Nondisclosure in Triadic Supervision: A Phenomenological Study of Counseling Students

2017 ◽  
Vol 56 (2) ◽  
pp. 82-97 ◽  
Author(s):  
Marlise R. Lonn ◽  
Gerald Juhnke
2020 ◽  
Vol 59 (2) ◽  
pp. 123-143
Author(s):  
Melanie A. Varney ◽  
Jacqueline M. Swank ◽  
Jo Lauren Weaver ◽  
Vanessa Placeres

2015 ◽  
Vol 34 (2) ◽  
pp. 232-248 ◽  
Author(s):  
L. DiAnne Borders ◽  
Jennifer B. Brown ◽  
Lucy L. Purgason

2020 ◽  
Vol 1 (1) ◽  
pp. 24-32
Author(s):  
Intan Maisara ◽  
Zulkarnain Zulkarnain ◽  
Rizky Andana Pohan

One important component in an individual's life is self-efficacy. Self-efficacy is one aspect of knowledge about self or self-knowledge that is most influential in everyday human life. So that every individual should have good self-efficacy to prepare for a future career. The purpose of this study is to find out how the self-efficacy of IAIN Langsa Islamic counseling guidance students in preparing for a career. The problem examined in this study is how the self-efficacy of IAIN Langsa Islamic counseling guidance students in preparing for a career. In conducting this research researchers used a qualitative method with the type of phenomenological study, the determination of the informants in this study was determined using purposive sampling techniques, in processing the research data using the filling system technique. The filling system method is a method in which the researcher feels that the collected data is sufficient so the analysis is performed. The results of the study showed that the self-efficacy of IAIN Langsa Islamic counseling students in preparing for a career was classified as good. Islamic counseling students already understand what the world of counseling is like, what it works like, and have prepared steps for future career preparation. Scientifically at least Islamic counseling students already have insight into the world of counseling so that it helps students to achieve good self-efficacy


2021 ◽  
Vol 11 (4) ◽  
pp. 475-492
Author(s):  
Bilal Urkmez ◽  
Chanda Pinkney ◽  
Daniel Bonnah Amparbeng ◽  
Nanang Gunawan ◽  
Jennifer Ojiambo Isiko ◽  
...  

The COVID-19 pandemic resulted in many universities moving abruptly from face-to-face to online instruction. One group of students involved in this transition was master’s-level counseling students. Their experiential group counseling training (EGCT) program started in a face-to-face format and abruptly transitioned to an online format because of COVID-19. In this phenomenological study, we examined these students’ experiences of participating and leading in six face-to-face and four online EGCT groups. Two focus groups were conducted, and three major themes emerged: positive participation attributes, participation-inhibiting attributes, and suggestions for group counseling training. The findings point to additional learning and skill development through the online group experience as well as its utility as a safe space to process the novel experience brought about by COVID-19.


2021 ◽  
Vol 12 (3) ◽  
Author(s):  
Yiying Xiong ◽  
Matthew Bonner ◽  
Sterling Travis ◽  
Feng Xing ◽  
Qingyun Zhang

Limited attention has been given to international counseling students (ICSs) enrolled in U.S. counseling programs. This phenomenological study examined the lived experiences of six ICSs in a U.S. counseling program regarding factors that impacted their practicum experience. The study identified three themes: learning and growth process, positive impacting factors, and negative impacting factors. It also provided stakeholder recommendations


Author(s):  
Rebecca Koltz ◽  
Stephen Feit

The experiences of live supervision for three, master’s level, pre-practicum counseling students were explored using a phenomenological methodology. Using semi-structured interviews, this study resulted in a thick description of the experience of live supervision capturing participants’ thoughts, emotions, and behaviors. Data revealed that live supervision during pre-practicum is a multifaceted experience comprised of numerous roles that not only contribute to counselor skill development, but counselor identity development. Participants’ stories reflected the benefit and impact that live supervision provides in the educational context.


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