Counseling Students Research Articles

Analysis of Intervention Research Trends and Quality Indicators Related to Counseling for Students with Emotional Behavioral Disorders and Students At-Risk

Analysis of Intervention Research Trends and Quality Indicators Related to Counseling for Students with Emotional Behavioral Disorders and Students At-Risk

Internalisasi Karakter Qur’ani Melalui Bimbingan Siswa Sekolah Dasar

The aim of the research is to strengthen Qur'anic character through guidance and counseling for students in elementary schools. The research method uses a qualitative approach to phenomenological studies in elementary schools based on the Koran in daily life. Data collection uses observation instruments, interviews, documentation studies of school programs related to Qur'anic characters. Validation is applied using triangulation techniques. The data analysis used is interactive model analysis with data collection, reduction, data display and verification. The results of the research explain that teachers' efforts to internalize Qur'anic characters through guidance and counseling are carried out individually and classically. Individually, in the form of instructions to students to understand the Al-Qur'an by reciting it, reading, studying, practicing and teaching it. Classically through tahfidz, teacher example, students' Qur'anic character habituation programs.

Addressing the Gap: A Pilot Study to Improve Graduate Student's Counseling Self-Efficacy Through Online Support Groups for Care Partners of People With Acquired Brain Injuries

Purpose: The purpose of this technical report is to (a) describe the development and pilot testing of a university training initiative for graduate students in speech-language pathology to conduct online support groups for care partners of individuals with acquired brain injuries and (b) share preliminary data on students' self-efficacy in their counseling skills as a result of training. Method: Four graduate students completed an intensive summer counseling training program consisting of two 90-min student orientations to counseling skills and two online support group sessions for care partners of people with acquired brain injuries. A mixed methods analysis of pilot data collected over the summer of 2023 was conducted. Students completed the modified Counselor Activity Self-Efficacy Scales for speech-language pathologists within 1 week of beginning their counseling training and within 1 week after their clinical training experience. Students also submitted a short reflection paper within 24 hr of their two support group sessions to discuss their overall performance within the session and assess their self-efficacy in their counseling skills. Results: Preliminary data evidenced significant pre- to posttraining gains in two primary counseling areas: (a) psychoeducation (i.e., students' ability to provide information to care partners) and (b) empathy when addressing care partners' concerns regarding their loved one's communication disorder. Students' reflection papers illustrated their sense of growth as clinicians and paralleled the findings from their questionnaires. Conclusions: Our preliminary results highlight the importance of providing counseling opportunities for student clinicians in speech-language pathology graduate programs. Our online clinical model offers an example for replicability across universities to foster self-efficacy in students' counseling skills as part of their graduate studies. “Key” ingredients are provided for replication when developing a student-led online support group program for care partners of individuals with acquired brain injuries.

Spanish language opportunities in genetic counseling training programs in the United States.

This cross-sectional survey study explores ongoing initiatives to foster diversity and inclusivity within the field of genetic counseling, specifically focusing on opportunities within graduate programs for students to enhance language and counseling skills in Spanish, thereby fostering language concordance in genetic counseling settings. With a response rate of 44.8% (26/58) across genetic counseling graduate programs, our study provides an overview of educational offerings in Spanish, encompassing patient-facing, non-patient-facing, and combined opportunities. Of the programs that completed the survey, 73.1% (19/26) offer Spanish language opportunities. Several perceived benefits were identified by those that offer opportunities, including fostering cultural humility and diversity within the field, increasing awareness and accessibility of genetic counseling services, and facilitating involvement in research within minority groups. The information gathered from this study can be a resource for graduate programs seeking insights into effective strategies to incorporate Spanish language opportunities. Additionally, these results may also serve as a source of inspiration for students who want to apply their Spanish language skills in their training and future careers. Lastly, we propose ideas to enhance and expand the training of bilingual genetic counseling students in Spanish.

SUICIDE IDEATION: GENDER AND VARIATION OF CORRELATES AMONG UNIVERSITY STUDENTS IN NYANZA REGION, KENYA

The prevalence of suicide behavior among university students has been an issue of great concern because of its upward trend. This paper examines suicide ideation in relation to gender and the variation of correlates in different universities among university students in the Nyanza region, Kenya. The objectives of the study were to determine gender differences in relation to suicide ideation and how the correlates vary among individual universities. A correlational research design was employed. Four public universities and university counselors were selected using purposive sampling. Stratified sampling was thereafter employed to select undergraduate students based on their year of study. A sample size table developed by Krejcie and Morgan (1970) was used to select 1477 undergraduate students randomly. Data collection instruments included: a student questionnaire, interview schedule and counseling records. Data was analyzed using Statistical Package for Social Sciences (SPSS V20). Descriptive statistics such as frequencies and percentages were used and thereafter, quantitative data was analyzed using chi-square and ANOVA. Thematic analysis was used to analyze qualitative data. The findings revealed gender differences in relation to suicide ideation. The findings further revealed that there is variation in sexual abuse, romantic breakup, COVID-19, alcohol addiction, HIV/AIDS, elections and cyber suicide experiences across the universities. However, there is no variation in financial crisis across universities. The study recommends that the university counseling department should equip female students with skills on how to adjust to campus lifestyle without engaging in activities which might end up stressing them. The university should also develop prevention strategies as well as organize follow-up for suicide survivors.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0010/a.php" alt="Hit counter" /></p>

