Volume 4-Issue 4

October 2015

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Humanistic Psychological Accompaniment Model: A Contribution to the Teaching of Humanistic Psychotherapy

Juan Alberto Vargas TÉLLEZ & Teodulfa Gricelda Medina PÉREZ
Pages: 1-15

A model of psychological accompaniment designed and applied at the Human Development Center for the Community (CEDEHC in Spanish) of De La Salle Bajío University. It's conceptually based on five theoretical approximations: Human Potential Development, The Person Centered Approach, Existential Psychotherapy, Gestalt and Transactional Analysis. It's implemented by young psychology practitioners under a brief therapy approach of approximately twelve sessions. This study shows the pretest-posttest of the Personal Orientation Inventory (POI) results in 36 persons that received psychological accompaniment under this model. Significant differences were found in the 12 scales, supporting the hypothesis that the psychological accompaniment model had a positive effect in the participants' POI profile; moreover, the probabilities that the proposed model would meet it's two main objectives, which are educating students in a humanistic standpoint and providing an effective support to those who go to the center seeking psychological help, are strengthened.

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The Effects of the Anger Management Program and the Group Counseling on the Anger Management Skills of Adolescents

Defne YILMAZ & Oya G. ERSEVER
Pages: 16-34

The purpose of this experimental study was to investigate the short term and the long term effectiveness of the two distinct interventions, anger management training and psychological group counseling on helping anger management skills of adolescents. The State Trait Anger Expression Inventory (STAXI) was used to test the state anger and anger expression styles of the subject as pre-test, post-test and four months follow up test applications. Two experiment groups and one control group were formed based on the trait anger scores of a group of high school students. Twelve weeks anger management training developed by the researcher and twelve weeks encounter group were conducted. To evaluate the effectivenesses and comparisons of the interventions, Kruskal Wallis, Mann-Whitney U and Wilcoxon tests were used and p<.05. It was found that anger management training had significant long term effect on increasing the anger management skills while the effects of psychological counseling group were limited. Both anger management training and psychological group counseling had no short term and long term effect on the anger-in levels, and had no long term effect on anger-out. The anger management training had a long term increasing effect on the anger control scores while the psychological group counseling had no significant long term effect.

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View on Counseling Ethics among School Counselors in Malaysia

Ng Yoke HAR & Ahmad Jazimin JUSOH
Pages: 35-47

This study aimed to explore how school counselor for school in Perak, Malaysia define and execute ethical practice in counseling. This research design is a case study, involving three school counselors. Data was collected through interviews and was analyzed using qualitative methods. The data showed that the participants of study all agreed that a counselor should have recognized qualifications before counseling a client. They also noted that counselors often face conflicts with the school when adhering to the ethics of confidentiality, which enables them to provide information that involves client privileged communication. Participants were also found to comply with the procedure such as attending informed consent before conducting counseling sessions with clients. The findings of the study found that participants manage client cases by type: mild, simple or serious. Study participants also stressed that the personality of counselor is important in determining the effective practice of counseling ethics.

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Homeless Souls: Issues of Identity Formation for International and Domestic Nomads

Stephanie RESSLER
Pages: 48-62

This paper explores the complexities of identity formation in children and adolescents who have grown up in a world of constant change and transition. While these changes can be applied to the experiences of many mobile groups who transition within one culture, this paper focuses primarily on groups who live internationally mobile lifestyles, transitioning between several cultures within their lifetime. These children are often referred to as Third Culture Kids (TCKs) but may also be known as “global nomads,” “missionary kids,” or “military brats,” among others. Despite the many benefits that can result from broad cultural and social exposure, this paper looks at several challenges that these individuals face as they begin to formulate and embrace their true identities.

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School counseling in the United States: A Theory-building Case Study

Cirecie West-Olatunji Jeff Wolfgang HeeDae Kim Kaifang Zheng
Pages: 63-85

The profession of school counseling within and beyond the U. S. has been cited as having evolved over time to meet the needs of school children, incorporating aspects of career, mental health, and education. Some scholars have asserted that this circuitous path has led to a degree of role confusion for counselors, educators, parents, and students. This study used a cross-national comparative methodology approach to compare aspects of the development of school counseling in the U.S. and S. Korea in order to build theory about the profession of school counseling. Three transfer topics were used to explore transferability of meaning: historiography of the profession, current school-based problems, and credentialing. Data sources included archival governmental and association information, and published works in academic journals and professional books. Findings suggest that school counseling in both countries share similarities and that the school counselor educators and policymakers in the U.S. could transform the profession by creatively exploring modifications to service delivery, considering the development of national policies, and implementing mandatory mental health screenings for all school children.

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Divorced Fathers: Implications and Consequences for Children and Families

Erica L. Burke Tony D. Crespi
Pages: 86-98

Divorce can have a significant impact on children. In the United States, following a divorce, only 31% of fathers have weekly contact with their children. Moreover, with more then one million families impacted annually, the implications are profound. Unfortunately, while the role of mothers is often cited in the literature too few school psychologists are aware of the issues involving fathers. From lowered grade point averages to impaired social relationships decreased parental involvement by fathers following a divorce can have significant impacts. This paper provides a thorough look at the literature on fathers, provides a case analysis, and generally examines the issues.

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