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- Title
- THE CONTRIBUTION OF PROFESSIONAL SCHOOL COUNSELORS' SOCIAL-COGNITIVE DEVELOPMENT TO THEIR LEVELS OF ETHICAL AND LEGAL KNOWLEDGE, AND LOCUS-OF-CONTROL ORIENTATION.
- Creator
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Ieva, Kara, Lambie, Glenn, University of Central Florida
- Abstract / Description
-
Professional School Counselors (PSCs) are to serve as advocates for all students and promote systemic change (American School Counselor Association, 2008) while navigating complex work environments. The primary purpose of this study was to investigate the contribution of PSCsÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ...
Show moreProfessional School Counselors (PSCs) are to serve as advocates for all students and promote systemic change (American School Counselor Association, 2008) while navigating complex work environments. The primary purpose of this study was to investigate the contribution of PSCsÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ' social-cognitive development to their levels of ethical and legal knowledge and locus of control orientation. The three constructs and instruments investigated in this study were: (a) social-cognitive development (ego development; the Washington University Sentence Completion Test ; Hy & Loevinger 1996), (b) Ethical and Legal Knowledge (the Ethical and Legal Knowledge in Counseling Questionnaire-Revised ; Lambie, Ieva, Gill, & Hagedorn, 2010), and (c) Locus of Control (the Adult Nowicki-Strickland Internal External Scale- College ; Nowicki & Duke, 1974; the Work Locus of Control Scale ; Spector, 1988). The findings from this investigation contribute to the school counseling and counselor education literature. The sample size for this study was 301 certified, practicing school counselors (elementary school, middle school, high school, and multi-level) in five states (Colorado, Florida, Maine, Maryland, and New Mexico) across the country. The participants completed data collection packets including a general demographic questionnaire, the WUSCT (Hy & Loevinger 1996), the ANSIE-C (Nowicki & Duke, 1974), the WLCS (Spector, 1988), and the ELICQ-R (Lambie, et al., 2010). The statistical procedures used to analyze the data included (a) structural equation modeling (path Analysis), (b) simultaneous multiple regression, (c) Pearson product-moment (2-tailed), and (d) Analysis of variance (ANOVA). The primary research hypothesis was that practicing school counselorsÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ' social-cognitive development scores would contribute to their locus of control orientation and their levels of ethical and legal knowledge. The statistical analyses identified several significant findings. First, the path analysis model testing the contribution of school counselorsÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ' social-cognitive development to locus of control and ethical and legal knowledge did fit for these data. Specifically, the results indicated that school counselorsÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ' social-cognitive development contributed to their ethical and legal knowledge (less than 1% of the variance explained) and to locus of control (14% of the variance explained) in the model fit for these data. In addition, locus of control contributed to school counselorsÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ' ethical and legal knowledge (2% of the variance explained). Implications for professional school counseling and counselor education are presented, along with areas for future investigation.
Show less - Date Issued
- 2010
- Identifier
- CFE0003150, ucf:48642
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003150
- Title
- Predicting the development of counselor self-efficacy in counselors-in-training during their first semester in practicum using embedded, rich media in a distributed learning environment.
- Creator
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Super, John, Young, Mark, Hundley, Gulnora, Hagedorn, William, Ieva, Kara, University of Central Florida
- Abstract / Description
-
The first semester of practicum is a difficult time for counseling students as they learn to integrate knowledge and theory into clinical practice, often evoking high levels of anxiety (Barbee, Scherer, (&) Combs, 2003; Ronnestad (&) Skovholt, 1993) and limiting counselor self-efficacy (Bernard (&) Goodyear, 2009; Melchert et al., 1996). Practicum is the first opportunity counselors-in-training have to apply theoretical knowledge in a professional setting, use new clinical skills, and test...