Mental health intervention of college students from the perspective of developmental funding-- A case report on the growth counseling of students' crisis response

In the perspective of developmental funding, aiming at the overall development of college students, this paper analyzes the necessity of psychological poverty alleviation for college students from families with financial difficulties, and explains the idea of accurately integrating into the process of psychological poverty alleviation education. The aim is to promote the growth of students from families with financial difficulties by constructing clear psychological poverty alleviation education goals, choosing reasonable psychological poverty alleviation education content, combining effective psychological poverty alleviation education methods and integrating accurate psychological poverty alleviation education process and other countermeasures.

The Role of Educational and Psychological Counseling in Improving the Educational Process

The study aimed to identify the role of educational and psychological counseling in improving the educational process in school education. Where the narrative critical approach was used, which is based on reviewing, scrutinizing and extracting theoretical literature well; The study was conducted in the second semester of the academic year (2022/2023); Where the study reached a set of results related to its research subject, which is the great importance of educational and psychological counseling in the school educational process by including some subjects with various topics related to educational and psychological counseling, or allocating a scientific subject for educational counseling similar to some other scientific subjects that are taught by experienced and competent; In addition, educational and psychological counseling represents an essential and essential aspect of the human life of the individual. The study also concluded that it is necessary for teachers, without exception, to carry out the process of educational and psychological counseling for students, as it is one of their basic academic tasks in practical life.

African American male counseling students’ lived experiences with counseling faculty

AbstractRacism and its effects adversely affect the experiences of Black males within higher education. Despite efforts to address racial and gender gaps, Black males remain grossly underrepresented within counselor training programs. They report feeling isolated and experience relational challenges. In this phenomenological study of 10 African American male counseling students’ interactions with counseling faculty, several themes related to their racial identity surfaced from the data. Implications for counselor educators and counselor education programs are offered.

Exploring congruence and counseling competencies: A qualitative study of counseling students trained in the Satir Model

Exploring congruence and counseling competencies: A qualitative study of counseling students trained in the Satir Model

A Study on the Impact of Psychological Counseling for Minor Medical Students in Clinical Teaching and Learning

A Study on the Impact of Psychological Counseling for Minor Medical Students in Clinical Teaching and Learning

The Reflective Roadmap: Closure and Synthesis for Counselor Trainees in Supervision

ABSTRACT This article introduces the importance of qualitative closure during supervision for counselors-in-training completing practicum or internship experiences. The authors address what is currently in the literature around termination for counseling students in supervision and how a tool called the reflective roadmap can provide a powerful synthesis process for learning. The authors introduce the reflective roadmap technique and provide examples of how it can be used throughout supervision. Discussion involves implications for counselor education and counseling practice and research.

Peer-assisted learning augmented by peer counseling to foster academic and personal development in flipped classroom

AbstractIn recent decades, under the influence of technological advancements, evolving student demographics, and shifting societal demands, the landscape of higher education has undergone significant transformations. Among numerous learning approaches, Flipped Learning (FL) has gained particular prominence due to its ability to enhance students’ performance through active engagement and self-directed learning. Another teaching and learning linked to indicators of students’ academic achievements is Peer-Assisted Learning (PAL). However, previous research on PAL remains scarce. To fill this gap in the literature, the effects of the integration of Peer Counseling (PC) activity into PAL on both academic and personal development within the flipped classroom setting over time were investigated in the present study. The study participants were counseling students (n = 91), including 60 students in the PAL-integrated flipped classroom and 31 in traditional classroom used as the control group. The results revealed that, over a 14-week period, PAL-integrated flipped classroom led to improvement in students’ Solution-Focused Thinking (SFT) skills, self-efficacy, and effective counselor characteristics, with medium to large effect sizes. The results also indicated the positive effect of PC on students’ counseling performance and achievement scores. These findings offer important implications for creating a collaborative learning environment. The paper concludes with a discussion of challenges typically associated with the implementation of flipped classroom in higher education.

