Doctor of Philosophy, The Ohio State University, 2004, Physical Activity and Educational Services

The purpose of this study was to answer the following research questions: What are the knowledge and competencies of effective school counselor supervision? Can the knowledge and competencies of school counselor supervision be measured in a valid and reliable manner? Three stages were utilized to address these two questions. Phase One involved both a thorough review of the literature surrounding school counselor supervision and a focus group with practicing school counselors. Both the review and the focus group generated content areas for items to be included in the instrument. Phase Two involved establishing content and face validity by a panel of experts (N=6), including four counselor educators and two practicing school counselor supervisors. A Likert scale was utilized for construction of the instrument. Items were separated into following dimensions of school counselor supervision: counseling supervision, 23 items; program management and professional development supervision, 11 items; administrative supervision, 9 items. Phase Three involved a pilot study (N=70) with practicing school counselors. Analysis of the demographic information revealed that a majority were not receiving supervision. When asked, the sample indicated a preference for counseling supervision. However a comparison of means indicated that respondents had the most favorable attitude toward program management and professional development supervision. Cronbach's alpha was utilized to establish internal consistency reliability of the instrument. Reliability was high for the overall instrument (alpha=0.94) and was high for the three dimensions as well: counseling supervision alpha=0.91, program management and professional development supervision alpha=0.85, and administrative supervision alpha=0.87. An exploratory factor analysis was conducted to determine if the three dimensions emerged as latent variables. Principal components analysis revealed eight components. This suggests that perhaps t (open full item for complete abstract)

Committee: Susan Sears (Advisor) Subjects: Education, Guidance and Counseling

Master of Arts, The Ohio State University, 1946, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1968, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Science (MS), Bowling Green State University, 1954, Educational Administration and Supervision

Committee: John E. Gee (Advisor) Subjects: Educational Leadership; Elementary Education

Master of Science (MS), Bowling Green State University, 1954, Educational Administration and Supervision

Committee: John E. Gee (Advisor) Subjects: Educational Leadership; Elementary Education

Doctor of Philosophy, The Ohio State University, 1964, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1962, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1962, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1957, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2007, Physical Activity and Educational Services

This mixed-methods study examined the experiences of professional school counselors trained at Transforming School Counseling Initiative (TSCI)-based programs and their ability to implement their graduate training principles (advocacy, leadership, counseling, teaming and collaboration, and data usage and assessment) throughout their professional practice. This mixed method study followed the sequential exploratory strategy design and was conducted in two phases; an initial qualitative phase and a subsequent quantitative phase. Interviews with TSCI-trained professional school counselors in their second year of practice were conducted to understand their experiences and to identify barriers and contributing factors to the implementation of the TSCI principles. The data from the first phase also served as the foundation for a quantitative electronically distributed survey to a snowball sample of TSCI-trained school counselors from six TSCI-based training programs. The survey collected data regarding participants' self-perceived ability to implement the TSCI principles and a variety of variables drawn from the literature and this study's survey data. Multiple regression analysis identified which factors positively and negatively contributed to the participants' ability to implement the TSCI principles into professional practice. The qualitative data revealed that as new professionals, the participants experienced a professional identity crisis and a sense of isolation. Despite this, participants presented a variety of examples of ways in which they implemented the TSCI principles. However, participants were unable to describe how supervision helped them implement their graduate training. The qualitative data produced six multiple regression models predicting the implementation of each TSCI principle and the overall TSCI. The models contained a variety of independent variables; however, no model had an R-squared greater than 0.326. Of particular interest, was the repeate (open full item for complete abstract)

Committee: Chris Wood (Advisor) Subjects: Education, Guidance and Counseling

Master of Arts, The Ohio State University, 1917, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1968, Graduate School

Committee: Not Provided (Other) Subjects:

PhD, University of Cincinnati, 2024, Education, Criminal Justice, and Human Services: Counselor Education

