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1.
L. DiAnne Borders Laura M. Gonzalez Lindsey K. Umstead Kelly L. Wester 《Counselor Education & Supervision》2019,58(4):293-308
Eighteen new counselor educators shared in‐depth reports of their efforts to establish an early record of scholarly productivity, critical to their success in academe. Analyses of their experiences using consensual qualitative research methods revealed components of both highly positive and highly discouraging program environments and their impact on participants’ research goals. 相似文献
2.
Brittany L. Hott Sarah Heiniger Jasmine Justus Kathleen M. Randolph Amal Al Shabibi Brooki Beasley Kerry Frank Wendy Mitchell Courtney Tennell Fanee Wester 《Learning disabilities research & practice》2023,38(3):224-238
Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed. 相似文献
3.
Kelly L. Wester 《Counselor Education & Supervision》2007,46(3):199-211
Little has been done in terms of teaching or writing about research integrity or research ethics in the counseling field. Because of the continual push for research in counseling to maintain evidence‐based practices, there is a need for education in the area of research integrity in order for professionals in the counseling field to conduct responsible research. The Office of Research Integrity's 9 areas of responsible conduct of research and the American Counseling Association's code of ethics on research are presented, along with a discussion of ways to teach ethics and provide resources for research integrity in counselor education. 相似文献
4.
L. DiAnne Borders Kelly L. Wester Kathleen H. Driscoll 《Counselor Education & Supervision》2020,59(4):297-315
We used content analysis to analyze 42 counseling doctoral students' reports of supports and barriers influencing their researcher development across 3 years. In line with social cognitive career theory, the students named cognitive-person, environmental, and social-context influences. Analyses indicated no differences in frequencies of supports and barriers across time but significant differences by cohort. 相似文献
5.
The topic of self‐injurious behavior (SIB) has been gaining widespread attention. Although college counselors engage in various types of treatments in order to uncover the underlying reasons for a client's SIB, there is another step in treatment that might be helpful to clients who self‐injure. This step involves alternatives to self‐injury. The authors provide various alternatives to self‐injury and discuss matching the alternative to the function and type of SIB. 相似文献
6.
Kelly L. Wester Shreya Vaishnav Carrie Wachter Morris Jordan L. Austin Jaimie Stickl Haugen Heather Delgado Lindsey K. Umstead 《Counselor Education & Supervision》2020,59(4):316-325
Research self-efficacy, imposter phenomenon, and scholarly productivity were explored among a sample of 247 counselor educators. In most cases, feeling like an imposter hindered scholarly productivity; however, the interaction of a moderate to frequent amount of imposter feelings with high research self-efficacy increased scholarly productivity. 相似文献
7.
L. DiAnne Borders Laura E. Welfare Paige B. Greason Derrick A. Paladino A. Keith Mobley José A. Villalba Kelly L. Wester 《Counselor Education & Supervision》2012,51(4):281-295
In this consensual qualitative research study, the authors explored supervisors' (n= 11) and their supervisees' (n= 31) perceptions of individual, triadic, and group supervision sessions during practicum. Data from supervisor individual interviews and supervisee focus‐group interviews revealed several themes regarding the advantages and disadvantages of each supervision modality. Findings suggest the relative place of each modality in terms of goals and impact. 相似文献
8.
Nonsuicidal self‐injury is an important concern that has received limited attention. In this study, the authors explored several factors differentiating three student groups: never self‐injured, self‐injured in the past, and currently self‐injure. Among the factors investigated, results showed that currently self‐injuring students were younger, less likely to use problem‐focused coping behaviors, and substantially more likely to be in counseling. College counseling implications, effect sizes, and limitations are discussed. 相似文献
9.
In this quantitative study, 187 counselor educators at research institutions reported engaging in responsible conduct of research (RCR), with a few individuals reporting deviations from ethical behavior. Tenure‐seeking faculty members indicated a greater likelihood of deviating from acceptable research practices than did tenured faculty members. The psychological meaningfulness of one's department and research ethics training positively related to engagement in RCR, explaining 18% of the variance. Implications for training of research ethics are discussed, along with suggestions for environmental needs within counseling departments to potentially increase psychological meaningfulness for faculty members. 相似文献
10.
Christine E. Murray Kelly L. Wester Derrick A. Paladino 《Journal of College Counseling》2008,11(1):42-57
An Internet‐based survey about dating violence and self‐injury was completed by 1,777 undergraduates. A regression analysis tested if recent dating violence victimization and perpetration experiences predicted whether participants self‐injured in the past 90 days, after controlling for demographic variables and attitudes toward self‐injury and dating violence. Although the regression model explained only 6% of the variance in self‐injury, the relationship may indicate a co‐occurrence of dating violence and self‐injury. 相似文献