of drug dependence; early intervention is critical; multiple risk factors are likely to occur simultaneously; comprehensive strategies are optimal; and multiple risk-focused strategies are most protective. Where we need now to turn our efforts is on how to effectively implement and disseminate best practices, many of which we learned in the 1980s and 1990s. The greatest opportunity in both changing the nature of the opioid epidemic at scale and influencing rapid translation of existing research findings into policy and practice is not in asking what to do, but in asking how to do the right things well, and quickly.
Broaching Multicultural Considerations during the Initial Clinical Interview
Jones, Connie Telisa (Virginia Tech, 2015-06-17)
Counseling professionals are committed to providing multiculturally competent services to the clients they serve. When clients first enter counseling, the therapeutic relationship typically begins by the counselor conducting an initial clinical interview. This initial clinical interview is a critical time to demonstrate cultural competence. Currently, there is no literature that has explored how counselors who work with the substance use population incorporate multicultural considerations during the initial clinical interview. The purpose of this study was to explore whether licensed professional counselors (LPCs) broach (Day-Vines et al., 2007) multicultural considerations during the initial clinical interview with clients who have substance use disorders (SUDs). The exploration of this phenomenon occurred through the use of a qualitative methodology. Semi-structured interviews were conducted with nine LPCs in Virginia. The LPCs shared their lived experiences conducting initial clinical interviews with members of the SUDs population. Four themes and a subtheme emerged related to how LPCs perceive the relevance of identifying multicultural factors in their work with the SUDs population: everyone has culture and it is all encompassing, culture is needed to understand clients (subtheme), multicultural factors impact substance use behavior and patterns, cultural identities emerge during the initial clinical interview, and multiculturalism was an important component in counselor preparation. Three themes emerged related to how LPCs describe the term and concept of broaching: no familiarity with the "broaching" term, broaching defined as initiating a topic, and some degree of understanding of the broaching concept. Five themes emerged related to whether and how LPCs introduce or broach multicultural considerations during the initial clinical interview: broaching approach varies, client introduces multicultural factors, appropriate timing, willingness to be open, and boundaries surrounding broaching. The themes that emerge from this data will help to fill gaps in the literature concerning how counselors broach multicultural considerations, particularly with the SUDs population. Implications for counselors and counselor education are discussed. The limitations of the study and recommendations for future research are provided.
Clinical Counselors and the Internet: A National Survey Evaluating the Impact of the Internet on the Counseling Profession
Greene, Ryan Thomas (Virginia Tech, 2003-04-24)
The purpose of this exploratory dissertation was to gather data regarding information technology and the internet as it related to clinical counselors. The findings have the potential to add to the sparse information base regarding use of technology and the internet in clinical counseling practice. The data for this dissertation was collected by surveying a national sample of 534 clinical counselors who were recruited from state clinical counseling organizations. The survey instrument was done on-line and disseminated via the internet. Of those recruited, 215 counselors were used in the final data analysis. The survey instrument was designed to assess a) the extent to which counselors are knowledgeable of computer technologies, b) the extent to which their clients make use of the internet, and c) the extent to which they believe computer technology contributes to their professional practice. The study found that clinical counselors in this sample rate themselves highly in terms of internet competence and their knowledge of information technologies. However, despite these high rates of knowledge, counselors are not implementing the internet in their counseling practices at very high rates. This research suggests that clients are increasingly becoming more internet savvy and are using the internet in their own mental health research. As such, counselors need to begin to implement internet components into their practice when appropriate.
