The Predictive Influence of Academic Achievement, Career Exploration, Self-esteem, and Feminist Identity to the Career Self-efficacy and Outcome Expectations of College Women PDF Download
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Author: Catherine Elizabeth Zook
Publisher:
ISBN:
Category : Women college students
Languages : en
Pages : 214
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Book Description
Author: Catherine Elizabeth Zook
Publisher:
ISBN:
Category : Women college students
Languages : en
Pages : 214
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 834
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Book Description
Author: Madonna G. Constantine
Publisher: John Wiley & Sons
ISBN: 0471721719
Category : Psychology
Languages : en
Pages : 288
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Book Description
"A must-read book for all mental health professionals wanting tokeep up with today's most important clients...practical, concrete,hands-on details from firsthand experts on ethnicpopulations." --Richard Suinn, PhD, Colorado State University, Past president(1999), American Psychological Association The rich mosaic of racial and ethnic diversity defines our societynow more than ever. For students and professional psychologists,this translates into a critical need to address a range of culturaldiversity issues, as well as potential biases. Recently, the American Psychological Association (APA) recognizedthe importance of cultural competence for psychologists through itsadoption of its Multicultural Guidelines. Applying those guidelinesto real-world practice is both complex and challenging. Only onetext brings it all into sharp focus: Strategies for BuildingMulticultural Competence in Mental Health and EducationalSettings. Edited and written by renowned multicultural experts, thisinformative guide is full of concrete strategies and case examples,all geared toward achieving the goal of culturally competentpractice. Chapter by chapter, it uses a variety of practicemodalities in various settings to help all mental healthprofessionals increase their familiarity and compliance with theAPA Multicultural Guidelines. Beginning with a useful summary of the APA guidelines, Strategiesfor Building Multicultural Competence in Mental Health andEducational Settings covers the guidelines' relevance to: * Individual and group counseling * Couples and family counseling * Career counseling with people of color * Independent practice settings * Multicultural consultations and organizational change * Academic mental health training settings * Clinical and hospital settings * College counseling center settings * Elementary and secondary school settings This timely reference also considers building multiculturalcompetence around indigenous healing practices; in clinicalsupervision contexts; and in culturally sensitive research. Takentogether, the book is a much-needed blueprint for making culturallyinformed decisions, explaining how the multicultural initiativesyou implement today can he'p shape the field's future.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
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Book Description
Author: Ann Marie Tharp
Publisher:
ISBN:
Category :
Languages : en
Pages : 670
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Book Description
Author: Margaret E. Sinner
Publisher:
ISBN:
Category :
Languages : en
Pages : 296
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Book Description
Author: Elizabeth Vera
Publisher: Oxford University Press
ISBN: 0195396421
Category : Psychology
Languages : en
Pages : 562
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Book Description
The Oxford Handbook of Prevention in Counseling Psychology presents a lifespan approach to prevention that emphasizes strengths of individuals and communities, integrates multicultural and social justice perspectives, and includes best practices in the prevention of a variety of psychological problems in particular populations.
Author:
Publisher:
ISBN:
Category : Women
Languages : en
Pages :
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Book Description
Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 904
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Book Description
Author: Maureen Quiles Ponce
Publisher:
ISBN:
Category : College preparation programs
Languages : en
Pages : 189
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Book Description
While college and career readiness benchmarks were created to provide evidence that a student is academically ready to succeed in a post-secondary educational setting, many high school graduates do not reach these academic benchmarks, and of students who go on to college, many do not complete their bachelor’s degree. Furthermore, current college and career readiness markers neglect to consider non-academic factors despite research suggesting that psychosocial factors strongly influence readiness beyond academic performance. The literature supports the premise that other powerful forces, namely social-cognitive factors also shape learning and performance, which in turn shapes academic and career outcomes. Self-efficacy emerged as an important social-cognitive factor which can influence academic readiness and by extension, college and career readiness as it affects the ability to adapt and meet varying academic demands and is a key construct in career identity development and interest development. To address this gap, this quantitative study used a modified model of Social Cognitive Career Theory to examine the influence of the learning environment on the academic self-efficacy beliefs, academic outcome expectations, and academic interest of undergraduate college students. The primary research focus was to study the relationship of the students’ perceptions about the level of teacher and institutional support to their beliefs about their ability to complete academic tasks, expected outcomes, and academic interests or persistence. Data was collected from 158 undergraduate college students to answer the research questions. The results of the study found that academic interest was statistically significant in mean between upper and underclassman undergraduate college students. Teacher support explained a significant amount of variance in academic self-efficacy and academic outcome expectations. Additionally, academic self-efficacy and academic outcome expectations were correlated. Institutional support explained a significant amount of variance in academic outcome expectations, and academic outcome expectations explained a significant amount of variance in academic interest. Finally, no relationship was observed between institutional support to academic self-efficacy nor between academic self-efficacy and academic interest. Implications, limitations, and further research recommendations are discussed for school counselors, teachers, administrators, and counselor educators as they relate to addressing the college and career readiness needs of the student.
