The lived experiences of counselors-in-training developing a theoretical orientation.

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dc.contributor.advisorHenriksen, Richard C.
dc.creatorStrope, Rena Gayle
dc.creator.orcid0000-0001-9893-698X
dc.date.accessioned2019-08-15T14:56:48Z
dc.date.available2019-08-15T14:56:48Z
dc.date.created2019-08
dc.date.issued2019-07-02
dc.date.submittedAugust 2019
dc.date.updated2019-08-15T14:56:48Z
dc.description.abstractThroughout a counseling graduate program, a student’s theoretical orientation is a topic of high priority. As counselor educators, we know why this development of theoretical orientation is important, we have not explored counseling students’ perspective on this process. A phenomenological approach was used to conduct an exploratory study concerning the development of a theoretical orientation of counseling students in a Southeastern university in Texas. Twenty-three students were surveyed, and six themes were identified concerning their development of a theoretical orientation: (a) program encouragement, (b) conflict during theoretical orientation development, (c) supervision and theoretical orientation, (d) defining moment, (e) ethics and theoretical orientation and, (f) outside work in development of theoretical orientation.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.11875/2682
dc.language.isoen
dc.subjectTheoretical orientation
dc.subjectCounselor development
dc.subjectPhenomenological qualitative research
dc.titleThe lived experiences of counselors-in-training developing a theoretical orientation.
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentCounselor Education
thesis.degree.grantorSam Houston State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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