Come as You Are: The Acceptability of Harm Reduction Approaches for Opioid Use Disorder among Professional Counselors
Jordan, Justin Richard (Virginia Tech, 2021-04-07)
Over the last two decades, the Opioid Epidemic has caused immense harm to communities nationwide. Over 400,000 fatal opioid overdoses occurred in the United States between 1999 and 2017 (CDC, 2019). Professional counselors are among the front-line treatment providers addressing substance use, including Opioid Use Disorders. Professional counselors have a unique professional identity that is built upon humanistic values, a commitment to social justice, and client empowerment. These values align closely with contemporary approaches to substance use treatment, including harm reduction strategies. Harm reduction is an approach to substance use treatment that involves mitigating risks and improving the quality of life of individuals, regardless of their willingness or ability to stop using substances. There are several harm reduction strategies that reduce the risk of fatal opioid overdose or secondary harms of opioid use specifically, including medication-assisted treatment and the distribution of naloxone for overdose reversal. This study examined the acceptability of harm reduction strategies for Opioid Use Disorder among addiction treatment professionals, with a focus on professional counselors. In addition to measuring the level of acceptance of harm reduction for Opioid Use Disorder among professional counselors, counselors were also compared to other professionals who treat substance use. Predictors of acceptability of harm reduction for Opioid Use Disorder were examined based on overlapping components of professional counseling identity and harm reduction philosophy among professional counselors as well. The results of this study provided a baseline for the level of harm reduction acceptance among counselors who treat substance use. Counselors did not have higher levels of harm reduction acceptance for OUD compared to social workers with advanced degrees or bachelor's level substance use treatment providers. Social justice attitudes and empathy were statistically significant predictors of acceptance among counselors. This research indicates that these two factors are key components of counselor identity that explain harm reduction acceptance. The findings of this study highlight a need for more research about harm reduction acceptance for OUD among counselors, including further examination of provider factors that influence acceptance and examination of a broader array of professionals. This research contributed to the understanding of how professional counselors perceive novel approaches for addressing Opioid Epidemic.
Compassion Satisfaction, Compassion Fatigue, and Burnout: A Survey of CACREP Counseling Interns' Perceptions of Wellness
Bowles, Vanessa Walters (Virginia Tech, 2009-11-19)
Counselor wellness is an important concept that can be taught in counselor education programs. Nonetheless, counseling interns tend to be at a higher risk for impairment issues due to stressors related to being novice counselors. The stress of engaging in therapeutic relationships with clients, lack of clinical experience, idealistic expectations of the profession, and personal issues can hinder their wellness. It is the responsibility of CACREP programs to incorporate wellness education into counselor training, which includes impairment topics such as compassion fatigue and burnout. The lack of this essential education can impede counseling interns' professional growth; create barriers within the therapeutic relationship, and raises questions about programs' gatekeeping policies. This study surveyed 68 counseling interns of 20 CACREP programs to determine: a) their levels of compassion satisfaction, compassion fatigue, and burnout as measured by the Professional Quality of Life (ProQOL) and, b) their perceptions of their programs' wellness curriculum and their knowledge of programs' nonacademic and retention policies as measured by The Counseling Interns' Perceptions of Wellness Survey (CIPW). Furthermore, this study examined the relationship between interns' perceptions of wellness and their levels of compassion satisfaction, compassion fatigue, and burnout. Descriptive and correlational statistics, and a MANOVA analysis were conducted to answer the research questions. The results demonstrate that a percentage of counseling interns were at a risk for compassion fatigue and burnout while providing therapeutic services to clients. Also, there were interns with low levels of compassion satisfaction. Additionally, there were interns who believed their programs were not educating them about counselor wellness and who were not knowledgeable of their programs' gatekeeping policies. There were positive relationships between interns' perceptions of their programs' wellness education and compassion satisfaction, and between compassion fatigue and burnout. There were negative relationships between wellness education and burnout, and compassion satisfaction and burnout. The results of this study suggest that counselor impairment occurs during training. Likewise, this study has reinforced the need to educate counseling students about impairment topics and wellness strategies. Further results suggest that counselor education programs need to strengthen and restructure gatekeeping policies during counselor training.
