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The Relationship Between Intra-cultu...

Therthani, Sumedha.

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The Relationship Between Intra-cultural Factors and Feedback Seeking Behavior in Supervision Among Counselors-in-training in Counselor Education Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship Between Intra-cultural Factors and Feedback Seeking Behavior in Supervision Among Counselors-in-training in Counselor Education Programs./
Author:	Therthani, Sumedha.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	107 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: B.
Contained By:	Dissertations Abstracts International81-06B.
Subject:	Counseling psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22587249
ISBN:	9781392400968

The Relationship Between Intra-cultural Factors and Feedback Seeking Behavior in Supervision Among Counselors-in-training in Counselor Education Programs.
Therthani, Sumedha.

The Relationship Between Intra-cultural Factors and Feedback Seeking Behavior in Supervision Among Counselors-in-training in Counselor Education Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 107 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: B.

Thesis (Ph.D.)--The University of Mississippi, 2019.

This item must not be sold to any third party vendors.

The purpose of the study is to assess the influence of intra-cultural factors of tolerance of ambiguity and status identity on graduate counselors' feedback-seeking (a) style, (b) source, and (c) frequency. The investigation of intra-cultural dimensions is expected to provide a salient beginning to research in the area of within cultural information seeking activity of counselors in training in the counselor education field. The information gained will help clinical supervisors provide information to supervisees that meet their needs and thus, improve clinical outcomes.For this research study, a cross-sectional correlational survey research design was utilized. Counselors in training both master and doctoral level currently receiving clinical supervision in counselor education programs (n=123) participated in this study. Participants were administered (a) tolerance of ambiguity scale, (b) individual power distance scale, (c) feedback-seeking frequency scale, (d) feedback-seeking source scale, and (e) feedback-seeking style scale.Six research questions were the subject of data analyses in this study. Analyses included conducting multivariate multiple regression and simple regression analyses to understand whether tolerance of ambiguity and status identity predict graduate counselors' feedback-seeking (a) style, (b) source, and (c) frequency.The results of the analyses indicated that tolerance of ambiguity as a cultural variable has a statistically significant difference on the (a) frequency, (b) source, and (c) type of feedback seeking than status identity. Findings from the current study indicate that counselors in training have a moderate tolerance for ambiguity. Additionally, counselors in training prefer monitoring or observational strategies to seek feedback from supervisors and inquiry methods to seek feedback from peers. Further, counselors in training have a moderate frequency of seeking feedback. These results indicate that the culture within the counselor education program is characterized as having a low to moderate tolerance for ambiguity. Implications for this study include the importance of developing effective feedback systems that address obstacles and promote effective information processing. Counselor educators should focus on developing strategies that assist their students to embrace and enhance their tolerance of ambiguity, which will help them better implement the different counseling concepts and thus, influence client outcomes.

ISBN: 9781392400968Subjects--Topical Terms:

924824
Counseling psychology.
Subjects--Index Terms:

Cultural Syndromes

The Relationship Between Intra-cultural Factors and Feedback Seeking Behavior in Supervision Among Counselors-in-training in Counselor Education Programs.
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300 $a 107 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-06, Section: B.
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506 $a This item must not be added to any third party search indexes.
520 $a The purpose of the study is to assess the influence of intra-cultural factors of tolerance of ambiguity and status identity on graduate counselors' feedback-seeking (a) style, (b) source, and (c) frequency. The investigation of intra-cultural dimensions is expected to provide a salient beginning to research in the area of within cultural information seeking activity of counselors in training in the counselor education field. The information gained will help clinical supervisors provide information to supervisees that meet their needs and thus, improve clinical outcomes.For this research study, a cross-sectional correlational survey research design was utilized. Counselors in training both master and doctoral level currently receiving clinical supervision in counselor education programs (n=123) participated in this study. Participants were administered (a) tolerance of ambiguity scale, (b) individual power distance scale, (c) feedback-seeking frequency scale, (d) feedback-seeking source scale, and (e) feedback-seeking style scale.Six research questions were the subject of data analyses in this study. Analyses included conducting multivariate multiple regression and simple regression analyses to understand whether tolerance of ambiguity and status identity predict graduate counselors' feedback-seeking (a) style, (b) source, and (c) frequency.The results of the analyses indicated that tolerance of ambiguity as a cultural variable has a statistically significant difference on the (a) frequency, (b) source, and (c) type of feedback seeking than status identity. Findings from the current study indicate that counselors in training have a moderate tolerance for ambiguity. Additionally, counselors in training prefer monitoring or observational strategies to seek feedback from supervisors and inquiry methods to seek feedback from peers. Further, counselors in training have a moderate frequency of seeking feedback. These results indicate that the culture within the counselor education program is characterized as having a low to moderate tolerance for ambiguity. Implications for this study include the importance of developing effective feedback systems that address obstacles and promote effective information processing. Counselor educators should focus on developing strategies that assist their students to embrace and enhance their tolerance of ambiguity, which will help them better implement the different counseling concepts and thus, influence client outcomes.
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