Counseling Outcome Research and Evaluation最新文献

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A Systematic Review of Emotion Focused Group Therapy Using Quality Indicators 使用质量指标对情感焦点小组疗法进行系统回顾

Counseling Outcome Research and Evaluation

Pub Date : 2024-07-22 DOI: 10.1080/21501378.2024.2382702

Jusuk Song, Junsung Oh, Sojeong Nam, David J. Van Horn

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Creating Researcher-Practitioner Partnerships in Counseling: Lessons Learned 在心理咨询中建立研究者与实践者的伙伴关系：经验教训

Counseling Outcome Research and Evaluation

Pub Date : 2024-07-02 DOI: 10.1080/21501378.2024.2369514

Stephanie A. Crockett, Jennifer L. Korenchuk, Kelly D. Treharne

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Scoping Review Methodology: A Practical Guide for Counseling Researchers 范围界定审查方法：咨询研究人员实用指南

Counseling Outcome Research and Evaluation

Pub Date : 2024-07-02 DOI: 10.1080/21501378.2024.2357134

Gideon Litherland, Arien K. Muzacz, Gretchen Schulthes

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Exploring Counseling Dropout Rates Among International College Students with Disabilities 探索国际残疾大学生的咨询辍学率

Counseling Outcome Research and Evaluation

Pub Date : 2024-05-22 DOI: 10.1080/21501378.2024.2342587

A. Galván, Aazi Ahmadi, Fanghui Zhao, Kyesha M Isadore, Amber O’Shea

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A Systematic Review of Data Analysis Decisions in Counseling Single-Case Research Designs to Inform Best Practices 系统回顾咨询单例研究设计中的数据分析决策，为最佳实践提供依据

Counseling Outcome Research and Evaluation

Pub Date : 2024-05-22 DOI: 10.1080/21501378.2024.2342588

Corey Peltier, Evan C. Smarinsky, Cian L. Brown, Olivia Lewis, David Y. Lee

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Effectiveness of DBT Partial Hospitalization Program for Adolescents and Young Adults 针对青少年的 DBT 部分住院治疗计划的有效性

Counseling Outcome Research and Evaluation

Pub Date : 2024-05-22 DOI: 10.1080/21501378.2024.2342590

Esther S. Tung, Kristen L. Batejan, Caroline Johnson, Peggy Worden, Alan E. Fruzzetti

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Effect of Systematic Desensitization on Anxiety and Achievement of Nigerian Secondary School Students in Mathematics 系统脱敏对尼日利亚中学生数学学习焦虑和成绩的影响

Counseling Outcome Research and Evaluation

Pub Date : 2024-05-20 DOI: 10.1080/21501378.2024.2342586

F. Egara, M. Mosimege

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Effectiveness of a Well-Being Therapy Protocol on Sexual Minority Psychological Well-Being: A Single-Case Research Design 幸福疗法方案对性取向少数群体心理健康的影响：单例研究设计

Counseling Outcome Research and Evaluation

Pub Date : 2023-12-30 DOI: 10.1080/21501378.2023.2287243

Thomas M. Toomey, Palmer Garrison, Ashley Waddington, Lanita Jefferson, Trinicia Jackson

引用次数: 0

Needs Assessment of Surviving Military Families: Clinical Symptoms and the Parent-Child Relationship 军人遗属需求评估:临床症状与亲子关系

Counseling Outcome Research and Evaluation

Pub Date : 2023-10-16 DOI: 10.1080/21501378.2023.2257236

Elizabeth E. Burgin, Elizabeth A. Prosek, Kahyen Shin, Victoria L. Cunningham, Warren N. Ponder