Consumers' Perceptions of Cultural Competence in the Counseling Relationship: A Phenomenological Study
Stuart, Carolyn L. (Virginia Tech, 2008-09-10)
Consumers of mental health services are recognized as experts due to their rich lived experiences. Because of their expert status, they are expected to play a vital role in the re-shaping of mental health systems by determining what culturally competent services look like and how services are provided to culturally diverse populations. Therefore, it is essential that the consumers' voices, choices and roles in transforming the mental health system are included in assessing the cultural competence of mental health counselors (New Freedom Commission, 2003). There is a significant gap in the literature regarding the consumers' unique perspective (Pope-Davis et al., 2002). There is a need for both qualitative studies and studies that focus on consumers to gain a deeper, richer insight of the consumers' perspective (Rubin & Rubin, 1995). A qualitative phenomenological design was used to give voice to three participants regarding their perceptions of cultural competence in the counseling relationship. Phenomenological interviews were used to explore in depth and with diversity the participants' subjective meaning of the lived experience (Denzin & Lincoln, 2003). Constant comparative research methods were used to analyze the data. Four themes naturally emerged from the data. Theme 1) Defining Cultural Competence was discussed as being inclusive of all differences; not focusing solely on race or ethnicity, including more than recognizing obvious differences, and counselors' willingness to raise and engage in the issue of culture. Theme 2) Counselor Attitude participants voiced that counselors' attitude plays a significant role in whether certain topics are broached and how much is shared about the topic. They reported what counselors convey through their attitude and interactions as being more important than what they convey verbally. Theme 3) The Counseling Relationship was discussed in regard to the importance of counseling relationships that fosters an environment of safety where sharing information and teaching and learning is reciprocal between counselor and consumer and Theme 4) Counselor Attributes were found to be more important than counseling techniques and theories. The findings are presented in a discussion of themes with narratives developed about each case.
Counseling and Complementary Therapy: A National Survey of Counselors' Experiences
Davis, Trent Alan (Virginia Tech, 2005-04-11)
There has been little research to date specifically addressing counselors' experiences with complementary therapy. The objective of this exploratory survey was to assess counselors' professional practice, knowledge and training, and personal experience with complementary therapy. The study design was a web-based, random sample survey of American Counseling Association members. Results indicated the typical respondent was female, Caucasian, holds a Master's degree and works in a private practice/self-employed or community agency setting as an outpatient counselor. Few respondents asked about or had clients volunteer use of complementary therapy. Anxiety and depression were the most common client concerns for which respondents recommended or referred for complementary therapy. Respondents agreed that client referrals should be to licensed or certified practitioners. Respondents reported that complementary therapy provided clients with at least some positive benefits and few negative consequences. The majority of respondents included complementary therapy in counseling during the past year and thought that complementary therapy should be included in addition to counseling. Although respondents considered themselves qualified to discuss a variety of complementary therapies, few possessed licensure or certification. The majority of respondents used informal, self-study to gain knowledge of complementary therapy. Most respondents have personally experienced at least one complementary therapy, primarily "To improve overall wellness". Respondents reported they received some to large benefits from this experience. A number of respondents descriptors had moderately positive associations with client usage, recommendation and referral, inclusion, and knowledge factors. These descriptors were those respondents who worked in a private practice/self-employed setting, as an outpatient counselor, were licensed as an LPC, provided individual, family/couples, or alcohol/substance abuse counseling, and had a psychodynamic orientation. There were moderately negative associations between respondents who worked in a K-12 setting, did not possess mental health licensure and were a Master's student and client usage, recommendation and referral, and inclusion factors. The data provide support for the idea that counselors are beginning to embrace a post-modern approach, which gives consideration to complementary therapy interventions. However, the findings also suggested that the counseling profession still has a good deal of work to do before it can be considered truly holistic.
Counseling interventions with buprenorphine for treatment of opioid use disorders
Ripley, Dana Marie (Virginia Tech, 2019-04-02)
Opioid abuse and opioid related deaths continue to affect families and communities across the United States. Medication-assisted treatment shows advantages over other types of interventions for opioid use disorder (OUD) (Bart, 2012). While buprenorphine, an approved medication for the treatment of OUD, has a wide research base to support its efficacy, there is little research or guidance on behavioral interventions to use in conjunction with the medication. Investigating clients' experiences in treatment can provide helpful and necessary information for improving treatment efforts. The following qualitative study used a phenomenological approach to explore the client experience of group therapy with buprenorphine for OUD. Results showed the importance of supportive, genuine relationships in recovery, as well as the need for accountability and a safe space for self-disclosure. This research highlights the importance of the therapeutic alliance, the 11 therapeutic factors of groups, and the necessity of building authentic relationships in treatment.
