The assessment of behavior patterns, personality characteristics and theoretical orientations for Master's level counseling students

Simple item page
dc.contributor.authorHawkins, Ronald E.en
dc.contributor.committeecochairHutchins, David E.en
dc.contributor.committeememberBrowne, Clintonen
dc.contributor.committeememberGetz, Hildyen
dc.contributor.committeememberLichtman, Marilyn V.en
dc.contributor.committeememberMcDaniels, Carl O.en
dc.contributor.departmentCounselor Educationen
dc.date.accessioned2015-06-24T13:35:05Zen
dc.date.available2015-06-24T13:35:05Zen
dc.date.issued1988en
dc.description.abstractAnswers to the question of what works best for what persons under what conditions have given rise to a new wave of metatheoretical approaches to counseling and psychotherapy that are situationally specific and tailored to meet the needs of individual clients. Such questions have only begun to be raised in the field of counselor education. Hence, the education and supervision of counseling students has remained largely an amorphous undertaking. In this study the researcher sought to examine how Master's level counseling students differed on measures of behavior, personality and theoretical orientation. Behavior patterns were assessed using Hutchins' metatheoretical model, called the T-F-A system, and the Hutchins Behavior Inventory (H.B.I.) that measures thinking, feeling and acting dimensions of human behavior. Personality characteristics were assessed using the Adjective Check List (A.C.L.). Theoretical orientations were assessed using a modified Smith Questionnaire. The students were divided into groups on the basis of behavior patterns, theoretical orientations, and gender. The issue of differences across these groups on measures of personality and behavior was then investigated. Results indicated that the H.B.I. works very well in assessing a) different personality orientations, b) responses to specific situations and c) theoretical preferences of counseling students. The existence of significant differences across theoretical orientation, behavior pattern, and gender groups on measures of behavior and personality calls for the development of a prescriptive approach to the training of counseling students. Results clearly suggest how counselors need to adapt to the specific client situations to maximize the possibility of behavior change. Implications for counselor education programs are discussed.en
dc.description.degreeEd. D.en
dc.format.extentix, 200 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/53524en
dc.language.isoen_USen
dc.publisherVirginia Polytechnic Institute and State Universityen
dc.relation.isformatofOCLC# 18230923en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1988.H384en
dc.subject.lcshBehavior therapyen
dc.subject.lcshCounselingen
dc.subject.lcshMetatheoryen
dc.subject.lcshPersonalityen
dc.titleThe assessment of behavior patterns, personality characteristics and theoretical orientations for Master's level counseling studentsen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCounselor Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameEd. D.en
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
LD5655.V856_1988.H384.pdf
Size:
6.38 MB
Format:
Adobe Portable Document Format
Download
Collections
Doctoral Dissertations