Jacqueline M. Swank

Garden Counseling Groups and Self-Esteem: A Mixed Methods Study with Children with Emotional and Behavioral Problems.

This research study focused on the use of a garden group counseling intervention to address the self-esteem of children with emotional and behavioral problems. The researchers found higher self-esteem among participants (N = 31) following the gardening group. Additionally, participants discussed feeling calm and happy and learning to working together through the group experience.

Multiple Family Adventure-Based Therapy Groups: An Innovative Integration of Two Approaches

The adventure-based counseling (ABC) approach integrates counseling and experiential education in an outdoor environment and the Multiple Family Therapy Group (MFTG) treats multiple families concurrently. This article presents the history, theoretical basis, benefits, and challenges for each of these approaches. A proposed model integrates both approaches for an innovative, multi-month intervention for MFTGs. Additionally, the article presents treatment implications along with benefits, challenges, ethical considerations, and modifications for use with individual families.

Creative Group Strategies for Interviewing Applicants for Counselor Education Programs

Counselor educators have the challenging task of screening applicants for their programs. This process involves assessing applicants’ academic potential, as well as their dispositions and behaviors. This manuscript focuses on the use of creative group strategies to assess the personal characteristics of applicants in gatekeeping for the counseling profession. The authors present several creative strategies to assist counselor educators in screening applicants.

An Exploratory Inquiry of Sandtray Group Experiences With Adolescent Females in an Alternative School

A sandtray group experience is a creative intervention that counselors may want to incorporate into their work with adolescents. This qualitative inquiry explored the experiences of adolescent females who participated in a sandtray group while attending an alternative school. The researchers identified five themes that emerged from the data: (a) self-expression, (b) development of insight, (c) growth opportunities, (d) hope, and (e) group dynamics. Implications for group workers and recommendations for future research are discussed.

A Phenomenological Exploration of Children's Experiences in a Social Skills Group

This phenomenological study explored the perspectives of 6 children who participated in a social skills group. The children were identified as having significant social skills delays and 4 of the children had a disorder on the autism spectrum. Seven themes emerged: mutual acceptance and support, improved interpersonal skills, positive feelings about the group experience, understanding others’ perspectives, improved ability to manage and express emotions, learning and practicing specific skills, and areas of improvement outside the group. Implications for group leaders and future research are discussed.

The Assessment of CACREP Core Curricular Areas and Student Learning Outcomes Using the Counseling Competencies Scale

Counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) are required to evaluate student learning outcomes (SLOs) aligned with CACREP Standards. Additionally, counselor educators have the ethical responsibility to remediate student deficiencies and gatekeep for the profession. The Counseling Competencies scale (CCS) is an instrument designed to assess counseling competencies in the CACREP core curricular areas and SLOs. The authors discuss the use of the CCS to measure CACREP objectives and SLOs within the counselor education curriculum.

Development of the Research Competencies Scale

The authors present the development of the Research Competencies Scale (RCS). The purpose of this article is threefold: (a) present a rationale for the RCS, (b) review statistical analysis procedures used in developing the RCS, and (c) offer implications for counselor education, the enhancement of scholar-researchers, and future research.

Assessing Counseling Competencies A Comparison of Supervisors’ Ratings and Student Supervisees’ Self-Ratings

Gatekeeping within the counseling profession involves the assessment of competencies, including self-assessment. This study compares student supervisor ratings and student supervisee self-ratings of counseling competencies (N = 61) at midterm and at the end of a practicum course. The researchers found a statistically significant difference between supervisor ratings and supervisee self-ratings, F(2.43, 145.97) = 34.44, p < .01, η2 = .365. Additionally, statistically significant differences were found between faculty supervisors, doctoral student supervisors, and supervisee self-ratings, F(2.52, 47.94) = 19.66, p < .01, η2 = .509. Implications are discussed in relation to the preparation and supervision of counseling students.

Using Games to Creatively Enhance the Counselor Education Curriculum

Utilizing games within the classroom may assist counselor educators with enhancing learning. Counselor educators may integrate games within the curriculum to assist students in learning and developing self-awareness and to assess knowledge and skills. This article describes the utilization of games within experiential-learning theory and presents research supporting the integration of games within the classroom. Additionally, the author outlines a process to assist counselor educators in creatively developing and modifying games. Furthermore, the author presents a sample of games developed or modified for integration within the counselor education curriculum.

Evaluating Evidence for Conceptually Related Constructs Using Bivariate Correlations.

ABSTRACT The article serves as a guide for researchers in developing evidence of validity using bivariate correlations, specifically construct validity. The authors outline the steps for calculating and interpreting bivariate correlations. Additionally, they provide an illustrative example and discuss the implications.