Counselors' Perceptions of Intimate Partner Violence in Same-Sex Relationships: The Impact of Relationship Type, Gender, and Homonegativity
Prince-Sanders, Jessica Dianna (Virginia Tech, 2016-04-22)
The purpose of the study was to develop an understanding of how perceptions of same-sex relationships affect counselors'-in-training (CITs) identification of intimate partner violence. The researcher examined whether the sexual orientation of a client has an impact on CITs identification of violence, identification of victimization and perpetration and how homonegative attitudes shape perceptions of same-sex relationship violence. Data was collected via information questionnaires regarding demographic and professional background, experimental vignettes modified from Blasko, Winek, and Bieschke']s (2007) study, and the 10-item version of the Modern Homonegativity Scale (Morrison and Morrison, 2002; Morrison, Kenny, and Harrington, 2005). The sample included 203 master and doctoral students from CACREP-accredited counseling programs in the southern region of the United States. The results indicated that most respondents were able to appropriately identify intimate partner violence. The levels of agreement regarding types of violence varied between vignette types. An ANOVA revealed significant differences between relationship type and identification of mutual violence, victim, and perpetrator. Respondents attributed more responsibility for the violence to female victims when the perpetrator was also female. Findings suggest that gender of the initiator (perpetrator) and non-initiator (victim) of violence may impact identification of violence more than sexual orientation. The results also suggest that respondents' homonegative attitudes impact perceptions of violence in same-sex relationships, particularly female partnerships. More research is needed on counselor response to relationship violence and sexual orientation. Exploring how beliefs in heteronormative gender-roles and homonegative attitudes impact perceptions of same-sex intimate partner violence among CITs is crucial for competent and ethical practitioners.
Counselors' Reflections on Their Experiences in Preparation to Counsel Adult Refugee Clients
Lackey, Bethany Ann (Virginia Tech, 2021-02-01)
Millions of people around the world have fled their home countries in search of refuge, and there is a great likelihood they experience traumatizing events in their journeys to safety. Refugees are screened for mental health issues in the resettlement process in the United States, and there is a large body of established research regarding refugee mental health needs and strengths. However, far less is known about counseling refugees, and even less so about counselors working with the population. This dissertation study sought counselors' reflections on their experiences, both personal and professional, they feel help prepare them to see refugee clients. Four post-masters counselors participated in the video interviews. Participants were diverse (3 women, 4 ethnicities, counseling refugees from all areas of the world). Minimum criteria was having three adult refugee clients for a minimum of three sessions each. Four main themes emerged as result of analysis: 1) Trauma-informed, 2) Cultural competence and humility, 3) Counselor determination, and 4) Integration of Self. Participants specifically identified trauma-informed practices, cultural competence, and cultural humility as integral parts of necessary training for counselors to see this population. Counselors in this study found they were ill-prepared when they began seeing refugees and had to overcome obstacles to provide needed therapy. Results show a gap between what is known about refugees in academic literature and counselors' knowledge of the population which highlights the need for accessible curriculum and training on refugee issues as well as best practices for serving refugee clients. Implications for counselors, counselor educators, and future research are shared.
Describing Counselors' Social Class and Socioeconomic Status Understanding and Awareness
Cook, Jennifer Michele (Virginia Tech, 2014-04-07)
Over the past 20 years, counseling professionals have become more committed to addressing multicultural competence and issues of diversity in order to respect and acknowledge the spectrum of worldviews clients represent. Race, ethnicity, gender, sexual orientation, and spirituality/religion are well-researched areas commonly included in counselor education courses. These courses allow counselors-in-training to examine their biases, beliefs, values, and worldviews about diverse populations, and develop applicable skills. However, far too often, social class and socioeconomic status are excluded from counselors' multicultural training, and similarly, often overlooked as an integral aspect of clients' culture (Liu, 2011; Smith, 2008). The current literature reveals that scholars have taken more interest in social class in the past decade, but none has explored counselors' social class awareness and understanding, two foundational aspects of multicultural competence. The purpose of this study was to describe counselors' social class understanding and awareness through qualitative methodology. Via semi-structured interviews, licensed counselors in the Commonwealth of Virginia described how they understood social class and socioeconomic status, their awareness about social class and socioeconomic status, and issues related to classism. Four themes emerged related to social class understanding and awareness: income/money, social class designations, social status, and the places people live. Three themes surfaced linked to socioeconomic status understanding and awareness: Income, education and financial stability. Two categories emerged with regard to classism: participants' classism experiences and participant demonstrations of classism during the interview process. Three themes arose related to participant demonstrations of classism during the interview process: class microaggressions, class misconceptions, and class privilege. Implications for counseling, counselor education, and supervision are discussed, study limitations are provided, and avenues for future research are considered.
