Pub Date : 2017-07-03DOI: 10.1080/21501378.2017.1342518
M. Zeligman, Franco Dispenza, Catherine Y. Chang, D. B. Levy, C. McDonald, Thomas M. Murphy
ABSTRACT We examined student outcomes following a semester-length course in Motivational Interviewing (MI) through 2 different pilot studies. Through Study 1 we examined within-group differences, whereas Study 2 allowed us to examine between-group differences. Both studies revealed gains in counselors'-in-training knowledge, attitudes, and empathic helping responses following participation in a semester-long course in MI.
{"title":"Motivational Interviewing Training: A Pilot Study in a Master's Level Counseling Program","authors":"M. Zeligman, Franco Dispenza, Catherine Y. Chang, D. B. Levy, C. McDonald, Thomas M. Murphy","doi":"10.1080/21501378.2017.1342518","DOIUrl":"https://doi.org/10.1080/21501378.2017.1342518","url":null,"abstract":"ABSTRACT We examined student outcomes following a semester-length course in Motivational Interviewing (MI) through 2 different pilot studies. Through Study 1 we examined within-group differences, whereas Study 2 allowed us to examine between-group differences. Both studies revealed gains in counselors'-in-training knowledge, attitudes, and empathic helping responses following participation in a semester-long course in MI.","PeriodicalId":37884,"journal":{"name":"Counseling Outcome Research and Evaluation","volume":"17 1","pages":"104 - 91"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89235588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-03DOI: 10.1080/21501378.2017.1339556
Gülşah Kemer, Kristi L. Eustice, M. Luby
ABSTRACT To explore the areas of evaluation and their overlap across the programs, a content analysis with both qualitative and quantitative strategies was performed with practicum and internship evaluation forms collected from 20 CACREP-accredited master's programs. Six evaluation areas emerged (e.g., ethical and professional behaviors, supervision behaviors), varying across different levels of evaluation (i.e., practicum, internship, practicum/internship). The counseling and process skills in the practicum and the assessment and case conceptualization skills in the internship forms had significantly more items when compared to other areas. Despite some representation, multicultural skills and self-awareness categories were absent from a number of forms.
{"title":"An Examination of Master's Level Practicum and Internship Evaluation Forms","authors":"Gülşah Kemer, Kristi L. Eustice, M. Luby","doi":"10.1080/21501378.2017.1339556","DOIUrl":"https://doi.org/10.1080/21501378.2017.1339556","url":null,"abstract":"ABSTRACT To explore the areas of evaluation and their overlap across the programs, a content analysis with both qualitative and quantitative strategies was performed with practicum and internship evaluation forms collected from 20 CACREP-accredited master's programs. Six evaluation areas emerged (e.g., ethical and professional behaviors, supervision behaviors), varying across different levels of evaluation (i.e., practicum, internship, practicum/internship). The counseling and process skills in the practicum and the assessment and case conceptualization skills in the internship forms had significantly more items when compared to other areas. Despite some representation, multicultural skills and self-awareness categories were absent from a number of forms.","PeriodicalId":37884,"journal":{"name":"Counseling Outcome Research and Evaluation","volume":"34 1","pages":"105 - 120"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73660252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-03DOI: 10.1080/21501378.2017.1339185
Bradley T. Erford, Gerta Bardhoshi, Erin K. Johnson, M. Sherman
ABSTRACT The Disruptive Behavior Rating Scale-2nd Edition-Parent Version (DBRS-II-P) screens for distractibility, hyperactivity, oppositionality, conduct problems, and anxiety. This study presents initial information regarding reliability and validity of this instrument with 4 samples of mothers and fathers of students 7 to 17 years old. Structural aspects of validity indicated a marginal to adequate fit of the data to the 5-factor model; external aspects of validity were excellent. Reliability of Inattention and Hyperactive subscales were good for a screening test.