The professional identity of school counselors is an essential aspect of the profession as it guides them in their decision-making and helps define their role within the school system. Supervision presents an opportunity for school counselors to augment and refine their competencies in addressing the evolving and developmental necessities of pre-K-12th grade students (American School Counseling Association [ASCA], 2022b). Part of the supervision experience also includes how supervisees process and develop their professional identity. Navigating the intricacies of professional identity is a critical component of the supervision process, as it requires careful consideration of the challenges and nuances inherent in the field. However, maintaining a professional identity can be challenging given the complexities and dynamic nature of the profession. The purpose of this study was two-fold. First, to provide a comprehensive overview of the research on school counselor supervision and professional identity development, including the identification of the gaps in the current body of literature to address the ongoing needs in the field of school counseling supervision. The study introduced readers to a novel and innovative school counselor supervision model, the Consulting Triadic Supervision Model (CTSM). Secondly, this study sought to investigate the impact of that model on school counselors' professional identity by exploring their experiences after participating in the CTSM. The results indicated a significant enhancement in PSCI development following their participation in the CTSM. The results revealed six themes included (1) Say Yes – to CTSM, which included three sub-themes of (a) feeling new and (b) still developing, (c) mentoring, (2) School Counseling is a Culture, (3) CTSM - The Bi-directional Benefits of Supervision, (4) Triadic Supervision Synergy, with two sub-themes of (a) the Heart of PSCI and (b) cultivation of PSCI, (5) Bridging theory to practice, with t (open full item for complete abstract)

Committee: Mei Tang Ph.D. (Committee Chair); Vanessa Allen-Brown Ph.D. (Committee Member); Andrew Wood Ph.D. (Committee Member); Rachel Saunders Ph.D. (Committee Chair) Subjects: Counseling Education

Doctor of Philosophy, University of Akron, 2024, Counseling Psychology

Health service psychology (HSP) students are at a high risk of burnout and physical and mental health problems (El-Ghoroury et al., 2011; Rummell, 2015). Research has begun to explore environmental factors within training programs that cause or prevent burnout (e.g., Kovach Clark et al., 2009; Swords & Ellis, 2017). Using the Job Demands-Resources (JD-R) model of burnout (Bakker & Demerouti, 2017; Demerouti et al., 2001), the present study assessed the relationships between demands, resources, and burnout symptoms in a sample of HSP doctoral students. Structural equation modeling was used to test the JD-R model and compare the relative contributions of perceived workload, weekly work hours, sense of community, work environment, and relationships with academic advisors and clinical supervisors to students' symptoms of exhaustion and disengagement. Analyses of variance were used to explore demographic group differences to better understand the experiences of diverse students, especially those with minoritized identities. Participants reported high levels of burnout symptoms, especially exhaustion. The hypothesized JD-R model, which contains unique and separate pathways representing the processes by which job demands sap energy and job resources promote engagement, did not yield interpretable parameters and thus was not a good fit to the data. However, an alternative model containing additional pathways between job demands and resources and burnout symptoms fit the data well and collectively predicted about half (50.8%) the variance in exhaustion and about a third (31.8%) of the variance in disengagement. The results demonstrated HSP doctoral students' experiences of burnout are highly linked to environmental factors. High demands impair students' health and create exhaustion, while lacking resources impair motivation and create disengagement. Perceived workload, sense of community, and the work environment had the largest effects on burnout sym (open full item for complete abstract)

Committee: Margo Gregor (Advisor); Joelle Elicker (Committee Member); Ingrid Weigold (Committee Member); Varunee Faii Sangganjanavanich (Committee Member); John Queener (Committee Member) Subjects: Clinical Psychology; Counseling Psychology; Education; Health Sciences; Multicultural Education; Occupational Health; Psychology; School Counseling

Doctor of Education, University of Toledo, 2022, Educational Administration and Supervision

The Kingdom of Saudi Arabia (KSA) spends almost $50 billion, or 19% of its $254 billion budget, on education, but student achievement is still lagging in most international measures (e.g., TIMSS & PISA) relative to other countries, many of which spend far less than the KSA. These discrepancies between spending and achievement raise concerns about the KSA's public school finance system and its potential areas of inequity, inefficiency, inadequacy, and unaccountability. In research on public school funding, a few principles of a sound school finance system have emerged, namely the principles of Horizontal Equity, Vertical Equity, Adequacy, and Accountability (Crampton & Whitney & Crampton, 1996). However, most of the research on these principles has been on public school finance systems in various states around the United States, and to a lesser extent on some European and African countries. To date, little research on public school finance on the Saudi education system has been conducted in general, let alone on the principles of a sound school finance system listed above. Thus, the purpose of this study was to address this gap by studying the attitudes of General Supervisors in the Saudi Ministry of Education (MOE) towards the school finance principles of Horizontal Equity, Vertical Equity, Adequacy, and Accountability. Data was collected using a translated and modified version of Park's (2010) survey, named Attitudes toward Funding Equity in Public Education, in which the principles above were operationalized as four scales with seven items per scale (28 items total). The translated and modified survey was reviewed by experts in educational finance (n = 2) and instrument design (n = 1) in both English and Arabic and was distributed to participants electronically as a Qualtrics survey via email. A Classical Test Theory (CTT) approach was used to assess the measurement aspects of the data. The data was analyzed using descriptive and scores among each scale were exami (open full item for complete abstract)