The Development of the Batten Leadership Institute at Hollins University: A Case Study
Slusher, Jennifer Jordan (Virginia Tech, 2007-05-03)
As leadership theory continues to develop and change, so do the attempts to enhance experiences for women in higher education. Women face many obstacles, which include lack of role models in student and institutional leaders (Astin & Leland, 1991). Traditionally, institutions offer no specific leadership programs or curricula and pay minimal attention to the leadership development of their students (Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001). This study was a case study with an in-depth analysis of the establishment of a women's leadership education and training program at Hollins University in Roanoke, Virginia. Six students, four administrators, and one intern were interviewed to illustrate the process of the planning of the program, its implementation and current operations, and the complexities involved. Document analysis and observations were utilized as well. The study was focused on the impact of the program on the students and administrators involved in the development of the program during this period. The researcher also described how the Batten Leadership Institute has evolved over the past five years with a focus on how it came into being, what it was like, then and now, and changes that have occurred. The findings are organized by three phases: 1) conceptualization, 2) implementation, and 3) refinement and expansion. The phases are based on a chronological framework and resulting categories and themes emerged. Results indicate the participants' described their leadership skills improved because of their participation and experience in the BLI. The Communication Skills Group and its interpersonal component as well the presence of positive female role-models created the most personal transformation for the student participants. The students' previous ideas and definitions of leadership became more comprehensive. As a result of their personal transformation, their perceptions of the BLI changed from initial uncertainty and hesitation to admiration and support. The program expanded significantly over the first five years. Programmatic challenges have been addressed and many positive changes have occurred. Hollins administrators embraced the BLI and fully supported future expansions within Hollins University and in the Roanoke community.
Effective School Counseling Teams
Lilley, Stacey Custer (Virginia Tech, 2007-04-13)
Despite much attention given to effective teams in the workplace, school counseling teams have been neglected in the research. The primary purpose of this mixed methods study was to learn what characteristics secondary counselors perceive contribute to an effective school counseling team. The first research phase conducted six team interviews; themes emerging from the interviews yielded the development of the Effective School Counseling Team Questionnaire (ESCTQ). The following research questions were investigated: What factors do counselors perceive contribute to their team's effectiveness?, Are the scores on the Effective School Counseling Team Questionnaire related to team effectiveness as described by school counselors? Is there a relationship between team characteristics (amount of time together, individual counseling experience, gender, age) and team effectiveness? Is there a relationship between the perceptions of members of effective and ineffective teams? The literature on effective team factors was reviewed and analyzed in three categories: internal, interpersonal, and external. Qualitative results indicated that the majority of participants viewed internal traits as the number one factor contributing to their team's success. Most frequent were competencies, respect, sharing duties, caring for each other and serving students. The second area participants listed as most important was interpersonal factors, such as communication, interactions, and planning. Overall, communication was cited as the number one factor needed for an effective team. Conclusions drawn suggested that teams need altruistic, personal qualities to feel most effective. These were summarized by participants as a team member who is caring, giving, and putting the needs of students first. The second key area for school counseling teams was support from external sources, primarily school administration and central office. In phase two, the questionnaire was developed and used to confirm the interview findings. During the second phase, the ESCTQ was administered to 199 secondary school counselors, yielding an 82.4% (n = 164) return rate. The survey when analyzed by teams did not show major significant differences between the teams; it did, however, confirm the qualitative findings of the internal and personal characteristics counselors of effective school teams posses. The survey also allowed team members to rate their current team and their ideal team. The difference between the two ratings (ie. gap score) showed there was a significant mean difference (20.50) between the means of those who perceived their team as highly effective (26.55) and those who perceived their team as least effective (6.05). When looking at the questionnaire this could be interpreted to mean that the team members who felt most effective had the smallest gap score between their current team and their ideal team. When teams' gap scores were compared to their overall team rating "global" scores, as the global score increased for a team their gap score decreased. Meaning an effective team had fewer discrepancies (smaller gap) between their current and ideal team. Clearly, teams that perceive their team as "relatively effective" are rating the team closer to their ideal team than those that see their team as "relatively ineffective". In order to enhance performance of a counseling team, this study was important to assess school counseling team's effectiveness. Two research methods were used to analyze effective teams; this research provides valuable information relating to school counselors and effective teams.
