The authors assessed religious commitment's moderating effect on the relationship between posttraumatic stress disorder and posttraumatic growth (PTG) in adult Liberian refugees who experienced trauma from war (N = 444). Results indicated that religious commitment predicted PTG and had an interaction effect on the relationship between trauma and PTG, albeit a negative one. Counselors should therefore gauge clients’ worldviews in terms of religion or spirituality before integrating spiritual or religious issues in therapy.
This interview is the second in the Lifetime Achievement in Counseling Series at TPC that presents an annual interview with a seminal figure who has attained outstanding achievement in counseling over a career. I am honored to present the interview of Amy King, a school counselor in Mississippi and the first practitioner to be interviewed for this series. I was fortunate to attend Ms. King's presentation at a national conference and was inspired by her years of work with children, in school systems, and mentoring graduate students. Her contributions to the counseling profession, from classroom guidance and counseling to advocating for school counselors, are noteworthy, and set the bar for other clinicians. Joshua Smith and Dr. Neal Gray graciously accepted the assignment to interview Ms. King. What follows are Ms. King's reflections on her school counseling career and its impact on her students over two generations.-J. Scott Hinkle, Editor Amy King, current clinical site supervisor at the University of Mississippi, has been training master's-level school counselors since 1999. Ms. King has worked diligently within the public school system since 1993, first as a teacher and then as a school counselor. She has been practicing as a school counselor in Oxford, Mississippi, since 1999, and was honored as the Oxford Middle School Teacher of the Year in that same year. Ms. King's sustained involvement and dedication to school counseling has helped transform the profession. An ongoing advocate for school counselors in Mississippi, Ms. King has recently contacted legislators regarding the need to educate school officials and to follow the American School Counselor Association's (ASCA) model for school counselors. Her tireless work continues to advance her profession. Ms. King is presently enrolled in the counselor education doctoral program at the University of Mississippi. She earned her master's degree in educational psychology in 1996 and a specialist degree in counselor education in 2008, both from the University of Mississippi. Additionally, she attained certification from the National Board for Certified Counselors in both counseling (NCC) and school counseling (NCSC) in 2008. Ms. King currently serves as an active member in a variety of professional organizations. At the state level, she participates in the Mississippi Counseling Association (MCA), and at the national level, she is actively involved in the American Counseling Association (ACA) and ASCA. Ms. King's professional work has included numerous presentations on a variety of topics, including working with children and adults who are experiencing poverty, wellness for school counselors, techniques for using photo therapy with children, and play therapy behavior interventions. Ms. King has presented at both the state and national levels, most recently at the ASCA Conference and the Law and Ethics in Counseling Conference in New Orleans, Louisiana, sponsored by the University of Holy Cross. One of Ms. King's present endeavors is researching the roles and respo...
Refugee populations experience risk factors that may influence their wellness. As the number of refugees continues to rise, it is important for professional counselors, counselor educators, and counselors‐in‐training to be aware of techniques for supporting wellness in this population. This article addresses risk factors to refugee wellness within the indivisible self model of wellness (Myers & Sweeney, ) and highlights current wellness trends and the importance of a prevention‐based treatment paradigm for helpers working with refugee populations.
Statistical literacy refers to understanding fundamental statistical concepts. Assessment of statistical literacy can take the forms of tasks that require students to identify, translate, compute, read, and interpret data. In addition, statistical instruction can take many forms encompassing course delivery format such as face-to-face, hybrid, online, video capture, and flipped. In this study, we examined statistical literacy of graduate students using a validated assessment tool (the Comprehensive Assessment of Outcomes in Statistics; CAOS) across two increasingly popular delivery formats-hybrid and online. In addition, we examined condensed (six week) semesters to full (16 week) semesters to determine if course length was related to statistical literacy. Our findings suggest that, holding other factors constant, delivery format is not related to statistical literacy for graduate students. This contradicts some existing research that shows hybrid delivery outperforms online only. Our results have important implications for the teaching of statistics as well as for graduate education overall.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.