Committee: Randall Vesely Ph.D (Committee Chair); Nancy Staub Ed.D (Committee Member); Michael Toland Ph.D (Committee Member); Edward Janak Ph.D (Committee Member) Subjects: Education; Education Finance; Education Policy

Doctor of Philosophy, University of Toledo, 2022, Counselor Education

The Professional School Counselor (PSC) is charged with the academic, social/emotional, and career development for all students within a school. The American School Counselor Association (ASCA) suggests that a minimum of 80% of the PSC's time be spent providing direct and indirect student services (ASCA, 2019a). These services include, but are not limited to, academic advising, providing counseling services to students, consulting with teachers and principals regarding student success, and advocating for students (ASCA, 2019a). Additionally, the PSC is often required to fulfill tasks unrelated to those primary objectives such as coordinating and proctoring standardized tests, scheduling students, monitoring lunches, and performing clerical duties. The many and varied tasks required of the PSC may lead to PSC burnout. PSC burnout adversely impacts the PSC as well as the students and other stakeholders within the school system. An area worth exploring that may reduce or alleviate PSC burnout is supervision. This study compared level of PSC burnout in PSCs who receive supervision and level of PSC burnout in those who do not receive supervision and compared level of PSC burnout and type of supervision received by the PSC by looking to answer the following research questions: 1) Is there a statistically significant difference in level of PSC burnout between PSCs working in Ohio public schools who receive supervision and PSCs working in Ohio public schools who do not receive supervision? and 2) Is there a statistically significant difference between level of PSC burnout in PSCs working in Ohio public schools and type of supervision (i.e., administrative, peer, and clinical) received by the PSC? Data was collected from PSCs working in Ohio public schools through use of a demographic survey and the Counselor Burnout Inventory. The data was analyzed using a t-test and ANOVA. The results indicate that there is no statistically significant difference in level of burnout and su (open full item for complete abstract)

Committee: Tanesha Rorie Dr. (Committee Chair) Subjects: Counseling Education

Psy. D., Antioch University, 2018, Antioch Santa Barbara: Clinical Psychology

Burnout is best defined as a condition consisting of symptoms of emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach, 1982). It has been characterized as a process that develops through a variety of work and individual factors. Furthermore, it has been shown to impact one's career, physical health, and mental well-being. Much of the literature on burnout has been studied on psychologists, psychiatrists, and social workers, with a paucity of studies focused on marriage and family therapist (MFTs). The lack of burnout literature on MFTs is in spite of their employment in many diverse clinical settings. The purpose of this study was to examine the experiences of Associate MFTs (AMFTs) working in community based agencies and identify factors that contribute to feeling burned out. Moreover, the study sought to identify ways AMFTs recognize, prepare for, and manage burnout. Research has identified risk and protective factors of burnout and self-care is a topic routinely discussed in the mental health field. However, this study attempts to elucidate the burnout phenomenon by unearthing lived experiences of clinicians experiencing work stress and understanding what it is about the nature of self-care that is effective for clinicians in managing its impact. This Dissertation is available in Open Access at AURA: Antioch University Repository Archive, http://aura.antioch.edu and OhioLink ETD Center, http://www.ohiolink.edu/etd

Committee: Brett Kia-Keating Ed.D. (Committee Chair); Christopher Howard Psy.D. (Committee Member); Kyle Killian Ph.D. (Committee Member) Subjects: Behavioral Sciences; Clinical Psychology; Counseling Psychology; Occupational Psychology; Psychology; Psychotherapy

Doctor of Philosophy, The Ohio State University, 1972, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1979, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1976, Graduate School

Committee: Not Provided (Other) Subjects: Education