Counseling Psychology Students Research Articles

Relationship between Meaning in Life and Psychological Well-Being among First-Year Counseling Psychology Students at Selected Private Universities in Nairobi County, Keny

Relationship between Meaning in Life and Psychological Well-Being among First-Year Counseling Psychology Students at Selected Private Universities in Nairobi County, Keny

Measuring intellectual extremism among psychological counseling students

This current research aims to identify intellectual extremism among psychological counseling students, according to the variable (gender, geographical location, academic stages), and to achieve the research objectives, the researchers built a scale of intellectual extremism consisting of (30) paragraphs in (5) areas after conducting a statistical analysis of the scale after applying it to a sample of (150) male and female students, all paragraphs of the scale were distinctive, and the psychometric characteristics of validity and reliability were conducted, and thus it became in its final form, and it was applied to a sample of psychological counseling students of (265 male and female students, with (41) male students and (84) female students from the University of Basra and (76) male students (74) female students from Al-Mustansiriya University, and the results showed that counseling students Psychologically, they are characterized by intellectual extremism, and there are statistically significant differences on the gender variable, and the difference was in favor of males at the expense of females, and there are no statistically significant differences according to the variable of educational stages.

PSİKOLOJİK DANIŞMAN ADAYLARININ ETİK KONUMLARININ BİLİNÇLİ FARKINDALIK DÜZEYLERİ İLE İLİŞKİSİ

Ethical positions shape within life experiences via confronting and resolving ethical dilemmas of moral issues, and were consisted of idealism and relativism. Within cultural context, Western cultures had low scores on both idealism and relativism (exceptionists) while Eastern ones had high relativism scores with both high idealism (situationists) and low idealism (subjectivists) scores on Ethical Position Questionnaire. Recently, a combination of ethical decision making and awareness started to be investigated under the roof of ethical mindfulness while enabling ethical clinical practices and implementation. Prior to stepping into that area, more explanatory presentation of the relationship between ethical decision making process and mindfulness among prospective psychological health professionals, psychological counseling students were presented in this descriptive study. Results of preliminary analyses showed that approximately half of the participants (39.85 %) are on the situationist side on ethical decision making. As a result of main analyses, it was found that level of mindfulness is related with high scores on both idealism (Mlow=3.90, Mmiddle=4.02, Mhigh=4.26) and relativism (Mlow=3.34, Mmiddle=3.75, Mhigh=4.08).

The Anti-Racism Behavioral Inventory: A Validation Study

The current study extends the initial creation and validation of the Anti-Racism Behavioral Inventory (ARBI; Pieterse, Utsey & Miller, 2016), a measure designed to assess anti-racism awareness and behavior among Whites Americans. Given that the original measure was developed with a sample of graduate students in counseling psychology, the current study extends validation to a sample of White individuals who identify as anti-racism activists (N=153). Findings support the original bifactor factor model of the Anti-Racism Behavioral inventory (one general anti-racism behavior factor and three domain-specific factors: individual advocacy, awareness of racism, and institutional advocacy). Additional evidence for validity was supported through negative associations with measures of the color-blind racial attitudes, as well as positive associations with scores on the White Privilege Awareness Inventory. Implications of the findings for training and future research are discussed.

Differences Between Canadian Psychological Association Nonmember and Member Counseling Psychologists

Generalizations about Canadian counseling psychologists have been based on research that samples members of the Canadian Psychological Association (CPA), leading to questions about the extent to which this portrayal of the profession is accurate. In this exploratory study, answers to a 61-item questionnaire representing 86 variables were compared between 78 Canadian counseling psychologists who were members of the CPA and 107 Canadian counseling psychologists who were not members of the CPA. Inferential analyses found that CPA-member and nonmember counseling psychologists differed significantly on 11 of the 86 variables assessed, indicating that the currently available portrayal of Canadian counseling psychologists used by licensure bodies, professional associations, academic programs, instructors, and researchers is not wholly accurate. Reliance on inaccurate information about the profession can hinder the future development of Canadian counseling psychology as its members strive to meet the needs of counseling psychology students, counseling psychology professionals, and the populations they serve.

