Literaturnachweis - Detailanzeige
| Autor/in | Sweet-Cosce, Taylor |
|---|---|
| Titel | "Through the Eyes of the Future": A Phenomenological Study Exploring the Development of Conceptual Client Frameworks in Generation Z Counselors-in-Training |
| Quelle | (2023), (122 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Florida |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-5623-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Age Groups; Counselor Training; Professional Identity; Clinical Experience; Student Characteristics; Graduate Students; Intersectionality; Interpersonal Competence; Interpersonal Relationship |
| Abstract | Generation Z, born between 1996 and 2010, are the most recent generation to enter counselor training programs, furnished with beliefs, values, lived experiences, and cultural identity (Seemiller & Grace, 2016). Interpersonal, intrapersonal, and sociological systems can profoundly affect the development of a core identity; in this case, the counselor identity (Settles & Buchanan, 2014; Tajfel, 1979). While conceptual client frameworks are formally developed within graduate training programs, they are inevitably shaped by meaningful experiences across the lifespan and relevant sociocultural events. Generational paradigms help us consider how future counselors conceptualize their clinical work, as well as how counselor educators can respond to training needs. The researcher utilized hermeneutic phenomenology to explore the lived experiences of Generation Z counselors-in-training enrolled in CACREP-accredited programs as they developed conceptual frameworks through didactic learning and applied practice. Participants included seven Generation Z counselors-in-training who had completed at least one clinical experience in their counselor training programs. All participants were enrolled in a program within the Southern region of the United States. Five participants were on the mental health counseling track, one in marriage and family, and one in school counseling. All participants identified as cisgender women. Four participants identified as White (Caucasian, Native American, Cuban), three participants as Black (Haitian American, African American), and one as Indo-Caribbean (Guyanese). Five identified as heterosexual/straight, two as queer, and one as exploring. Regarding generational trends, two participants were the first generation in their family to both graduate from college and attend graduate school, one was the first generation to graduate college, and one was the first generation to attend graduate school. Two participants had 1+ guardian with a graduate degree, and one had 1+ guardian who graduated college. Each participant engaged in a semi-structured interview. The researcher identified four main themes: (a) acknowledging intersectional identity that informs worldview and interactions, (b) social attunement, awareness, and acceptance, (c) relationships in learning, and (d) systemic conceptualization. All participants affirmed how their identities and meaningful experiences across their lifespan and training has informed their counseling conceptualization. Discussion of the findings, study limitations, and implications for counselor education are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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