Clients’ experiences during three phases of a time-limited psychodrama group: A case study

Although it is known that the group stages share similar dynamics and the leaders have certain tasks in each stage, the experiences of group members could differ in each stage. The main purpose of this case study is to understand how guidance and psychological counselling students participating in a psychodrama group are affected by the process and how they experience each stage of the group. In this context, a 12-week psychodrama study was conducted with group members (n = 9), and qualitative data were collected to determine the self-perceptions of the members at the end. The thematic analysis of the study revealed six main themes: first emotions, difficulties, self-awareness, changing emotions, achievements and what they left to time. In the first sessions, it was observed that the members had difficulties in disclosing themselves and role-playing because they were excited, scared and worried. In the proceeding sessions, as the members gained confidence in the group and realized that they would not be judged, they relaxed and disclosed themselves. Many of the members who experienced many realizations noted the changes in themselves in the final sessions and emphasized that they needed time for some skills to be realized. In addition, the development of counselling skills such as empathy, listening and self-awareness as a result of the research reveals that psychodrama is a promising approach in developing and teaching counselling skills. Practical recommendations are presented for mental health professionals and researchers based on the study findings.

Assisted Problem Based Learning Mobile Learning Application to Improve Preservice Counselor Problem Solving Skills

In today's digital era, the need for effective problem solving skills is increasingly urgent, especially for preservice counselors who will play an important role in helping individuals overcome various challenges. This research aims to test the effectiveness of Application-assisted Problem Based Learning (PBL). Mobile Learning (MLA) through the Bikonesia platform in improving the problem solving abilities of guidance and counseling students (school counselors initial service). This research method is descriptive qualitative by using a quasi-designpre-test post-test experiment control group design which was carried out for 8 weeks. The subject of this research is students majoring in guidance and counseling in one academic year Treatment using the PBL process is divided into five stages: Problem analysis and learning, Discovery and reporting, Solution presentation and reflection, Overview, integration, and evaluation. Data was collected using the Problem Solving Skills Scale developed by researchers. Data were analyzed using an independent t test to compare data stop you And post-test. Hypothesis test results show that Sig. This shows that the model Problem Based Learning (PBL) assisted by Application Mobile Learning (Bikonesia) has a significant effect on improving problem solving abilities Preservice Counselor. Future researchers should consider or even test multiple skills simultaneously through PBL. The implications of this research are can encourage educational institutions to integrate mobile technology in the learning process, considering its effectiveness in improving problem-solving skills.

An Actionable Learning Path-based Model to Predict and Describe Academic Dropout

The prediction and explainability of student dropout in degree programs is an important issue, as it impacts students, families, and institutions. Nevertheless, the main efforts in this regard have focused on predictive power, even though explainability is more relevant to decision-makers. The objectives of this work were to propose a novel explainability model to predict dropout, to analyze its descriptive power to provide explanations regarding key configurations in academic trajectories, and to compare the model against other well-known approaches in the literature, including the analysis of the key factors in student dropout. To this effect, academic data from a Computer Science Engineering program was used, as well as three models: (i) a traditional model based on overall indicators of student performance, (ii) a normalized model with overall indicators separated by semester, and (iii) a novel configuration model, which considered the students’ performance in specific sets of courses. The results showed that the configuration model, despite not being the most powerful, could provide accurate early predictions, as well as actionable information through the discovery of critical configurations, which could be considered by program directors could consider when counseling students and designing curricula. Furthermore, it was found that the average grade and rate of passed courses were the most relevant variables in the literature-reported models, and that they could characterize configurations. Finally, it is noteworthy that the development of this new method can be very useful for making predictions, and that it can provide new insights when analyzing curricula and and making better counseling and innovation decisions.

Expanding the Behavioral Health Workforce: Pediatric Psychologists Training Master’s Level Students in Integrated Healthcare

ABSTRACT As mental and behavioral health needs continue to rise, additional providers are needed to expand the behavioral health workforce. Integrated behavioral health services result in increased access, reduced stigma, and improved quality of patient care. Psychologists are in a unique position to provide training to future mental health professionals in integrated settings, across multiple levels of training, and particularly to future master’s level providers, which make up the majority of the mental health workforce. The U.S. Department of Health and Human Services Health Resources and Services Administration (HRSA) Behavioral Health Workplace Education and Training (BHWET) Program aims to increase the behavioral health workforce in order to improve access to services. A priority is placed on care for children, adolescents, and transitional aged youth who are at risk for behavioral health disorders and highlights team-based approaches to care in integrated settings. An overview is provided of a HRSA BHWET funded training program implemented with master’s level students. Students completed clinical field placements in one of several integrated care settings and were provided specialized training in the areas of evidence-based treatments, integrated healthcare, and quality improvement. The overarching purpose of the Integrated Behavioral Services Training and Education Program (I-STEP) was to improve access to behavioral health services for underserved children and their families by expanding the behavioral health workforce. This was achieved through training master’s level counseling students to provide evidence-based services in integrated healthcare settings. I-STEP program goals, challenges, outcomes, and lessons learned are presented.