Show moreThe first semester of practicum is a difficult time for counseling students as they learn to integrate knowledge and theory into clinical practice, often evoking high levels of anxiety (Barbee, Scherer, (&) Combs, 2003; Ronnestad (&) Skovholt, 1993) and limiting counselor self-efficacy (Bernard (&) Goodyear, 2009; Melchert et al., 1996). Practicum is the first opportunity counselors-in-training have to apply theoretical knowledge in a professional setting, use new clinical skills, and test how well they fit into the field of counseling (O'Connell (&) Smith, 2005). Additionally, if counselor educators do not fully understand the process counselors in training develop counselor self-efficacy, they may be overlooking opportunities to educate a new generation of counselors or using their time, energy and resources in areas that may not be the most efficient in counselor development. The purpose of this study was to examine the effect of an embedded, rich-media distributed learning environment added to practicum had on the development of counselor self-efficacy, reduction of anxiety and effect on treatment outcomes for counselors in training in their first semester of practicum. This study found the use of distributed learning to extend education beyond the classroom significantly and positively affected the development of counselor self-efficacy, had mixed statistical results on the reduction of anxiety and did not have an affect on treatment outcome. Furthermore, the study used hierarchical linear modeling to see if the characteristics of individual practicums affected the three main constructs, the results did not find a significant effect from the groups.The results of the study produced several implications for counseling. First, if counselor educators help counselors in training become more aware of counselor self-efficacy, the students can better understand how the construct affects their anxiety, their comfort with expanding or improving their clinical skills and the approach they take to a client, session or treatment plan. A second implication is that using an embedded, rich-media learning environment may help the counselors in training to develop their clinical skills. The results of this study imply that utilizing technology and discussions beyond the classroom is beneficial for (a) increasing the students' counselor self-efficacy, (b) normalizing the emotions the students may experience and (c) improving the methods for development through vicarious learning. Also, as technology continues to evolve and as education continues to adapt by integrating technology into the classrooms, counselor educators should begin exploring how to best use technology to teach students during practicum. Traditionally, based on the nature of counseling, practicum has been an interpersonal experience, but the results of the current study imply the methods of extending learning beyond the traditional class time is beneficial. Finally, as counselor educators strive to increase students' counselor self-efficacy early in practicum, in an environment that contains anxiety and self-doubt (Bernard (&) Goodyear, 2009; Cashwell (&) Dooley, 2001) using vicarious learning through video and online discussions can assist in accomplishing the goal.
Show less - Date Issued
- 2013
- Identifier
- CFE0004758, ucf:49762
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004758
- Title
- An investigation of master's level counselor education admissions criteria: The predictive validity of undergraduate achievement and aptitude on the attainment of counseling competence.
- Creator
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Kendrick, Emma, Hagedorn, William, Hundley, Gulnora, Lambie, Glenn, Robinson, Edward, Ieva, Kara, University of Central Florida
- Abstract / Description
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The goal of this research was to examine the relationship between the Graduate Record Examination (GRE) and undergraduate grade point average (UGPA) admissions criteria and the prediction of future counseling competencies in four domain areas; knowledge, counseling skills, professional dispositions, and professional behaviors. The Counselor Preparation Comprehensive Examination (CPCE) provided the measure for knowledge, paired with the Counseling Competencies Scale (CCS), measuring counseling...
Show moreThe goal of this research was to examine the relationship between the Graduate Record Examination (GRE) and undergraduate grade point average (UGPA) admissions criteria and the prediction of future counseling competencies in four domain areas; knowledge, counseling skills, professional dispositions, and professional behaviors. The Counselor Preparation Comprehensive Examination (CPCE) provided the measure for knowledge, paired with the Counseling Competencies Scale (CCS), measuring counseling skills, professional dispositions, and professional behaviors. Three types of correlational analyses (Multiple-linear Regression, Pearson Product Moment, and Canonical) were used to test the relationships between the variables and subscales. Overall, significant models were produced in areas consistent with past research: GRE and UGPA scores show a relationship to CPCE scores but not the CCS skills assessment. The author concluded that counselor educators should review their admissions criteria and ensure that the value that they place on the GRE and UGPA criteria is backed by research. Recommendations for future research should focus on the use of alternate admissions criteria which assess applicants for personal characteristics and other qualities considered necessary for a counselor to be successful.
Show less - Date Issued
- 2012
- Identifier
- CFE0004395, ucf:49364
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004395