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The Development of Counseling Students' Cognitive Complexity : = A Case Study in an Indonesian Counselor Education Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Development of Counseling Students' Cognitive Complexity :/
Reminder of title:	A Case Study in an Indonesian Counselor Education Program.
Author:	Gunawan, Nanang E.
Description:	1 online resource (331 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: B.
Contained By:	Dissertations Abstracts International84-01B.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29281934click for full text (PQDT)
ISBN:	9798802743218

The Development of Counseling Students' Cognitive Complexity : = A Case Study in an Indonesian Counselor Education Program.
Gunawan, Nanang E.

The Development of Counseling Students' Cognitive Complexity :A Case Study in an Indonesian Counselor Education Program. - 1 online resource (331 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: B.

Thesis (Ph.D.)--Ohio University, 2022.

Includes bibliographical references

Although researchers have indicated that counselors' clinical experience positively predicts increased cognitive complexity, most research on the topic has not addressed how counselors' own experiences shape their cognitive complexity. Completed research on counselors' cognitive complexity has been primarily quantitative, included European American participants, and has not considered the multicultural context beyond Western countries. Utilizing an explanatory case study design, this research employs the Counselors Cognition Questionnaire (CCQ) to explore counseling students' cognitive complexity development, in-depth interviews to examine the educational experience and culture that shape their cognitive complexity, and document analysis to examine the supporting of existing regulations. Ten participants completed CCQ, and eight of them participated in interviews. Results showed that seven participants scored low, while the rest scored higher cognitive complexity. Participants perceived that laboratory practicum in counseling courses had helped them develop their cognitive skills. However, a series of courses and participants' social life are inseparable from their cognitive development. In addition, the existing regulations showed their support through the curriculum design. These findings revealed that the participants' cognitive complexity is influenced by personal, social, professional, and cultural factors. The philosophical values of national constitutions and the pillars of unity in diversity that underpin all existing rules are inextricably linked to the embodiment of these features. In the United States, research on cognitive complexity has primarily shown it as a result of professional development, whereas it is an expression of intersecting personal, social and professional identities with national philosophy in an Indonesian counselor education program.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798802743218Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Cognitive complexityIndex Terms--Genre/Form:

542853
Electronic books.

The Development of Counseling Students' Cognitive Complexity : = A Case Study in an Indonesian Counselor Education Program.
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504 $a Includes bibliographical references
520 $a Although researchers have indicated that counselors' clinical experience positively predicts increased cognitive complexity, most research on the topic has not addressed how counselors' own experiences shape their cognitive complexity. Completed research on counselors' cognitive complexity has been primarily quantitative, included European American participants, and has not considered the multicultural context beyond Western countries. Utilizing an explanatory case study design, this research employs the Counselors Cognition Questionnaire (CCQ) to explore counseling students' cognitive complexity development, in-depth interviews to examine the educational experience and culture that shape their cognitive complexity, and document analysis to examine the supporting of existing regulations. Ten participants completed CCQ, and eight of them participated in interviews. Results showed that seven participants scored low, while the rest scored higher cognitive complexity. Participants perceived that laboratory practicum in counseling courses had helped them develop their cognitive skills. However, a series of courses and participants' social life are inseparable from their cognitive development. In addition, the existing regulations showed their support through the curriculum design. These findings revealed that the participants' cognitive complexity is influenced by personal, social, professional, and cultural factors. The philosophical values of national constitutions and the pillars of unity in diversity that underpin all existing rules are inextricably linked to the embodiment of these features. In the United States, research on cognitive complexity has primarily shown it as a result of professional development, whereas it is an expression of intersecting personal, social and professional identities with national philosophy in an Indonesian counselor education program.
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