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The Impact of Mindful Social Justice...

Jean-Baptiste, Gloria.

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The Impact of Mindful Social Justice in Counseling Among School Counselors.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Mindful Social Justice in Counseling Among School Counselors./
作者:	Jean-Baptiste, Gloria.
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.
Contained By:	Dissertation Abstracts International73-07A(E).
標題:	School counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3502015
ISBN:	9781267242204

The Impact of Mindful Social Justice in Counseling Among School Counselors.
Jean-Baptiste, Gloria.

The Impact of Mindful Social Justice in Counseling Among School Counselors. - 123 p.

Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.

Thesis (Ed.D.)--Nova Southeastern University, 2011.

The purpose of this study was to examine the impact of mindful social justice in counseling among school counselors. There was a perception among school counselors in the graduate school counseling training program at this college that there is a need to address counseling practices that deal with mindful social justice issues, which exist among the diversified student population they serve. The objective of this study was to determine how mindful social justice as a counseling strategy impacts school counselors in their school counseling preparation program.

ISBN: 9781267242204

LCCN: AAI3502015Subjects--Topical Terms:

2144793
School counseling.

The Impact of Mindful Social Justice in Counseling Among School Counselors.
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245 1 4 $a The Impact of Mindful Social Justice in Counseling Among School Counselors.
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500 $a Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.
500 $a Adviser: George L. Mims.
502 $a Thesis (Ed.D.)--Nova Southeastern University, 2011.
520 $a The purpose of this study was to examine the impact of mindful social justice in counseling among school counselors. There was a perception among school counselors in the graduate school counseling training program at this college that there is a need to address counseling practices that deal with mindful social justice issues, which exist among the diversified student population they serve. The objective of this study was to determine how mindful social justice as a counseling strategy impacts school counselors in their school counseling preparation program.
520 $a The major focus of the research was on the following: (a) the effective use of mindful social justice to meet the needs of diverse student populations, (b) procedures and guidelines that can be used for providing mindful social justice interventions for school counselors in training, (c) counselors' feelings about the development of new strategies to reflect mindful social justice in counseling to meet the needs of diverse student populations, and (d) to assist future school counseling students. This study used two research methodologies, a grounded theory design and a descriptive research design. Two surveys and one questionnaire were used to collect data for this research. The first survey questionnaire was a Demographic Questionnaire. The data from this questionnaire was used to gather demographic information about the participants. The second was a Mindfulness Attention Awareness Scale. The data from this survey was used to help establish counselors' perception of the meaning of mindful practices to enhance social justice counseling. The third was the Researcher's Reconstruct of the Social Justice Scale. The data from this survey were used to determine the extent to which the counseling strategy mindful social justice impacted school counselors in their school counseling preparation program. A formative committee and a summative committee were formed to assist in the design, development, and review of data-collection instruments.
520 $a Two raters were selected to review the excerpts and themes in order to determine interrater reliability. Raters were asked to examine each theme prior to analysis. A Kappa coefficient was used to verify the presence of the themes that were presented. Studies by Epstein, Harniss, Pearson, and Ryser (1999) and Grafstein, hums, Westman, Christenson, and Thorne (2003) reported successful use of interrater reliability, showing how it can assist in determining consistency with which the measure can be used by different individuals, as well as providing opportunities for comparing purposes.
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