The ripple effect of school dropout: exploring the nexus between school dropout, deviance, and subsequent arrest amongst children in India

PurposeThis paper aims to measure the prevalence of deviant behaviour among children who have dropped out of school and their subsequent arrests by the criminal justice system. The paper further analyses the relationship between the factors attributed to deviant behaviour and the subsequent arrests by the criminal justice system.Design/methodology/approachUsing a semi-structured interview schedule, data was collected from 330 children who had already dropped out of school, remained on the streets or worked. The interviews took place in the presence of either of the children’s parents, with their consent.FindingsThe research identified 12 significant factors contributing to children dropping out of school. It also found six factors responsible for deviant behaviour. Furthermore, the study revealed that about 70% of the respondents were involved in one or more deviant behaviours. Among them, 51% had been detained by the Police in the past two years. Additionally, the linear regression model results positively predict the nexus among the six factors responsible for deviant behaviour.Research limitations/implicationsThe study is limited to male children who had dropped out of school, as female children were excluded. In connection with measuring deviant behaviour, it was challenging to discern whether it occurred before students left school, after or both.Practical implicationsThe study suggests several measures, including policies such as early intervention programmes, providing quality education, mentoring and counselling for students and parents, vocational education opportunities, creating drug-free environments, career guidance, peer mentoring, community engagement, substance abuse prevention and rehabilitation programmes, to prevent school dropout and subsequent deviant behaviour.Originality/valueTo the best of the authors’ knowledge, this study is unique to India. The moderation regression model represents an exceptional finding. This study constitutes another addition to the field of child welfare while also indicating scope for future research.

Predicting Therapeutic Alliance: Supervisory Alliance and Supervisee’s Attachment Style

The aim of this study was to investigate how attachment styles and supervisory alliance predict the therapeutic alliance. Data was collected using The Therapeutic Alliance Scale, the Working Alliance Inventory: Trainee Form, and Attachment Styles in Interpersonal Relationships Scale. The study administered measuring instruments to 361 undergraduate counseling students (i.e., supervisees) from seven different state universities who had completed at least three counseling and supervision sessions. The data was analyzed using Pearson Product Moment Correlation Coefficient and Multiple Linear Regression analysis methods. The findings revealed that supervisees’ secure attachment styles positively and significantly predicted the therapeutic alliance. While the anxious-preoccupied attachment style did not significantly predict the goal and task sub-dimensions of the therapeutic alliance, it did significantly predict the bond sub-dimension and the total score of the therapeutic alliance. In contrast, the avoidant attachment style only significantly predicted the bond sub-dimension of the therapeutic alliance. Furthermore, the supervisory alliance was significantly predictor for all dimensions of the therapeutic alliance, as well as the total score.

Promoting multicultural and social justice counselling competency of international counselling students

AbstractThe enrolment of international students in US counselling programmes has been increasing steadily over the past decade. These international counselling students, as an emerging international workforce, can contribute to the decolonisation of counselling practice through the development of their multicultural and social justice counselling competency (MSJCC)—an essential counselling competency to improve counselling outcomes across culturally diverse clients. However, current US counsellor training programmes often fail to adequately address the unique challenges faced by international counselling students, which can impede their progress in enhancing MSJCC. This article explores specific challenges international counselling students encounter in developing MSJCC, underscoring the importance of culturally sensitive pedagogies. By focusing on the intersectional identities of international counselling students, this article proposes targeted pedagogical strategies that align US counsellor education with the lived experiences and challenges faced by these students. Case studies are provided to illustrate the application of these pedagogies. Promoting international counselling students' MSJCC can help prepare an international workforce capable of effectively working with a diverse global population and contribute to the decolonisation of counselling practices.

Hubungan Antara Gaya Kelekatan Dewasa Dengan Toxic Relationship Pada Mahasiswa Bimbingan dan Konseling yang Berpacaran

This study is a correlational quantitative research. The study aims to find out the relationship between adult attachment style and toxic relationship in dating Guidance and Counseling students and to find out how high the level of adult attachment style and toxic relationship level in dating Guidance and Counseling students. The subjects totaled 102 students. Data collection used the adult attachment style scale with 62 valid items with a reliability test value of 0.971 and the toxic relationship scale with 37 valid items with a reliability test score of 0.999. The results showed that there was a negative relationship between adult attachment style and toxic relationship with a high level of significance with a value of r -0.712 and p < .001. The level of adult attachment style of dating students is classified as high with a percentage of 43%. The level of toxic relationships in students who are dating is classified as low with a percentage of 52%. Based on these results, it can be seen that the higher the level of adult attachment style, the level of toxic relationships tends to decrease, and vice versa