AbstractThere is limited empirical data to account for the mental health and parent-child relationship outcomes among bereaved military families. The implementation of appropriate programs and mental health interventions depends on the study of relevant demographic and mental health constructs. We report the findings of a needs assessment conducted at a nonprofit organization serving bereaved military families, inclusive of 64 families, with adolescent children (M = 15.04 years, SD = 5.01), who experienced service member loss due to combat (37.5%), suicide (15.6%), homicide or terrorism (10.9%), unintentional self-harm (n = 4.7%), accident (4.7%), or another circumstance (1.6%). Our results align with previous researchers’ findings that surviving military families are at greater risk for problematic grief outcomes, whereby generalized anxiety (t = −3.83, p = .003, d = −0.957) and depressive symptoms (t = −4.28, p = .003, d = −1.07) demonstrate significant differences among complicated and non-complicated grievers. We also found elevated levels of parenting stress. These findings inform recommendations for assessment, program development, and future research for mental health service providers.Keywords: Bereavementmilitaryfamiliesparent-child relationshipcomplicated grief Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by William & Mary and the College of Education at The Pennsylvania State University.Notes on contributorsElizabeth E. BurginElizabeth E. Burgin is an Assistant Professor and Program Coordinator of the Military & Veterans Counseling Program in the Department of School Psychology & Counselor Education at William & Mary.Elizabeth A. ProsekElizabeth A. Prosek is an Associate Professor in the Department of Educational Psychology, Counseling, and Special Education at Penn State University. Drs. Prosek and Burgin are authors of the ACA endorsed Exemplary Practices for Military Populations.Kahyen ShinKahyen Shin is a doctoral student in the Department of Educational Psychology, Counseling, and Special Education at Penn State University.Victoria L. CunninghamVictoria L. Cunningham is a doctoral student in the Department of Counseling and Higher Education at the University of North Texas.Warren N. PonderWarren N. Ponder is the Director of Outcomes and Evaluation at One Tribe Foundation.

摘要目前，有关军人家属心理健康和亲子关系结果的实证数据有限。适当的计划和心理健康干预措施的实施取决于对相关人口统计学和心理健康结构的研究。我们报告了在一家为失去亲人的军人家庭服务的非营利组织进行的需求评估的结果，包括64个家庭，有青春期的孩子(M = 15.04岁，SD = 5.01)，由于战斗(37.5%)，自杀(15.6%)，谋杀或恐怖主义(10.9%)，无意的自残(n = 4.7%)，事故(4.7%)或其他情况(1.6%)而经历了服务成员的损失。我们的研究结果与先前研究人员的发现一致，即幸存的军人家庭出现问题性悲伤结局的风险更大，其中广泛性焦虑(t = - 3.83, p = 0.003, d = - 0.957)和抑郁症状(t = - 4.28, p = 0.003, d = - 1.07)在复杂和非复杂悲伤者中表现出显著差异。我们还发现，父母的压力水平也在上升。这些发现为心理健康服务提供者的评估、项目开发和未来研究提供了建议。关键词:丧亲、军人、家庭、亲子关系、复杂悲痛披露声明作者未发现潜在利益冲突。本研究得到了威廉玛丽和宾夕法尼亚州立大学教育学院的支持。elizabeth E. Burgin是William & Mary学校心理与咨询教育部门的军事与退伍军人咨询项目的助理教授和项目协调员。Elizabeth A. Prosek是宾夕法尼亚州立大学教育心理、咨询和特殊教育系的副教授。Drs。Prosek和Burgin是ACA认可的军事人口示范实践的作者。Kahyen Shin是宾夕法尼亚州立大学教育心理、咨询和特殊教育系的博士生。Victoria L. Cunningham，北德克萨斯大学咨询与高等教育系博士生。Warren N. PonderWarren N. Ponder是一个部落基金会的结果和评估主任。

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Phenomenological Study of Teachers’ Mindfulness and Social and Emotional Learning Experiences After a Consultation Intervention 咨询干预后教师正念与社会情感学习体验的现象学研究

Counseling Outcome Research and Evaluation

Pub Date : 2023-10-16 DOI: 10.1080/21501378.2023.2257240

Citlali E. Molina, Peggy L. Ceballos, Matthew E. Lemberger-Truelove, Marianna L. Branch, Kira J. Carbonneau, Meagan Everett