{"title":"Disruptive Behavior Rating Scale-2nd Edition-Parent Version (DBRS-II-P): A Study of Reliability and Validity","authors":"Bradley T. Erford, Gerta Bardhoshi, Erin K. Johnson, M. Sherman","doi":"10.1080/21501378.2017.1339185","DOIUrl":"https://doi.org/10.1080/21501378.2017.1339185","url":null,"abstract":"ABSTRACT The Disruptive Behavior Rating Scale-2nd Edition-Parent Version (DBRS-II-P) screens for distractibility, hyperactivity, oppositionality, conduct problems, and anxiety. This study presents initial information regarding reliability and validity of this instrument with 4 samples of mothers and fathers of students 7 to 17 years old. Structural aspects of validity indicated a marginal to adequate fit of the data to the 5-factor model; external aspects of validity were excellent. Reliability of Inattention and Hyperactive subscales were good for a screening test.","PeriodicalId":37884,"journal":{"name":"Counseling Outcome Research and Evaluation","volume":"11 1","pages":"77 - 90"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82461741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-03DOI: 10.1080/21501378.2017.1336616
Gerta Bardhoshi, Bradley T. Erford, M. Sherman, Zumra Atalay
ABSTRACT The Self-Evaluation Scale–Parent Report (SES–P) assesses parents' perceptions of the self-concept of their children aged 7 to 17 years. Internal aspects of validity indicated a marginal to adequate fit of the data to both the unidimensional and hypothesized 4-factor model. The SES–P had excellent convergent and discriminant validity.
{"title":"Brief Psychometric Analysis of the Self-Evaluation Scale–Parent Report (SES–P)","authors":"Gerta Bardhoshi, Bradley T. Erford, M. Sherman, Zumra Atalay","doi":"10.1080/21501378.2017.1336616","DOIUrl":"https://doi.org/10.1080/21501378.2017.1336616","url":null,"abstract":"ABSTRACT The Self-Evaluation Scale–Parent Report (SES–P) assesses parents' perceptions of the self-concept of their children aged 7 to 17 years. Internal aspects of validity indicated a marginal to adequate fit of the data to both the unidimensional and hypothesized 4-factor model. The SES–P had excellent convergent and discriminant validity.","PeriodicalId":37884,"journal":{"name":"Counseling Outcome Research and Evaluation","volume":"27 1","pages":"63 - 76"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83297356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/21501378.2017.1327746
A. Cook, Robin S. Codding, Meghan R. Silva, L. Hayden
Abstract School counselors are increasingly called upon to implement evidence-based practice interventions and demonstrate their outcomes. Pre-/posttest designs are helpful in assessing intervention efficacy but do not provide progress monitoring as interventions unfold. This article describes ways to enhance school counselor skills in data-based assessment using single-case research design (SCRD), an underutilized design by school counselors that has demonstrated success to inform intervention in related fields. Examples of SCRD are provided, including application to professional practice and research. Implications of employing SCRD in school counseling practice as a research design that enhances data-based decision-making are also explored.
{"title":"Enhancing School Counselor Research and Practice in Data-Based Assessment Through Single-Case Research Design","authors":"A. Cook, Robin S. Codding, Meghan R. Silva, L. Hayden","doi":"10.1080/21501378.2017.1327746","DOIUrl":"https://doi.org/10.1080/21501378.2017.1327746","url":null,"abstract":"Abstract School counselors are increasingly called upon to implement evidence-based practice interventions and demonstrate their outcomes. Pre-/posttest designs are helpful in assessing intervention efficacy but do not provide progress monitoring as interventions unfold. This article describes ways to enhance school counselor skills in data-based assessment using single-case research design (SCRD), an underutilized design by school counselors that has demonstrated success to inform intervention in related fields. Examples of SCRD are provided, including application to professional practice and research. Implications of employing SCRD in school counseling practice as a research design that enhances data-based decision-making are also explored.","PeriodicalId":37884,"journal":{"name":"Counseling Outcome Research and Evaluation","volume":"57 1","pages":"48 - 62"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79989841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/21501378.2017.1335160
R. Newgent