Experiential Groups: Narratives of Latino Master’s Level Students in Counseling Psychology during the Covid-19 Pandemic

ABSTRACT Experiential group training builds group counseling skills among counselors-in-training. The current study examines Latino master’s students’ perceptions of experiential group training that started in person but shifted to a virtual platform during the Covid-19 pandemic. Qualitative interviews were conducted with 11 Latino graduate counseling psychology students. Our findings included five main themes: Professional development, group leader modeling, personal growth, pandemic’s impact on experiential group and impact of culture on experiential group. Themes shed new insight for the use prior research findings on experiential group training and shed new insight the use of this training modality with Latinos and utilizing a virtual platform. Findings highlight multicultural competence among experiential group facilitators.

Sexuality training in counseling psychology: A mixed-methods study of student perspectives.

Counseling psychologists are a cogent fit to lead the movement toward a sex-positive professional psychology (Burnes et al., 2017a). Though centralizing training in human sexuality (HS; Mollen & Abbott, 2021) and sexual and reproductive health (Grzanka & Frantell, 2017) is congruent with counseling psychologists' values, training programs rarely require or integrate comprehensive sexuality training for their students (Mollen et al., 2020). We employed a critical mixed-methods design in the interest of centering the missing voices of doctoral-level graduate students in counseling psychology in the discussion of the importance of human sexuality competence for counseling psychologists. Using focus groups to ascertain students' perspectives on their human sexuality training (HST) in counseling psychology, responses yielded five themes: (a) HST is integral to counseling psychology training, (b) few opportunities to gain human sexuality competence, (c) inconsistent training and self-directed learning, (d) varying levels of human sexuality comfort and competence, and (e) desire for integration of HST. Survey responses suggested students were trained on the vast majority of human sexuality topics at low levels, consistent with prior studies surveying training directors in counseling psychology and at internship training sites (Abbott et al., 2021; Mollen et al., 2020). Taken together, results suggested students see HST as aligned with the social justice emphasis in counseling psychology but found their current training was inconsistent, incidental rather than intentional, and lacked depth. Recommendations, contextualized within counseling psychology values, are offered to increase opportunities for and strengthen HST in counseling psychology training programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

상담심리학 학부생의 캡스톤디자인 수강 경험에 관한 현상학적 연구

Objectives The purposes of this study is to understand and explore the essence of counseling psychology students who took the capstone design by the phenomenological method. Methods Five undergraduates who took the counseling psychology capstone design in capital area, January and March, 2022 participated in focus group interview. They were selected who most contributed by submitted reflection papers, interim and final reports The interview data were analyzed using phenomenological analysis of Colaizzi. Results The Results divided effective and ineffective learning experiences. First, effective earning experiences of the capstone design is an in-depth understanding of knowledge in major, the linkage between a theoretical knowledge and the environment, and a learner-centered education. On the contrary, ineffective earning experiences of the capstone design is being confronted with their own inadequacies as a counselor and the collapse of cooperation activities. Conclusions The implication of this results has the meaning of understanding the experiences of capstone design in counseling psychology as supplementation of work experiences. Moreover, the this study provides basic data for operation and development subject.

Social Justice Identity Development for International Counseling Psychology Students

Despite the inclusion of social justice and international issues in counseling psychology, there are no conceptual models or research to date that focus on social justice identity development and training issues for international counseling psychology students. The unique cross-cultural experiences and systemic injustices facing many international counseling psychology students may inform their social justice identity development in a distinctive manner. Thus, by incorporating biculturalism and transformative learning theories, this article proposes a theoretical model to illustrate the psychological processes and outcomes of social justice identity development for international counseling psychology students with the following four phases: (a) cultural and social awareness of privilege and oppression, (b) critical analysis of systemic oppression across cultures, (c) synergistic development of social justice competence and bicultural competence, and (d) integration of social justice identity and competence across cultures. We provide recommendations for future practice, advocacy, education, training, and research.

Career Barriers and Coping Efficacy with International Students in Counseling Psychology Programs.