Examining the Needs of Suicide Prevention and Intervention in Elementary Schools: An Exploratory Study with Elementary School Counselors
Devaney, Kristin (Virginia Tech, 2018-05-02)
While research studies have investigated suicide prevention and intervention in secondary schools, there is very limited research that explores this support specifically at the elementary school level. This paper reviews the prevalence and associated risk factors of youth and adolescent suicide in the United States and best practices of school counselors providing suicide prevention and intervention in schools. The theory of adolescent suicide and social cognitive theory's self-efficacy will frame the discussion of the literature to provide a holistic picture of the elementary schools' needs of implementing suicide prevention and intervention. This research study is designed to fill a gap in the reviewed literature that shows the need for providing prevention and intervention in elementary school and the education that is currently being provided, as well as the level of self-efficacy among elementary school counselors providing suicide intervention to students at-risk. The following research questions guide the study: 1. What percentage of elementary education school counselors in the surveyed districts report having implemented suicide education as prevention in their elementary school with 4th and 5th graders, and what do these programs entail? 2. What are the perceptions of school counselors regarding the necessity of suicide education programs in elementary school? 3. What is the level of self-efficacy reported by school counselors regarding managing a crisis event of suicidality, such as a suicide attempt or student who died by suicide, as measured by the King Instrument? 4. To what extent are (a) years of experience in the field, (b) suicide education training in graduate school, (c) participation in professional development activities and/or in services, and (d) previous experience with a student expressing suicidal thoughts predictive of a counselor's self-efficacy for providing suicide education in the elementary school? Responses from 98 elementary school counselors employed within three school districts in the mid-Atlantic region were surveyed to examine the current suicide prevention programs in place and explore counselor self-efficacy related to providing suicide intervention for at-risk students. The King Instrument (King, 1999) was adapted for elementary school counselors and used to answer the research questions. A total of 7 of participants reported providing suicide prevention to the upper elementary grades. A much larger number of this sample, 83 (84.7%), perceived that it is the role of the school counselor to identify students at risk of suicide. Participants reported high overall self-efficacy for providing suicide interventions. Only one variable, graduate school training (B=0.249, p<.01), was found to significantly predict self-efficacy. A review of the current study will discuss implications for school counselors and counselor educators, and provide suggestions for future research.
