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Eunju Yoon Gihane Jérémie-Brink Kathleen Kordesh 《International journal for the advancement of counseling》2014,36(4):359-371
A Multicultural Counseling course (MCC) brings unique challenges and rewards to both instructors and students. Given its unique challenges, the process of teaching a MCC is as important as, or even more important than, the content. Drawing from extant literature and the authors’ experiences, this paper discusses such topics as what to teach, how to teach, classroom dynamics, instructors’ issues, and students’ issues to provide a concise, practical, and comprehensive framework for teaching such difficult but essential courses. 相似文献
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Asia Pacific Education Review - The purpose of this study is to examine the unfolding of counselor-client-rated real relationships over the course of counseling as well as to verify whether the... 相似文献
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Expectations of and Attitudes toward Counseling: A Comparison of Asian International and U.S. Graduate Students 总被引：1，自引：1，他引：0
Eunju Yoon David A. Jepsen 《International journal for the advancement of counseling》2008,30(2):116-127
This study examined Asian international graduate students’ expectations of and attitudes toward counseling by using U.S. graduate
students as a comparative reference group. Survey data from 189 Asian international and 186 U.S. students were subject to
analyses. Results indicated that Asian international students, in comparison with U.S. students, indicated less exposure to
counseling, less self-perceived need for counseling, greater discomfort/shame with counseling, less openness to counseling,
a greater preference for a directive style, and a greater preference for a flexible counseling format. Language and cultural
concerns were barriers to seeking counseling. Implications for culturally responsive services were discussed. 相似文献
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To date, no effective empirical method has been available to identify a truly invariant reference variable (RV) in testing measurement invariance under a multiple-group confirmatory factor analysis. This study proposes a method that, in selecting an RV, uses the smallest modification index (min-mod). The method’s performance is evaluated using 2 models: (a) a full invariance model, and (b) a partial invariance model. Results indicate that for both models the min-mod successfully identifies a truly invariant RV (Study 1). In Study 2, we use the RV found in Study 1 to further evaluate the performance of item-by-item Wald tests at locating a noninvariant variable. The results indicate that Wald tests overall performed better with an RV selected in a partial invariance model than an RV selected in a full invariance model, although in certain conditions their performances were rather similar. Implications and limitations of the study are also discussed. 相似文献
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When factorial invariance is violated, a possible first step in locating the source of violation(s) might be to pursue partial factorial invariance (PFI). Two commonly used methods for PFI are sequential use of the modification index (backward MI method) and the factor-ratio test. In this study, we propose a simple forward method using the confidence interval (forward CI method). We compare the performances of the aforementioned 3 methods under various simulated PFI conditions. Results indicate that the forward CI method using 99% CIs has the highest perfect recovery rates and the lowest Type I error rates. A performance that is competitive with this is that produced by the backward method with the more conservative criterion (MI = 6.635). Consistently delivering the poorest performance, regardless of the chosen confidence level, was the factor-ratio test. Also discussed are the work’s contribution, implications, and limitations. 相似文献
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DuMont K Mitchell-Herzfeld S Greene R Lee E Lowenfels A Rodriguez M Dorabawila V 《Child abuse & neglect》2008,32(3):295-315
OBJECTIVE: To evaluate the effects of a home visiting program modeled after Healthy Families America on parenting behaviors in the first 2 years of life. METHODS: A sample of 1173 families at risk for child abuse and neglect who met the criteria for Healthy Families New York (HFNY) was randomly assigned to either an intervention group that was offered HFNY or a control group that was given information and referrals to other services. Data were collected through a review of CPS records, and maternal interviews at baseline and the child's first birthday (90% re-interviewed) and second birthday (85% re-interviewed). RESULTS: HFNY mothers reported committing one-quarter as many acts of serious abuse at age 2 as control mothers (.01 versus .04, p<.05). Two sets of interactions were tested and found to have significant effects (p<.05). At age 2, young, first-time mothers in the HFNY group who were randomly assigned at 30 weeks of pregnancy or less were less likely than counterparts in the control group to engage in minor physical aggression in the past year (51% versus 70%) and harsh parenting in the past week (41% versus 62%). Among women who were "psychologically vulnerable," HFNY mothers were one-quarter as likely to report engaging in serious abuse and neglect as control mothers (5% versus 19%) at age 2. CONCLUSIONS: These findings suggest that who is offered home visitation may be an important factor in explaining the differential effectiveness of home visitation programs. Improved effects may be realized by prioritizing the populations served or by enhancing the model to meet program objectives for hard-to-serve families. 相似文献
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Eunju Yoon Jennifer Moulton Gihane Jeremie-Brink Meghan Hansen 《International journal for the advancement of counseling》2013,35(3):203-215
This survey research examined the relationship of awareness of own versus awareness of other group oppression across sexism, racism, and homonegativity, by including perspective taking (PT) as a moderator. Hierarchical multiple regression analyses indicated that awareness of sexism (own group oppression) predicted awareness of racism (other group oppression) in a sample of 116 European American females (Study 1), whereas awareness of racism (own group oppression) did not predict awareness of homonegativity (other group oppression) in a sample of 113 U.S. racial minorities (Study 2). High PT, compared to low PT, did not predict a stronger relationship between awareness of own and awareness of other group oppression. Post-hoc speculation on the role of PT in intergroup relations and implications for research and counseling are discussed. 相似文献
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Helen Raikes Julia Torquati Eunju Jung Carla Peterson Jane Atwater Jackie Scott Lana Messner 《Early childhood research quarterly》2013
Quality of family child care in four Midwestern states was examined using four measures designed to assess structural and/or process quality to determine if dimensions converge or vary across types of family child care (licensed and license-exempt/registered) and subsidy receipt (programs serving children whose care is paid by subsidies and programs not serving subsidized children). Two instruments designed specifically for use with family child care that measure both structural and process quality were used (Family Day Care Rating Scale and Quality Instrument for Informal Child Care), as well as one instrument measuring process quality (Caregiver Interaction Scale) and one instrument measuring structural quality (Midwest Child Care Assets Index). The two instruments designed to measure both structural and process quality in family child care were highly correlated with each other, while both of these were moderately correlated with the measure of process quality. The measure of structural quality was not significantly correlated with the measure of process quality. Licensed family child care homes scored higher than license-exempt/registered family child care homes on three of the four measures (all but the Caregiver Interaction Scale), and family child care homes receiving child care subsidies scored lower than those not receiving subsidies on three of the four measures (all but the Assets Index). 相似文献
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In Korea, the effort to include students with disabilities in the educational accountability system has just begun. This paper reviews how Korean students with disabilities have been tested using the National Assessment of Educational Achievement (NAEA) and what issues have emerged as a result of the testing. Analysis of the 2009 and 2010 NAEA data reveals that only a small proportion of students with disabilities participated in these tests and that those who did participate showed low academic achievement compared with general education students. In addition, even though alternate assessments are conducted by special education teachers to assess the academic performance of students with disabilities, national academic assessments in Korea do not include a system for alternate assessment. Based on findings of the analysis, several suggestions are made for improvement in Korea??s educational accountability system for students with disabilities. 相似文献
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