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Using Multivariate Statistics

Resena de la obra de Don A. Dillman, Jolene D. Smyth y Leah Melani Christian: Internet, Phone, Mail and Mixed-Mode Surveys. The Tailored Design Method. New Jersey: John Wiley and Sons

https://dialnet.unirioja.es/descarga/articulo/7287796.pdf

Internet, phone, mail and mixed-mode surveys: the tailored design method: reseña

Motivational Interviewing: Preparing People for Change

The United Nations Children's Fund, or UNICEF, was originally created to provide relief for children in countries devastated by the destruction of World War II. After 1950, UNICEF turned to focus on general programs for the improvement of children's welfare worldwide, and in 1965, it was awarded the Nobel Prize for Peace for its humanitarian efforts. The organization concentrates on areas in which relatively small expenditures can have a significant impact on the lives of the most disadvantaged children in developing countries, such as the prevention and treatment of disease, child healthcare, malnutrition, illiteracy, and other welfare services.

The United Nations Children's Fund

Compare your culture to one of the cultures discussed in this unit. On a sheet of paper, list the cultures you are comparing and make one column titled “similarities,” and a second column titled “differences.” Now, list as many similarities and differences between the two as you can think of. Are there more similarities or differences between the two cultures you selected? Have you ever met anyone from this culture? How can you use this information to build greater respect between cultures?

Similarities and Differences

Numerous children receive counseling for sexual abuse, yet their personal perspectives related to the abuse, the impact of making the disclosure, and the recovery process are noticeably absent from the scholarly literature. This study addressed this gap by analyzing trauma narratives written by children as part of a counseling intervention. Qualitative analysis revealed three themes: memories of the abuse, the disclosure and subsequent events, and the healing journey. Children’s descriptions of their thoughts, feelings, and beliefs about their experiences are delineated and recommendations are provided for counseling professionals to increase the efficacy of care provided.

Through the eyes of the wounded: a narrative analysis of children's sexual abuse experiences and recovery process

Counselors are required to have high levels of social-cognitive development, significant knowledge regarding ethical and legal practice, and sound ethical decision-making processes to provide effective and ethical services to their clients. This study investigated the effect of two counseling ethics courses on 64 master's-level counselor education students' levels of social-cognitive development, ethical and legal knowledge, and ethical decision making. Students' ethical and legal knowledge scores increased significantly, and precourse social-cognitive maturity predicted postcourse ethical and legal knowledge scores. Implications for counselor education and development are discussed.

Social-Cognitive Development, Ethical and Legal Knowledge, and Ethical Decision Making of Counselor Education Students

The purpose of this quasi-experimental study was to compare the effects of personal growth groups and psychoeducational groups on counselor education students' (n = 74) empathy and group leader self-efficacy. Additionally, we compared the degree to which participants in each group valued: (a) cohesion, (b) catharsis, and (c) insight. There were no significant differences in empathy, group leader self-efficacy, or cohesion between the groups; however, members of the personal growth groups valued catharsis and insight more than members of the psychoeducational groups. Implications for group work educators and future research are discussed.

Group Leader Development: Effects of Personal Growth and Psychoeducational Groups

This article explores how educators can integrate the 9 Spiritual Competencies developed by the Association for Spiritual, Ethical and Religious Values in Counseling (M. T. Burke, 1998; G. Miller, 1999) into the counselor education curriculum. Rather than relegating this content to courses in which one might expect discussions of spirituality, the authors advocate for an infused approach. Input was sought from counselor educators and supervisors from around the nation with expertise in spirituality in counseling. These experts provided useful exercises, activities, and assignments that they have successfully used to integrate religious and/or spiritual discussions into the curriculum.