Factors of Supervision and the Impact on Intentional Nondisclosure by Counselors-in-Training
Cook, Ryan Michael (Virginia Tech, 2016-04-28)
Supervision of counselors-in-training (CITs) is complex and multifaceted. While supervision is critical to the professional development of CITs, they are also being evaluated for a grade that will advance them academically. Therefore, CITs may feel pressured to intentionally withhold information in supervision that could reflect badly on them or their supervisor and/or hinder their progress. Indeed, one study indicated that 97.2% of CITs intentionally withheld relevant information in supervision (Ladany, Hill, Colbert, and Nutt, 1996). Fortunately, there are ways to reduce supervisee non-disclosure. For example, when CITs perceive a strong supervisory relationship, nondisclosures occur less frequently (Mehr, Ladany, and Caskie, 2010). There is some evidence that the supervisory relationship is impacted by the supervisory working alliance and supervisee attachment styles. More general social perceptions may also impact the supervisory relationship, but that has not been assessed in the context of CIT supervision. Therefore, the purpose of this quantitative study was to examine these factors, supervisory working alliance, supervisee attachment styles, and social perceptions, and their impact on intentional nondisclosure by CITs. This quantitative study included a sample of 112 master's-level counselor-in-training students enrolled in internship at a CACREP-accredited (Council for Accreditation of Counseling and Related Education Programs) counselor education program. Results indicate that CITs report more discomfort in disclosing supervision-related issues compared to client-related issues. An exploratory factor analysis of the three constructs of interest resulted in a four-factor model. These factors were: (1) Perception of a Supervisor, (2) Anxious Attachment in Supervision (3) the Supervisory Working Alliance, and (4) Avoidant Attachment in Supervision. A multiple regression analysis indicated that a model including social perceptions of supervisors, the supervisory working alliance, and supervisee attachment styles explained 64% of the variance in intentional nondisclosure. Avoidant attachment styles and rapport of the supervisory working alliance were significant predictors of intentional nondisclosure. Implications for counselors and counselor educators are included. Limitations and recommendations for future studies will be discussed based on the unique findings from this study.
Gender-Specific Parent-Child Relationship Factors and Substance Use among At-Risk Adolescents
West, Jamie Marie (Virginia Tech, 2017-06-19)
Substance use is a growing concern among adolescents because it is a threat to their well-being and associated with negative outcomes in later life (NIH, 2014). Adolescence is a developmentally important time where independence grows, risks are taken, and some begin to experiment with substances (Burrow-Sanchez, 2006). Further, there is a high association between substance use and risk-taking behaviors, which can lead to involvement in the juvenile justice system. The rates of substance use are more alarming for juvenile delinquents (78%) (National Center on Addiction and Substance Abuse, 2004). Along with risk factors associated with early onset substance use, researchers have identified several protective factors including involvement in positive relationships with parents. In this dissertation, I studied gender-specific relationships between parent and child that were associated with lower rates of substance use among at-risk adolescents. I investigated if this relationship mitigated the effects of negative peer association on substance use among adolescents. Hierarchical logistic regression was used to complete analysis using secondary data. The sample consisted of 166 adolescents who were involved in the juvenile justice system. Results showed that higher relationship quality with mothers was found to be statistically significant in predicting lower substance use. Overall, gender was not found to predict substance use, nor did it moderate the relationship between negative peer association and substance use. Results from this study can inform prevention and intervention efforts by heightening awareness regarding the protective nature of relationships with parents, specifically with mothers for at-risk adolescents. Further research is needed to explore these gender differences more in-depth. It will be important to continue to explore gender-specific relationships and the various aspects of parenting that can lower the risk for substance use among at-risk adolescents.
Hope, Attitude, and Recovery from Schizophrenia
Tuttle, Terry Lynn (Virginia Tech, 2004-06-08)
The Hope Scale by Snyder and the Recovery Attitudes Questionnaire-7 were used to explore the patterns of hope and attitude toward recovery from schizophrenia in a sample of 100 adults diagnosed with schizophrenia or schizoaffective disorder participating in five psychiatric rehabilitation programs in an affluent suburban setting. Using the Hope Scale, which is based on a definition of hope as a future-goal oriented cognitive process, and the Recovery Attitudes Questionnaire-7(RAQ-7), this study concluded that the construct of hope is not synonymous with a positive attitude about attaining the goal of recovery. Though participants reported being generally hopeful and having positive attitudes toward recovery from serious mental illness, the two variables, hope and attitude do not correlate with each other. Nor do individual items from the Hope Scale and the Recovery Attitudes Questionnaire-7 load on the same components during principal components factor analysis, though hope and attitude each account for more than 20% of the total variance of the data set. A serendipitous finding was the statistically significant difference between the means on the RAQ-7 of the sample of the current study and the sample of the instrument development process; across all levels of recovery, a more positive attitude towards recovery was expressed than was expressed seven years earlier. An additional statistically significant finding was the direct positive correlation between level of recovery and number of hours of volunteer service per week. Rather than concentrating on talk therapy with persons with schizophrenia to increase levels of hope and positive attitude before recovery begins, a more effective means of encouraging recovery may be to involve individuals with schizophrenia in meaningful social roles through volunteer work.