It has been an honor to serve as the Editor-in-Chief of Counseling Outcome Research and Evaluation (CORE) Journal for the past four years. It was my pleasure to work with the Executive Council of the Association for Assessment and Research in Counseling (AARC) and I appreciate the support and confidence they provided during my tenure as Editor. Over the past four years we accomplished many goals. We provided numerous education sessions about publishing in CORE, including tips on how to submit quality manuscripts. We also attended multiple national conferences where we had the opportunity to hear about cutting-edge research and encourage those researchers to consider CORE as a publication venue. Finally, we increased the visibility and access to CORE through abstracting/indexing in PsychINFO, ArticleFirst, and Electronic Collections Online. I want to take this opportunity to thank the numerous Editorial Board members and Ad Hoc members who generously contributed their knowledge and time reviewing manuscript submissions. I want to thank the authors who submitted manuscripts to CORE. Their commitment to advancing the counseling profession through research was impressive. I want to thank our subscribers and readers. I hope that you found CORE a valuable resource that you will continue adding your knowledge base. I also want to thank Dr. Paul Peluso, the Editorin-Chief of our sister journal, Measurement and Evaluation in Counseling and Development, for his support and collegiality. This is a time of new beginnings for CORE. In addition to a new Editor, this issue is the first issue of CORE published under Taylor & Francis. Thanks to the hard work of the AARC Executive Council and the Production Team at Taylor & Francis, the transition has been seamless for both the Editorial Team and our authors. Please visit our new website at http://www.tandfonline.com/loi/uore20 and feel free to share this information with your colleagues, students, and others. Last but not least, I could not have done this job without the invaluable help of my two Editorial Assistants, Molly Watkins and Eryka Berglund. Molly Watkins is now an Ad Hoc reviewer for CORE and works as the Success Counselor at Ames Middle School in Ames, Iowa. Eryka Berglund just graduated from Western Illinois University-Quad Cities with her M.S.Ed. in Counseling. I will forever be grateful for their professionalism and friendship.
{"title":"A Time of New Beginnings","authors":"R. Newgent","doi":"10.1080/21501378.2017.1335160","DOIUrl":"https://doi.org/10.1080/21501378.2017.1335160","url":null,"abstract":"It has been an honor to serve as the Editor-in-Chief of Counseling Outcome Research and Evaluation (CORE) Journal for the past four years. It was my pleasure to work with the Executive Council of the Association for Assessment and Research in Counseling (AARC) and I appreciate the support and confidence they provided during my tenure as Editor. Over the past four years we accomplished many goals. We provided numerous education sessions about publishing in CORE, including tips on how to submit quality manuscripts. We also attended multiple national conferences where we had the opportunity to hear about cutting-edge research and encourage those researchers to consider CORE as a publication venue. Finally, we increased the visibility and access to CORE through abstracting/indexing in PsychINFO, ArticleFirst, and Electronic Collections Online. I want to take this opportunity to thank the numerous Editorial Board members and Ad Hoc members who generously contributed their knowledge and time reviewing manuscript submissions. I want to thank the authors who submitted manuscripts to CORE. Their commitment to advancing the counseling profession through research was impressive. I want to thank our subscribers and readers. I hope that you found CORE a valuable resource that you will continue adding your knowledge base. I also want to thank Dr. Paul Peluso, the Editorin-Chief of our sister journal, Measurement and Evaluation in Counseling and Development, for his support and collegiality. This is a time of new beginnings for CORE. In addition to a new Editor, this issue is the first issue of CORE published under Taylor & Francis. Thanks to the hard work of the AARC Executive Council and the Production Team at Taylor & Francis, the transition has been seamless for both the Editorial Team and our authors. Please visit our new website at http://www.tandfonline.com/loi/uore20 and feel free to share this information with your colleagues, students, and others. Last but not least, I could not have done this job without the invaluable help of my two Editorial Assistants, Molly Watkins and Eryka Berglund. Molly Watkins is now an Ad Hoc reviewer for CORE and works as the Success Counselor at Ames Middle School in Ames, Iowa. Eryka Berglund just graduated from Western Illinois University-Quad Cities with her M.S.Ed. in Counseling. I will forever be grateful for their professionalism and friendship.","PeriodicalId":37884,"journal":{"name":"Counseling Outcome Research and Evaluation","volume":"42 1","pages":"1 - 1"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80670433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/21501378.2017.1327747
Randi Schietz, E. Villares
Abstract The study measured the impact of a gender-specific school counseling curriculum, Girl Squad (GS), on Grade 5 females' (n = 151) perceptions of relational aggressive, prosocial behaviors, and connectedness. Results from an analysis of covariance revealed participants in the treatment group (n = 85) who received the GS curriculum perceived less relational aggression after participation when compared to the comparison group (n = 66) who did not receive the intervention. Recommendations for future research are discussed.
