The Study on the Experience of Counseling Field Practice of 3rd and 4th Grade College Students in Counseling Psychology Department

2021 ◽  
Vol 21 (10) ◽  
pp. 625-641
Author(s):  
Jong Hwan Park ◽  
Young Sook Chun
Keyword(s):  
College Students ◽  
Counseling Psychology ◽  
Psychology Department ◽  
Field Practice

Users' perceptions of blog functions: educational vs personal use

2014 ◽  
Vol 48 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Hsiu-Ping Yueh ◽  
Weijane Lin ◽  
Tzuyi Lu
Keyword(s):  
College Students ◽  
Information Exchange ◽  
Design Methodology ◽  
Content Type ◽  
Specific Focus ◽  
Field Practice ◽  
Detailed Evaluation ◽  
Personal Use ◽  
Educational Blogging ◽  
Traffic Source

Purpose – This paper aims to understand how users' perceptions of the different functions of blogs vary in educational use and personal use, and further to explore whether experience with blogs has an influence on differences in perceptions of blog functions. Design/methodology/approach – To empirically determine whether the blog functions were suitable for educational and personal use, a blog system with numerous functions was constructed for users to evaluate. In total, 48 college students were recruited to participate in the study. The participants navigated this system and then filled in a questionnaire to give their opinions on the functions of both educational blogs and personal blogs. Findings – The findings of this study indicate that of the 26 blog functions, perceptions of 20 of the functions differed significantly between educational and personal use. Moreover, the results showed that only two blog functions, backup and traffic source, were influenced by both blog experience and blog usage. Originality/value – This study distinguishes itself from the previous studies on blogging systems in its specific focus on functionality with detailed evaluation under different purposes of contexts. Practical suggestions are accordingly made for practitioners to choose when and which functions to use under different circumstances to enhance the interaction and information exchange between users in the field practice of educational blogging.

scholarly journals Bereavement and College Students: The Role of Counseling Psychology

2010 ◽  
Vol 38 (7) ◽  
pp. 947-975 ◽  
Author(s):  
Heather L. Servaty-Seib ◽  
Deborah J. Taub
Keyword(s):  
College Students ◽  
Counseling Psychology

Preparing Leaders for Social Justice: Lessons from an Exemplary Counseling Psychology Department

2010 ◽  
Vol 5 (3) ◽  
pp. 73-106 ◽  
Author(s):  
Sarah A. McKinney ◽  
Colleen A. Capper
Keyword(s):  
Social Justice ◽  
Counseling Psychology ◽  
Psychology Department

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

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