Integration Versus Segregation: Applications of the Spiritual Competencies in Counselor Education Programs

AIDS was first identified more than 30 years ago (AIDS, gov, n.d.). Since then, the disease, and the virus that causes it (HIV), has become an epidemic, claiming the lives of more than 25 million people worldwide (Centers for Disease Control and Prevention, 2013). The introduction of antiretroviral treatments brought a drastic decrease in the mortality rate associated with the diagnosis (Simon, Ho, & Karim, 2006), as well as changed the diagnosis from a death sentence to an oftentimes manageable chronic disease (National Institute on Drug Abuse, 2012; Simon et al., 2006). Despite the aforementioned medical advancements, HIV tends to be a life-altering, traumatic experience that often requires attention and expertise from mental health professionals (Maguire, McNally, Britton, Werth, & Borges, 2008; Nightingale, Sher, & Hansen, 2010). This study sought to identify factors that counselors could use to further conceptualize the needs of clients with HIV and to identify ways in which these clients could begin to move toward greater mental health. Mental Health and HIV People living with HIV/AIDS (PLWHA) experience a range of mental health concerns that can affect their physical health and thus threaten their quality of life, physical abilities, and medication adherence (Substance Abuse and Mental Health Services Administration [SAMHSA], 2012). For example, an estimated 48% of PLWHA struggle with mental health concerns such as depression and substance use (Whetten, Reif, Whetten, & Murphy-McMillan, 2008), whereas fewer than 19% of people not affected by HIV/AIDS struggle with mental health concerns (SAMHSA, 2012). These concerns are further exacerbated by the presence of HIV-related stigma. Stigma adds to the complex mental health needs of PLWHA by complicating the decision to disclose one's HIV status (Ostrom, Serovich, Lim, & Mason, 2006). With stigma, such disclosure brings the risk of social isolation, increased stress, and potential abandonment (Kalichman et al., 2007). Stigma is particularly felt among individuals living with HIV for four reasons: (a) HIV is often viewed as the bearer's responsibility; (b) HIV is seen as permanent and fatal; (c) HIV is contagious; and (d) HIV is sometimes accompanied by physical changes, especially for individuals with AIDS (Brown, Macintyre, & Trujillo, 2003). For PLWHA, the presence of HIV-related stigma, or societal disapproval geared at PLWHA, directly affects quality of life (Maguire et al., 2008). Furthermore, stigma serves as a complicating barrier toward providing effective services to individuals living with HIV and it often undermines the work mental health professionals are doing to treat clients (Brown et al., 2003; Steward et al., 2008). Despite the aforementioned stressors associated with living with HIV, researchers have suggested that personal growth and positive outcomes are possible following such a diagnosis (Milam, 2006). These positive outcomes, referred to as posttraumatic growth (PTG), describe the positive psychological changes a person undergoes as a result of experiencing highly challenging or traumatic life circumstances (Calhoun & Tedeschi, 1998). Central to PTG is the idea that meaning can be drawn from the survival of traumatic events, which can therefore bring emotional relief to the survivor, and change the core life assumptions the person holds (Tedeschi & Calhoun, 1996). Although terms such as hardiness, resilience, and optimism are often used interchangably with PTG, they do not fully capture the same experience. Whereas these terms refer to an ability to carry on after a challenge or maintain control, PTG refers to reaching a level of functioning greater than previously held by the individual before experiencing trauma (Tedeschi & Calhoun, 2004). Given that PLWHA often cite the receiving of their diagnosis as a traumatic event (e.g., Anderson et al., 2010; Martin & Kagee, 2011; Sherr et al. …

W. Bryce Hagedorn

Papers

Through the eyes of the wounded: a narrative analysis of children's sexual abuse experiences and recovery process

Social-Cognitive Development, Ethical and Legal Knowledge, and Ethical Decision Making of Counselor Education Students

Group Leader Development: Effects of Personal Growth and Psychoeducational Groups

Integration Versus Segregation: Applications of the Spiritual Competencies in Counselor Education Programs

Posttraumatic Growth and HIV: A Study on Associations of Stigma and Social Support