scholarly journals ADVOCATE: A Legislative Advocacy Model for Counseling Students

2021 ◽  
Author(s):  
Jacquelyn E. Schuster ◽  
Lauren Rocha ◽  
Angie Sevillano ◽  
Felicia Green-Johnson ◽  
Jennifer Gerlach
Keyword(s):  
Doctoral Students ◽  
Counseling Students ◽  
Counselor Educators ◽  
State Legislators ◽  
Central Component ◽  
Master's Students ◽  
Counselor Identity ◽  
Legislative Advocacy ◽  
Collective Experience ◽  
Practical Model

In the classroom, master’s students learn that advocacy is a central component of the counseling profession and counselor identity, whereas doctoral students train to be advocacy leaders. While counselor educators often infuse advocacy into the classroom through assignments and use current advocacy models present in the literature, we found a need for a practical model specifically for legislative advocacy to implement with counseling graduate students outside of the classroom. The authors pulled from their collective experience of meeting with state legislators at the state Capitol to create the ADVOCATE Model, a practical, step-by-step guide to legislative advocacy. The authors share the details of their model and discuss implications and recommendations for counselor educators and students.

Boundary Considerations Between Doctoral Students and Master's Students

2006 ◽  
Vol 51 (1) ◽  
pp. 53-65 ◽  
Author(s):  
Janna L. Scarborough ◽  
Janine M. Bernard ◽  
Ronald E. Morse
Keyword(s):  
Doctoral Students ◽  
Master's Students

Rehabilitation Counselor Knowledge, Comfort, Approach, and Attitude Toward Sex and Disability

2013 ◽  
Vol 27 (1) ◽  
pp. 32-42 ◽  
Author(s):  
Roxanna N. Pebdani
Keyword(s):  
Rehabilitation Counseling ◽  
Geographic Location ◽  
Counseling Students ◽  
The United States ◽  
Master's Students ◽  
Negative Attitudes ◽  
Rehabilitation Counselor ◽  
Disability Status ◽  
Attitudes Toward Sex ◽  
Sexuality Training

This study examined the effect of rehabilitation counseling students’ age, sex, disability status, geographic location, marital status, religion, sexual orientation, and level of sexuality training on knowledge, comfort, approach, and attitudes toward the sexuality of people with disabilities. Participants were 312 rehabilitation counseling master’s students in Council on Rehabilitation Education (CORE) accredited programs all over the United States. Multivariate analysis of variance (MANOVA) analyses demonstrated that Knowledge scores were affected by intensity of training. Other subscale scores indicated that rehabilitation counseling students had generally negative attitudes toward sex and disability and low levels of comfort with approaches from clients. Results demonstrate the importance of rehabilitation counselor educators incorporating the topic of sex and disability in training programs so that graduating students have the knowledge and comfort necessary to discus sex with their clients with disabilities.

Clinical Mental Health Counseling: A National Survey of Counselor Educators

2010 ◽  
Vol 32 (3) ◽  
pp. 236-246 ◽  
Author(s):  
Edward Cannon ◽  
Joseph Cooper
Keyword(s):  
Mental Health ◽  
National Survey ◽  
Counselor Educators ◽  
Mental Health Counseling ◽  
Health Counseling ◽  
Counselor Identity ◽  
Community Counseling

This study reflects a national survey of 295 CACREP counselor educators regarding their understanding of and support for the 2009 CACREP standards revision. It also assessed respondents' opinions about the proposed number of program credits (48, 60, other) and internship hours (600, 900, other) based upon whether the community counseling and mental health counseling specialty tracks merge or remain separate. Results indicate a difference in opinions about the curricular changes that reflects a historic and continuing tension around counselor identity issues.

scholarly journals Knowledge is Power: An Analysis of Counseling Professionals’ Medicare Policy Proficiency

2020 ◽  
Vol 12 (1) ◽  
pp. 44-56
Author(s):  
Matthew C. Fullen ◽  
Jordan Westcott ◽  
Julianna Williams
Keyword(s):  
Doctoral Students ◽  
Counselor Training ◽  
Statistical Analyses ◽  
Master's Students ◽  
Counseling Professionals ◽  
American Counseling Association ◽  
Medicare Program ◽  
Wide Range ◽  
Significant Difference ◽  
Medicare Policy

