Abstract:This study is a follow‐up to Sackett, Lawson, and Burge's (2012) study that explored the meaningful experiences of clients and counselors‐in‐training (CITs). Using the previous study's themes of clients’ experiences in counseling with CITs as a launching pad, the authors examined in greater depth the meaningful experiences of clients who are in counseling with CITs through qualitative phenomenological interviews. Findings, as well as implications for counselor education, supervision, and counseling, are discus… Show more
“…To examine clients' meaningful experiences in counseling, we sought sustained engagement by interviewing clients immediately following two consecutive counseling sessions. As did Sackett and Lawson (2016), we used significance sampling to identify meaningful experiences of clients in counseling, which is preferred in exploratory research and involves the examination of units that have noteworthy meaning or therapeutic impact to the participants (Elliott & James, 1989). At each interview, similar to Sackett et al (2012) and to Sackett and Lawson (2016), we used questions about a single counseling session (i.e., two sessions and two interviews) and about within-session meaningful events and session impact, as recommended by Elliott and James (1989).…”
Section: Methodsmentioning
confidence: 99%
“…They found the following themes: the counseling relationship, insight, immediacy, goals, emotion, and reflections on counseling. In a follow-up study, Sackett and Lawson (2016) interviewed adult clients directly after two counseling sessions (i.e., after the second and eighth counseling sessions, when possible). They identified two themes regarding clients' meaningful experiences in counseling with CITs: (a) the working alliance and its impact and (b) impressions of counseling and of CITs.…”
This phenomenological study adds to current literature about clients' meaningful experiences in counseling by exploring the experiences of eight young clients (ages 8–18) in individual counseling with post‐master's counselors in an outpatient setting. Interviews with these clients revealed the following six themes: (a) the process of growth, (b) having a safe place to talk, (c) counselor accepts and meets the client where they are, (d) counseling is a team effort, (e) supportive accountability from the counselor, and (f) understanding self and others. The final theme includes two subthemes: learning coping and emotion management skills, and learning better ways to communicate and behave. Findings and implications for counselors are discussed.
“…To examine clients' meaningful experiences in counseling, we sought sustained engagement by interviewing clients immediately following two consecutive counseling sessions. As did Sackett and Lawson (2016), we used significance sampling to identify meaningful experiences of clients in counseling, which is preferred in exploratory research and involves the examination of units that have noteworthy meaning or therapeutic impact to the participants (Elliott & James, 1989). At each interview, similar to Sackett et al (2012) and to Sackett and Lawson (2016), we used questions about a single counseling session (i.e., two sessions and two interviews) and about within-session meaningful events and session impact, as recommended by Elliott and James (1989).…”
Section: Methodsmentioning
confidence: 99%
“…They found the following themes: the counseling relationship, insight, immediacy, goals, emotion, and reflections on counseling. In a follow-up study, Sackett and Lawson (2016) interviewed adult clients directly after two counseling sessions (i.e., after the second and eighth counseling sessions, when possible). They identified two themes regarding clients' meaningful experiences in counseling with CITs: (a) the working alliance and its impact and (b) impressions of counseling and of CITs.…”
This phenomenological study adds to current literature about clients' meaningful experiences in counseling by exploring the experiences of eight young clients (ages 8–18) in individual counseling with post‐master's counselors in an outpatient setting. Interviews with these clients revealed the following six themes: (a) the process of growth, (b) having a safe place to talk, (c) counselor accepts and meets the client where they are, (d) counseling is a team effort, (e) supportive accountability from the counselor, and (f) understanding self and others. The final theme includes two subthemes: learning coping and emotion management skills, and learning better ways to communicate and behave. Findings and implications for counselors are discussed.
“…Diğer açıdan Milli Eğitim Bakanlığı Rehberlik Hizmetleri Yönetmeliği (2017) incelendiği zaman rehber öğretmenlerden öğrencilere yönelik kişisel-sosyal, eğitsel ve mesleki rehberlikle ilgili çalışmalar planlaması ve bu çalışmaları okul rehberlik hizmetleri yıllık planına göre yürütmesi beklenmektedir. Aynı şekilde alan yazındaki rehber öğretmene ilişkin algıların değerlendirildiği bazı araştırmalarda da rehber öğretmenlerden öğrencilere yönelik eğitsel, kişisel-sosyal ve mesleki konularda yardımcı olmalarının beklendiği sonuçlarına ulaşılmıştır (Aydın, 1987;Madlambayan, 2017;Sackett, Farmer ve Moran, 2018;Polat, 2007;Vail, 2005). Görüldüğü üzere rehber öğretmenlere, öğrencilerin ihtiyaç duydukları konularda bilgi veren ve yol gösteren şeklinde rol ve sorumlulukların yüklendiği görülmektedir.…”
Section: Bilgi Veren/yararlı/yol Gösterici Rehber öğRetmen Temasıunclassified
“…Yine aynı şekilde Uğurlu ve Yazıcı (2016) tarafında yapılan bir çalışmada lise öğrencilerinin rehber öğretmeni bilgi veren kişi olarak nitelendirdikleri sonucuna ulaşmışlardır. Yapılan bir diğer çalışmada (Sackett, Farmer ve Moran, 2018) lise öğrencilerinin rehber öğretmeni yardımsever, yararlı, bilgili ve etkili olarak algıladıkları sonucu elde edilmiştir. Öğrencilerin rehber öğretmen kavramına ilişkin algılarının değerlendirildiği başka çalışmalarda da benzer sonuçlara ulaşılmıştır (Karataş ve Sönmez, 2019;Nas, 2019;Yalçın, Yılmaz ve Karakaya, 2017).…”
The aim of this study was to examine metaphorically the perception of primary school students about the concept of guidance teacher A total of 108 primary school students, 31 of whom are second grade, 51 of them are third grade and 36 of them are fourth grade, participated in the study in 2018-2019 academic year. The data of the research were collected with a semi-structured questionnaire form. The data obtained from the study were examined by content analysis method and various themes were created. As a result of content analysis, trusted / rescuing guidance counselor, informative / useful / guiding, support / peace and comfort and interpersonal attractive / love and happiness guidance teacher themes were created. According to the results of the analysis, it was seen that primary school students represented the counselor teacher as trusted, knowledgeable, guiding, relaxing, giving peace, finding solutions. In other words, it was concluded that they consider primary school children guidance teachers as a source of help finding solutions to problems encountered in any field. The findings of the study were discussed in the light of the literature and various suggestions were presented to the field employees, researchers and policy makers.
“…For example, I encourage authors to submit works that elucidate the experiences of clients or counselors during or after intervention. A strong example of this type of scholarship is Sackett and Lawson's () qualitative study of clients' reported experiences of counseling as delivered by counselors‐in‐training. I also encourage authors to submit manuscripts that describe client outcomes after exposure to well‐designed interventions, with a particular priority on preventive and culturally responsive counseling services.…”
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.