AbstractThe authors of the current study captured the mindfulness and social emotional learning experiences of fourteen teachers who participated in a five-week Advocating Student-within-Environment theory informed school counselor led consultation. A total of 14 middle and high school teachers employed in Title I schools participated in five 30-min consultation sessions with a trained school counselor. After the conclusion of the consultation intervention, each participant responded to seven structured exit survey questions online. Teacher participants reported four interconnected themes: (1) increased self-awareness; (2) coping with adversity; (3) seeking connection; and (4) sense of empowerment. Results from the study demonstrate the value of school counselors’ support of classroom teachers, especially given the outstanding stress associated with education and related social systems. The teachers reported greater feelings of professional persistence, which might protect against attrition and burnout.Keywords: Teachersschool counselingteacher wellnessmindfulness Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsCitlali E. MolinaCitlali E. Molina, PhD, LPC, CSC, NCC, is an experienced school counselor, current counselor educator, and program coordinator at the University of Texas at Tyler. Her research interests include culturally responsive social-emotional learning, mindfulness, and promoting the well-being of students and educators.Peggy L. CeballosPeggy L. Ceballos, PhD, NCC, CCPT-S, CPRT-S, is a Professor in the Department of Counseling and Higher Education at the University of North Texas. She has clinical experience as a school counselor and as a community counselor. Dr. Ceballos’ research agenda has a special focus on multicultural issues in play therapy and school counseling with a special attention to the Latinx populations.Matthew E. Lemberger-TrueloveMatthew E. Lemberger-Truelove is a Professor of Counselor Education at the University of North Texas and Associate Director of the Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE) at the University of Massachusetts. He is the current Editor of the Journal of Counseling and Development and Fellow of the American Counseling Association.Marianna L. BranchMarianna L. Branch, PhD, LPC (NJ), NCC, is an Adjunct Professor in the School of Counseling at Walden University. Dr. Branch serves on the Executive Board for the Association for Humanistic Counseling (AHC). Her research interests and advocacy efforts are focused on eliminating the disparities and magnifying the voices of historically marginalized individuals. Dr. Branch is passionate about equity, inclusion, cross-cultural mentorship, and multicultural issues in counseling.Kira J. CarbonneauKira J. Carbonneau is department chair and associate professor of Educational Psychology at Washington State University. Dr. Carbonneau

摘要本研究以14名教师为研究对象，对他们进行为期5周的“提倡学生在环境中”的心理咨询，并观察他们的正念和社会情绪学习经验。共有14名受雇于第一标题学校的初中和高中教师参加了5次30分钟的咨询会议，由一名训练有素的学校辅导员进行。在咨询干预结束后，每位参与者在线回答了七个结构化的退出调查问题。教师参与者报告了四个相互关联的主题:(1)提高自我意识;(2)应对逆境;(3)寻求联系;(4)赋权感。研究结果显示了学校辅导员对课堂教师的支持的价值，特别是考虑到与教育和相关社会系统相关的突出压力。教师报告了更强的职业坚持感，这可能会防止损耗和倦怠。关键词:教师学校辅导教师健康正念披露声明作者未报告潜在利益冲突附加信息:贡献者说明:itlali E. Molina itlali E. Molina博士，LPC, CSC, NCC，是德克萨斯大学泰勒分校的一位经验丰富的学校顾问，现任顾问教育家和项目协调员。她的研究兴趣包括文化响应社会情感学习，正念，促进学生和教育工作者的福祉。Peggy L. Ceballos，博士，NCC, CCPT-S, CPRT-S，北德克萨斯大学咨询和高等教育系教授。她有作为学校辅导员和社区辅导员的临床经验。Ceballos博士的研究议程特别关注游戏治疗和学校咨询中的多元文化问题，并特别关注拉丁裔人群。Matthew E. Lemberger-Truelove是北德克萨斯大学的咨询教育教授，也是马萨诸塞大学罗纳德·h·弗雷德里克森学校咨询结果研究与评估中心(CSCORE)的副主任。他是《咨询与发展杂志》的现任编辑，也是美国咨询协会的会员。Marianna L. Branch，博士，LPC (NJ)， NCC，瓦尔登大学心理咨询学院兼职教授。布兰奇博士担任人本咨询协会(AHC)的执行委员会成员。她的研究兴趣和倡导工作集中在消除差距和放大历史上被边缘化的个人的声音。布兰奇博士对咨询中的公平、包容、跨文化指导和多元文化问题充满热情。Kira J. Carbonneau是华盛顿州立大学教育心理学系主任和副教授。Carbonneau博士是一名有执照的k-12教育工作者，她的研究兴趣包括课堂教学和数学操作的循证实践。Meagan Everett是德克萨斯大学泰勒分校临床心理健康咨询项目的研究生和研究助理。她目前在儿童和青少年的临床环境中工作。她的研究兴趣包括目睹家庭暴力对儿童的影响以及学校的社会和情感学习发展。

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