This study examines counseling professionals’ knowledge concerning the Medicare program and related advocacy efforts. American Counseling Association members (N = 5,097) answered a series of true-false questions that were intended to measure proficiency in two areas: Medicare policy and the counseling profession’s advocacy for provider eligibility. Statistical analyses indicated that members have a wide range of Medicare knowledge. A significant difference in advocacy history knowledge was found when comparing counselor educators, practicing counselors, doctoral students, and master’s students. However, no differences in policy knowledge were present among these groups. Implications for the counseling profession and counselor training are discussed.

scholarly journals A transactional approach to predicting stress experienced when writing dissertations

2018 ◽  
Vol 49 (3) ◽  
pp. 417-429
Author(s):  
Fortunate Tintswalo Silinda
Keyword(s):  
Doctoral Students ◽  
Time Management ◽  
Phase 1 ◽  
Management Styles ◽  
Master's Students ◽  
Dissertation Writing ◽  
Health Related ◽  
Retention And Graduation Rates ◽  
Transport Problems ◽  
The Relationship

Although substantial attention has been given to doctoral students, the attention given to master’s students writing dissertations is limited. This article outlines a transactional model of stress that conceptualises dissertation writing as a stressor consisting of a series of phases that tend to increase the risk of negative outcomes. A mixed-method design was used to address the aim of the study. An adapted version of the Stress and Support Questionnaire for University Students was used to measure the stress that master’s students experienced. Open-ended questions were employed to measure students’ evaluations of the stress experienced when writing a dissertation. The model proposed that the phases of dissertation writing moderate the relationship between stressor factors and the stress experienced. In an empirical study making use of the model, the moderation analyses revealed that Phase 1 of dissertation writing significantly moderated the relationship between the stress experienced, stressor factors of relationships, financial and transport problems and health related problems. The qualitative data suggested that stress is evaluated either positively or negatively depending on time-management styles and support systems. The results obtained underscore the importance of support structures in alleviating the stress experienced when writing dissertations in order to improve students’ retention and graduation rates.

Counseling Students' Attribution of Diagnostic Credibility to Clinical Supervisors

1998 ◽  
Vol 82 (3) ◽  
pp. 727-734
Author(s):  
Jane J. Carroll
Keyword(s):  
Clinical Practice ◽  
Counselor Education ◽  
Doctoral Students ◽  
Clinical Diagnosis ◽  
Counseling Students ◽  
Point Scale ◽  
Education Faculty ◽  
Master's Degrees ◽  
Clinical Supervisors ◽  
Factors Influencing

Research on factors influencing diagnostic credibility has not been widespread. In this study, agreement ratings for a clinical diagnosis were compared for two groups of students receiving supervision from differently credentialed hypothetical supervisors. Implications of these findings are discussed relative to preparation practices and improving clinical practice. As 190 students who had completed either less than one-half ( n = 112) or more than one-half ( n = 78) of their programs in 9 institutions gave mean ratings of about 5 on a 10-point scale, they did not differentially rate diagnostic credibility of the hypothetical supervisors having credentials as psychiatrists, doctorate-holding counselor education faculty, doctorate-holding psychologists, and doctoral students holding master's degrees in counselor education.

scholarly journals A Grounded Theory Investigation into the Process and Effects of Service Learning in Counselor Education

2013 ◽  
Vol 1 (1) ◽  
pp. 47-60
Author(s):  
Joseph A. Stewart-Sicking ◽  
Jill L. Snodgrass ◽  
Rochelle Pereira ◽  
Wairimu W. Mutai ◽  
Robin Crews
Keyword(s):  
Grounded Theory ◽  
Graduate Students ◽  
Service Learning ◽  
Experiential Learning ◽  
Counselor Education ◽  
Counseling Students ◽  
Theory Approach ◽  
Counselor Identity ◽  
Grounded Theory Approach ◽  
Personal Engagement

Service-learning is an approach to experiential learning that is relatively unexplored among graduate students. The authors of this study sought to understand the process and effects of service-learning among 76 graduate counseling students enrolled in an “Introduction to Community Counseling” course over three semesters, 40 of whom engaged in service-learning. Analyzing students’ reflection papers, projects, and blog entries via a grounded-theory approach, the study generated a model of how service-learning impacted these students’ learning and sense of counselor identity. Students went through a process of development: They began with personal engagement, became overwhelmed, readjusted their expectations, and then reconstructed their individual counselor identities.

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