This study uses Lent et al.'s (1994) social cognitive career theory (SCCT) as a framework for understanding the career barriers and coping efficacy experienced by international master's of counseling psychology students. Grounded in SCCT, we described coping efficacy as international students' perceived capability to navigate career barriers. Using Braun and Clarke's (2006) thematic analysis, we explored the career barriers and coping efficacy of 12 international master's of counseling psychology students. The first focus area, International Journey with Multiple Barriers, included five themes: Interpersonal Stress, Language Barriers, Financial Pressures, Advising Concerns, and Visa and Immigration-Related Stress. The second focus area, Agents of Change in the Midst of Barriers, included five themes: Self-Regulating, Stepping into Discomfort, Cognitive Reappraising, Becoming a Change Agent, and Social Support Seeking. Findings demonstrated participants' coping efficacy and perceptions of themselves as agents of change. This study deepens the field's understanding of career development among international master's of counseling psychology students.

Facilitating the Professional Development of International Counseling Psychology Students: Introduction to Special Issue

The growing community of international counseling students in the United States has been a vital force in the internationalization of counseling psychology and the diversification of counseling practices. However, their intersectional identity of being both an international student and a counseling student is also associated with a variety of unique challenges in training and career development. This Special Issue includes five articles that address a conceptual model on international students’ social justice identity development, experiences of clinical training and clinical supervision, career barriers and coping efficacy, and experiences of counseling psychology faculty from international backgrounds. Each of these articles discusses challenges faced by international counseling psychology students and provides implications that can be used to facilitate the professional development of international counseling psychology students.

CPNP 2022 Annual Meeting Poster Abstracts

CPNP 2022 Annual Meeting Poster Abstracts

Differences in Academic Achievement of Information and Communication Engineering and Counseling Psychology Students According to MBTI Personality Type

Differences in Academic Achievement of Information and Communication Engineering and Counseling Psychology Students According to MBTI Personality Type

Growth during a global pandemic: A polyethnography among doctoral counselling psychology students.

Growth during a global pandemic: A polyethnography among doctoral counselling psychology students.

School Mental Health Trainees’ Perceptions of a Virtual Community-Based Partnership to Support Black Youth

This phenomenological study used individual interviews with ten graduate students in school counseling and school psychology to understand their experiences in a University-Church service-learning partnership to support PreK–12th grade youth in response to COVID-19. Most graduate participants identified as White/Non-Hispanic, and all youth served identified as Black. Hence, the study’s purpose was to examine participants’ (a) general perceptions of the program and (b) perceptions of how the program contributed to their multicultural competence and social justice-orientation. Findings reflect two broad themes for research aim one: (a) adaptive and holistic direct intervention skill development and (b) presence and connection with marginalized youth. Four broad themes emerged relative to research aim two: (a) multicultural attitudes and beliefs development, (b) multicultural knowledge development, (c) multicultural skill development, and (d) advocacy and allyship relative to social justice practice. Recommendations for school mental health training programs are offered. Impact Statement School psychology training programs have historically utilized community-based service-learning opportunities to cultivate graduate students’ multicultural competence and social justice-orientation. However, few studies have examined outcomes associated with service-learning training initiatives using online didactic training, telesupervision, and experiential learning through telehealth service delivery. Because COVID-19 has resulted in graduate programs exploring remote methods of training mental health trainees, key findings illustrate the benefits of virtual service-learning opportunities for facilitating school mental health trainees’ (including school psychology graduate students) capacity to provide accessible (i.e., telehealth), culture-centered academic, social–emotional, and behavioral support for minoritized families.

Student Advocacy in Canadian Counselling Psychology Programs: 2018 CCPC Working Group Outcomes

The second Canadian Counselling Psychology Conference, held in Calgary in October 2018, provided an opportunity for conference attendees to participate in one of seven working groups that met over the course of 2 days. Members of one group were tasked with delving into the topic of student advocacy in Canadian counselling psychology. Student advocacy was defined as students speaking up for themselves about what they need in their various graduate programs and educational experiences across Canada. The resulting discussion identified the following broad areas of need and potential program improvement: (a) practicum process and opportunities, (b) preparation for the “real world,” (c) partnerships between university programs and professional communities, (d) increased student funding, and (e) clarity and consistency in program requirements and professional credentialing. Members of the working group developed detailed recommendations and plans of action for each of these areas. This paper reviews the relevant literature on the above topics and expands upon the group’s recommendations for addressing the needs of counselling psychology students in Canada.

