UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.
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Item Counseling Self-Efficacy and the Relational Efficacy Model(2016) Morrison, Marylee Ashley; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Relation-inferred self-efficacy (RISE), a relatively new concept, is defined as a target individual’s beliefs about how an observer, often a relationship partner, perceives the target’s ability to perform certain actions successfully. Along with self-efficacy (i.e., one’s beliefs about his or her own ability) and other-efficacy (i.e., one’s beliefs about his or her partner’s ability), RISE makes up a three part system of interrelated efficacy beliefs known as the relational efficacy model (Lent & Lopez, 2002). Previous research has shown this model to be helpful in understanding how relational dyads, including coach-athlete, advisor-advisee, and romantic partners, contribute to the development of self-efficacy beliefs. The clinical supervision dyad (i.e., supervisor-supervisee), is another context in which relational efficacy beliefs may play an important role. This study investigated the relationship between counseling self-efficacy, RISE, and other-efficacy within the context of clinical supervision. Specifically, it examined whether supervisee perceptions about how their supervisor sees their counseling ability (RISE) related to how supervisees see their own counseling ability (counseling self-efficacy), and what moderates this relationship. The study also sought to discover the degree to which RISE mediated the relationship between supervisor working alliance and counseling self-efficacy. Data were collected from 240 graduate students who were currently enrolled in counseling related fields, working with at least one client, and receiving regular supervision. Results demonstrated that years of experience and RISE predicted counseling self-efficacy and that the relationship between RISE and counseling self-efficacy was, as expected, moderated by other-efficacy. Contrary to expectations, however, counseling experience and level of client difficulty did not moderate the relationship between RISE and counseling self-efficacy. These findings suggest that the relationship between RISE and counseling self-efficacy was stronger when supervisees saw their supervisors as capable therapists. Furthermore, RISE was found to fully mediate the relationship between supervisor working alliance and counseling self-efficacy. Future research directions and implications for training and supervision are discussed.Item East Asian International Trainees Experiences of Conducting Therapy in the US: A Qualitative Investigation(2013) Liu, Jingqing; Hill, Clara E; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the present study, the author investigated East-Asian international counseling trainees' experience of conducting therapy in the US, particularly challenges East-Asian trainees are facing, how East-Asian trainees cope with these challenges, how East-Asian trainees' cultural backgrounds affect their clinical work, and East-Asian trainees' experience with clinical training. Ten East-Asian international trainees (from China, Korea, Japan, and Taiwan) were interviewed. For each participant, two 1-2 hours phone interview were conducted, approximately one week apart. In the first interview, participants were asked to discuss their experience with clinical training in the US, to reflect on challenges that they faced that related to doing therapy in the US, and to describe their coping strategies. In the second interview, participants were asked to discuss in details two cases in which their cultural backgrounds facilitated/hindered their clinical work. The Consensual Qualitative Research (Hill et. al, 2005) is used for data analysis. The results indicated that East-Asian trainees deal with challenges such as discrimination/distrust from their clients, language barrier, a lack of understanding of nuances of American culture, countertransference due to cultural conflict, discomfort working with emotions, and difficulty being direct with clients. East-Asian trainees cope with these challenges by seeking support, addressing cultural issues with clients, improving English skills, using cognitive restructuring, using avoidance, and practicing self-care. Results also indicated that East-Asian international trainees' cultural backgrounds/experience (e.g., their understanding of Asian cultural values and their bicultural experiences) can be an asset to their clinical work. Implications for training and research are discussed.Item A Grounded Theory of Supervision During Pre-Service Level School-Based Consultation Training(2009) Newman, Daniel Seth; Rosenfield, Sylvia A; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of the current study was to explore a university-based supervision process for pre-service level school-based consultants engaged in a consultation course with practicum experience. The study was approached from a constructivist worldview, using a constructivist grounded theory methodology. A qualitative research software program, NVivo8, was employed to assist with data organization and analyses. Guiding research questions included: (a) how does the process of university-based supervision in pre-service level, school-based consultation training work?; (b) what content and process concerns arise for consultants-in-training (CITs) during their practicum experiences?; (c) how are these concerns considered through the supervision process?; and (d) what are the interactions between the CITs and me (the supervisor) as part of supervision? Supervision session transcripts, reflective logs, and my own notes as supervisor from one semester of ongoing supervision with the five participants (second-year school psychology doctoral students engaged in consultation training) composed the data. I acted in the dual roles of researcher and supervisor. The theory that emerged from the participants' experiences demonstrates that the supervision process included activities outside of and within supervision sessions. Within supervision sessions, the CITs and I engaged in strategic interactions focused on past experiences, the present moment, and future application; these interactions were differentiated in a manner responsive to CIT needs based on perceptions of CIT skill level, requests for assistance, and consultation case process and content concerns. The perceived effectiveness of the supervision process in addressing CIT concerns resulted in mixed feelings including confusion, worrying, frustration, and positive feelings. This theory has implications for school-based consultation training and practice, and makes a unique contribution to broader supervision literature by emphasizing supervision at the pre-service