The Human-Animal Bond and Attachment in Animal-Assisted Interventions in Counseling
Robino, Ariann E. (Virginia Tech, 2019-04-23)
Mental health practitioners who incorporate animal-assisted interventions into clinical practice harness the human-animal bond for therapeutic benefit. According to the Animal-Assisted Therapy in Counseling Competencies, practitioners have a duty to understand the complex relational processes within animal-assisted interventions in counseling (AAI-C). These bonding processes may resemble that of an attachment bond in which the client desires to maintain closeness to the practitioner and therapy animal as a result of feeling safe and secure. Researchers studying attachment in the human-animal bond have stated that attachment processes may occur within other human-animal relationships, such as between a guardian and a companion animal. However, there is no empirical research on the attachment processes occurring between humans and therapy animals in AAI-C or how these processes affect the bond between the practitioner and client. A component of the working alliance, maintaining a quality bond can improve treatment outcomes in counseling. Therefore, the purpose of this quantitative study was to examine how attachment to a therapy animal impacts the attachment bond between a mental health practitioner and client. Participants completed an online survey with four measures to study the following: (a) client attachment to the therapy animal, (b) practitioner attachment to the therapy animal, (c) the bond between the practitioner and client, and (d) the impact of utilizing an animal in counseling sessions. Data analyses included a multiple regression to determine how practitioners' perceptions of the attachment processes within AAI-C best explain the bond with their clients. Descriptive analysis revealed that practitioners perceived high quality bonding within AAI-C, particularly in their own attachment to the therapy animal. Results of the multiple regression indicated practitioners' attachment to the therapy animal was a significant predictor of the working alliance and bond between the practitioner and client. Practitioners who perceived themselves as extremely skilled in working with the clients' presenting issue also had a statistically significant effect on the working alliance and bond when compared to practitioners who felt less skilled. Implications for practitioners and counselor educators are provided. Limitations and areas of future research are also discussed.
The Impact of Elementary Career Development Practices and Elementary School Counselor Self Efficacy
Seibert, Michele G. (Virginia Tech, 2014-01-15)
Career development is becoming a nationwide focus beginning in elementary schools for a variety of reasons. This is particularly true in Virginia as noted by Virginia’s College and Career Readiness Initiative published in September of 2010 by the Virginia Department of Education. Virginia’s Board of Education adopted the Virginia state school counseling standards in January of 2004 that specifically identified career development as an integral part of elementary school counseling (Virginia Board of Education, 2004). This study was conducted to identify what career development practices K-5 elementary school counselors reportedly conducted in the 2010-2011 school year, the extent counselors believed they were meeting Virginia elementary counseling standards, and if a relationship existed between counselor self-efficacy and specific career development practices. The researcher also measured if a relationship existed between counselor self-efficacy and the total number of career development activities each counselor conducted in the 2010-2011 school year. Virginia public elementary school counselors were emailed and asked to participate in an online survey that was comprised of a portion of The Florida School Counselors Survey 2000 (Osborn & Baggerly, 2004) and The School Counselor Self-efficacy Scale (SCSE) (Bodenhorn & Skaggs, 2005). Results indicated the activities conducted most often by counselors who reported meeting all state standards were: conducting classroom career exploration, using print materials, and using online career exploration programs. The career development practices showing a significant practical difference in means conducted by counselors with high self-efficacy scores included, conducted classroom career exploration, used online career exploration programs, informed parents of career development school counseling standards, and informed teachers of ways to incorporate career development into the classroom. No relationship was indicated between counselors conducting a certain number of career development practices and self-efficacy scores. Implications from the results may benefit counselor educators to determine if it is necessary to expand elementary career development instruction and preparation for future elementary school counselors. Future research in this area would be helpful on both the state and national levels to create a detailed list of expectations and means of accountability in meeting both state career development standards and ASCA career development standards.

Browsing by Author "Lawson, Gerard F."

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