Student Affiliates of Seventeen (SAS) 2020 Report: Transitioning to Leadership in a Historic Year

The University of Missouri–Columbia was selected to host the Student Affiliates of Seventeen (SAS) Executive Board from 2019–2022 and began their term in August 2019, following a successful three-year tenure by Ball State University. The new executive board has anchored its term in four pillars—Growth and Sustainability, Justice and Equity, Excellence and Innovation, and Wellness and Positive Development—which have guided the organization over the past year. This report reviews the purpose of SAS and discusses membership development, programming, advocacy, and the organizational development activities of the organization, including progress on goals to increase and engage membership and foster a more equitable and socially just organization that embraces liberation as a value. Counseling psychology students’ and the organization’s response and adjustment to the COVID-19 pandemic and national reckoning with police brutality and anti-Black racism are also discussed.

The Level of Mindfulness and its Relationship with the Psychological Resilience among the Psychological Counseling Students in the Jordanian universities

This study aimed to find out the level of Mindfulness and the level of psychological resilience among undergraduate students in psychological counseling in Jordanian universities, as well as exploring the correlation between Mindfulness and psychological resilience. The sample of the study consisted of (763) male and female students from the undergraduate students in psychological counseling. In order to achieve the goals of the study, the psychological resilience scale was developed, and the use of the Mindfulness scale developed by salahat and the zoghol (2019), The results showed that the arithmetic mean of the Mindfulness scale is mean as a whole over its five dimensions, where it came first in the dimension of Observing with a high mean , and secondly the dimension of ( non-judging the internal experience) at an mean level, and in the third rank the dimension of Non reactivity with the internal experience at an mean level, and the fourth rank is the Dimension of Describing At an intermediate level, and finally, Dimension of Acting With Awareness work was at an intermediate level. The results also showed that the psychological resilience as a result is high as a whole, the personal competence dimension came first with a high level, the second dimension is Reflecting and adaptive help-seeking as well as a high level, and the third dimension is Perseverance with a high level, while the fourth dimension Negative affect and emotional response came at an mean level, and as The results showed that there was no negative statistically significant relationship between Mindfulness and psychological resilience Key words : Mindfulness, psychological resilience, psychological counseling students DOI : 10.7176/JEP/11-18-14 Publication date : June 30th 2020

Counseling Psychology Trainees’ Knowledge of Cultural Display Rules

Social norms that shape people’s emotional expression are called cultural display rules (CDRs). Training in counseling psychology emphasizes cultural context in understanding clients, but it is unclear the degree of training specifically focused on students acquiring skills in emotional expression systems connected to diverse cultures. This qualitative study investigated 99 counseling psychology trainees’ knowledge and experiences of CDRs. Based on thematic analysis, we found four superordinate themes: (a) General Knowledge and Awareness, (b) Therapy Elements and Processes, (c) Personal Experiences with CDRs, and (d) Training. Several subthemes emerged in each area. Although participants expressed a range of complexity in knowledge and awareness of CDRs, they reported a lack of systematic integration of CDRs in their training. Recommendations for integrating CDR knowledge into training counseling psychology students with a focus on developing multicultural and international competencies and improving clinical decision-making are provided.

Humanity in Homelessness: A Social Justice Consultation Course for Counseling Psychology Students

Students in counseling psychology have cited a desire for more opportunities to engage in social justice within their programs. Pressing national issues, such as homelessness, offer an opportunity to use transferrable psychology skills, including consultation, to address and prevent systemic oppression, while affording students necessary training. This paper describes a doctoral level counseling psychology course on social justice consultation and evaluation. The students and faculty undertook a consultation project with the city’s Office of Homelessness Prevention and Intervention (OHPI), where they applied a strengths-based social justice consultation model to the goal of providing recommendations to prevent homelessness. First, we set the context for homelessness in the United States and [university town]. We then outline the data consultation process and preparation/presentation of a formal report for OHPI officials, including successful outcomes from the consultation. Finally, we discuss lessons learned from the consultation project and recommendations for students and faculty who plan to implement social justice consultation into their graduate programs.