{"title":"Effects of the Girl Squad Curriculum on Grade 5 Females' Transition to Middle School","authors":"Randi Schietz, E. Villares","doi":"10.1080/21501378.2017.1327747","DOIUrl":"https://doi.org/10.1080/21501378.2017.1327747","url":null,"abstract":"Abstract The study measured the impact of a gender-specific school counseling curriculum, Girl Squad (GS), on Grade 5 females' (n = 151) perceptions of relational aggressive, prosocial behaviors, and connectedness. Results from an analysis of covariance revealed participants in the treatment group (n = 85) who received the GS curriculum perceived less relational aggression after participation when compared to the comparison group (n = 66) who did not receive the intervention. Recommendations for future research are discussed.","PeriodicalId":37884,"journal":{"name":"Counseling Outcome Research and Evaluation","volume":"1 1","pages":"14 - 2"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80729259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/21501378.2017.1327745
J. Impellizzeri, David Savinsky, John A. King, Linda Leitch-Alford
Abstract This article introduces the conceptual mapping task (CMT) as a semi-structured interviewing procedure that includes four distinct, in vivo member-checking features. An interview protocol is provided for novice and advanced counseling researchers who are interested in utilizing the CMT. Two case studies illustrate the versatility of this trans-theoretical tool and its potential use across the spectrum of approaches to qualitative inquiry. The CMT can be used as a strategy to (a) increase a study's trustworthiness when there are obstacles to repeated participant contact, (b) elicit rich data, and (c) add methodological rigor in counseling research. Preliminary implications for clinical supervisors and professional counselors are provided.
{"title":"Conceptual Mapping Task: An Effective Verification Tool for Qualitative Counseling Research","authors":"J. Impellizzeri, David Savinsky, John A. King, Linda Leitch-Alford","doi":"10.1080/21501378.2017.1327745","DOIUrl":"https://doi.org/10.1080/21501378.2017.1327745","url":null,"abstract":"Abstract This article introduces the conceptual mapping task (CMT) as a semi-structured interviewing procedure that includes four distinct, in vivo member-checking features. An interview protocol is provided for novice and advanced counseling researchers who are interested in utilizing the CMT. Two case studies illustrate the versatility of this trans-theoretical tool and its potential use across the spectrum of approaches to qualitative inquiry. The CMT can be used as a strategy to (a) increase a study's trustworthiness when there are obstacles to repeated participant contact, (b) elicit rich data, and (c) add methodological rigor in counseling research. Preliminary implications for clinical supervisors and professional counselors are provided.","PeriodicalId":37884,"journal":{"name":"Counseling Outcome Research and Evaluation","volume":"42 1","pages":"31 - 47"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74261673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/03054985.2017.1297184
Hongryun Woo, Junfei Lu, Chaiqua A. Harris, Bridget Cauley
ABSTRACT This study examined group differences in professional identity among 316 counseling professionals (i.e., master's- and doctoral-level counseling students and counselor educators) using the Professional Identity Scale in Counseling (PISC). Counselor educators rated five out of six subscales (i.e., Engagement behaviors, Knowledge of the profession, Philosophy of the profession, Attitude, and Professional roles and expertise) in the PISC significantly higher than doctoral students, followed by master's students. On the Professional values subscale, a different pattern in group comparisons was found with doctoral students having higher scores than counselor educators. Implications for the counseling profession are addressed.
{"title":"Professional Identity Development in Counseling Professionals","authors":"Hongryun Woo, Junfei Lu, Chaiqua A. Harris, Bridget Cauley","doi":"10.1080/03054985.2017.1297184","DOIUrl":"https://doi.org/10.1080/03054985.2017.1297184","url":null,"abstract":"ABSTRACT This study examined group differences in professional identity among 316 counseling professionals (i.e., master's- and doctoral-level counseling students and counselor educators) using the Professional Identity Scale in Counseling (PISC). Counselor educators rated five out of six subscales (i.e., Engagement behaviors, Knowledge of the profession, Philosophy of the profession, Attitude, and Professional roles and expertise) in the PISC significantly higher than doctoral students, followed by master's students. On the Professional values subscale, a different pattern in group comparisons was found with doctoral students having higher scores than counselor educators. Implications for the counseling profession are addressed.","PeriodicalId":37884,"journal":{"name":"Counseling Outcome Research and Evaluation","volume":"322 1","pages":"15 - 30"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80279430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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