training level, and connecting developmental models of supervision to differentiated models of supervision and instruction.Item Supervisee Perceptions of Supervisory Focus On Strengths and Constructive Focus on Deficits: Development and Validation of a Measure(2007-07-10) Roffman, Melissa Stephanie; Hill, Clara E; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of the present study was to develop and validate a measure of the constructs of focus on supervisee strengths and constructive focus on deficits from the supervisee perspective, the Supervisory Focus on Strengths and Deficits Inventory-Supervisee Form (SUPSAD-S). Participants (N = 204 for exploratory factor analysis, N = 201 for all other analyses) were a national sample of masters' and doctoral level graduate students in various mental health professions (e.g., counseling psychology; clinical psychology, social work). Data was collected through the use of an internet survey containing the SUPSAD-S as well as measures used to assess its convergent and discriminant validity. The overall return rate ranged from 44-46%. Exploratory factor analysis was used to assess the construct validity and explore the underlying factor structure of the SUPSAD-S. The final two factor solution retaining 24 items accounted for 63% percent of the variance. The first subscale, Focus on Strengths, consisted of 12 items (45.41% of variance) reflecting interventions used by supervisors to identify and enhance supervisees' strengths. The second subscale, Constructive Focus on Deficits, consisted of 12 items (accounting for 17.68% of the variance) reflecting interventions used by supervisors to address supervisees' deficits in a non-critical or non-punitive manner intended to help supervisees grow and improve. Higher subscale scores indicate greater supervisory focus on strengths and constructive focus on deficits, respectively, from the perspective of supervisees rating their supervisors. Evidence of good reliability (i.e., high internal consistency and two week test-retest reliability estimates) for each of the subscales was found. In addition, initial support was found for the convergent and discriminant validity of both subscales. Specifically, the convergent validity of the focus on strengths subscale was supported by its correlations with satisfaction with supervision (r = .71), the supervisory working alliance (r = .69), and counseling self-efficacy (r = .27) as expected. The convergent validity of the constructive focus on strengths subscale was supported by its correlations with satisfaction with supervision (r = .57) and the supervisory working alliance (r = .50) as expected. Discriminant validity of both subscales was supported by their lack of correlation with public self-consciousness. Focus on strengths was also found to be a stronger predictor of positive supervision outcomes than constructive focus on deficits. Implications for supervision practice and future research are discussed.Item Multicultural Events in Supervision and Counseling and Trainee Multicultural Competence(2007-04-25) Teasdale, Anthony Charles; Hill, Clara E; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current study qualitatively examined the moments when multicultural issues were discussed explicitly in two supervision dyads and two counseling dyads, and explored these events in relation to trainees' multicultural competence. Therapy outcome, satisfaction with counseling and supervision, and other variables were explored. There were few multicultural events in all the dyads except the second supervisory dyad. Multicultural events in supervision were generally brief and shallow, had no noticeable effect on the session, and more frequently involved discussion of culture, as opposed to gender, race/ethnicity, or other multicultural issues. Generally, multicultural events in counseling were moderately deep and lengthy, had a positive effect on the session, and most often involved discussion of gender as a multicultural issue. The client's interpersonal relationships were a consistent theme among the multicultural events. Limitations of this study as well as implications for practice and research are discussed.Item Bringing Teacher Assistance and Evaluation Up to PAR: First-Year Teachers' Responses to Supervision in Peer Assistance and Review(2004-08-05) Jones, Donna Redmond; Valli, Linda; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Peer Assistance and Review (PAR), a program initiated by teachers' unions to place teachers in charge of promoting teaching quality, rotates high-performing veteran teachers (called consulting teachers, or CTs) out of the classroom to assist and evaluate all first-year teachers, as well as any veteran teachers who fail to meet district performance standards. This study examines the experiences of five, first-year high school English teachers who worked with consulting teachers in a large, suburban school district during the 2001-02 school year. Data from interviews, documents, classroom observations and conference observations address (a) how the district introduced PAR to the first-year teachers, (b) how the relationship between the CTs and the first-year teachers developed, (c) how the first-year teachers experienced PAR as evaluation, support, and/or professional development, (d) how the first-year teachers used school-based supervisors for assistance and (e) how participating in PAR informed the first-year teachers' practices. Findings indicate that some first-year teachers were apprehensive about working with a CT at the outset of the school year. As the year progressed, six elements influenced the relationship between the first-year teachers and the CTs: (1) the frequency of the CTs' visits, (2) the nature of the CTs' feedback, (3) the CT's assistance with instructional planning and materials, (4) how the CTs defined their evaluative roles, (5) the CTs' abilities to identify with the first-year teachers and (6) how the CTs shared the supervisory function with school-based supervisors. The data, which were analyzed using Sergiovanni's (1992) model for sources of supervisory authority, suggest that when CTs supervised using mostly bureaucratic and technical-rational sources of authority, the first-year teachers' practices were narrowed, and they tended to express more negative sentiments about PAR or about their interactions with their CTs. However, when CTs drew more from professional sources of authority, they established a relationship with the first-year teachers that lent itself to promoting teacher growth. How the CT negotiated the school context also influenced whether first-year teachers expanded or narrowed their practices. Coordinated supervision is suggested as a means of increasing the likelihood that first-year teachers in PAR will expand their instructional repertoires.