Counseling Expectations Among Students in an Opportunity Program: Dispositional and Cultural Influences

Abstract

College students (N = 102) from African American and Latino backgrounds who participated in an opportunity program completed H. E. A. Tinsley's (1982) Expectations About Counseling‐Brief Form (EAC‐B) and measures of self‐esteem, attributional style, problem‐solving appraisal, acculturation, and cultural congruity. Lower self‐esteem and a more depressive attributional style were linked to lower counseling expectations. All 3 dispositional variables were more strongly related to counseling expectations among students reporting higher levels of immersion in their ethnic group of origin. Implications for help‐seeking and the counseling relationship are discussed.

Building institutional capacity for college access and success: Implications for enrollment management

“…This type of engagement early in a student's college career can foster support and encouragement amongst peers both academically and socially. Often, learning communities produce a community of learners who share a common vernacular related to common courses, assignments, and course-related activities (Becker et al, 2010;Winograd & Shick-Tryon, 2009). Similarly, engagement in service learning opportunities has been cited as beneficial to this student population, in particular.…”

“…Overall, first generation college students are said to lack the preparation and knowledge needed to thrive in a college environment, are often less academically prepared, and require intentional guidance and advisement to help shape their academic and career aspirations (Engle et al, 2008;Hertel, 2002;Titus, 2006;Winograd & Shick Tryon, 2009). Low-income, first-generation college students are far more likely to come from racial and ethnic minority groups and enter college academically underprepared for the rigors of college course work in the content areas of reading, writing, math and science (Engle et al, 2008;Titus, 2006;Winograd & Shick Tryon, 2009). These students tend to have greater obligations outside of school, including part-time or full-time employment and family responsibilities.…”

Psychoeducation Effectiveness on Expectations About Counseling for a Mental Illness Among the Youth: A Case Study of Teacher-Trainees in Kenya

“…Several studies have explored on expectations about counseling among various populations globally related to depression, hopelessness and self-discrepancies, [2], cultural influences, [3]; counselor ethnicity, [4]; common stressors, [5], Personality, [6] gender and help seeking, and knowledge about services, [7]. Nyavanga & Barasa, [8], explored the expectations about counseling among primary school teacher trainees in Kenya; they found out that these expectations were negative and they recommended on interventions to improve expectations of Among the Youth: A Case Study of Teacher-Trainees in Kenya counseling on a mental illness.…”

Costruzione e Validazione del questionario ISCOS: uno studio preliminare sugli Indicatori di Sviluppo del COunselling Scolastico

“…Accanto a questo filone di studi di efficacia, condotti con studenti che hanno usufruito del servizio, è possibile individuare un altro filone di ricerche che invece si è concentrato sull'analisi delle attitudini degli studenti a partecipare al counselling e, più in generale, a ricercare un aiuto psicologico professionale nei counsellor operanti presso i vari contesti scolastici (Winograd & Shick Tryon, 2009;Goh et al, 2007;Takamura et al, 2008;Sayal, 2006;Ajzen, 2002;Raviv et al, 2000;Kuhl, Jarkon-Horlick, & Morrissey, 1997). Anche in questo ambito si annoverano strumenti ampiamente utilizzati in diversi contesti che hanno mostrato buone qualità psico-metriche, come il BASH (Barriers to Adolescents Seeking Help) (Kuhl, JarkonHorlick, & Morrissey, 1997), il GHSQ (General Help-Seeking Questionnaire) , il ASPH (Attitudes toward Seeking Professional Psychological Help Scale) (Fisher & Farina, 2005), o strumenti costruiti ad hoc per gli obiettivi del singolo studio, come il SSATGES (Secondary School Students' Attitude Towards Guidance and Counselling Service Questionnaire) (Eyo, Joshua, & Esuong, 2010).…”

“…Anche all'interno di questo filone si annoverano, inoltre, studi che si sono avvalsi di strumenti di rilevazione qualitativi, come interviste (Prior, 2011) o vignette cliniche (Raviv et al, 2000). Questi strumenti sono stati somministrati a studenti che avevano concretamente usufruito del servizio al fine di indagare le principali barriere psico-sociali alla richiesta di aiuto professionale, nonché il legame tra attitudini positive e negative verso il servizio e variabili come il genere, la provenienza geografica, l'autostima, lo stile attribuzionale, il precedente contatto con il servizio e la conoscenza pregressa sul counselling e sui servizi psicologici in generale (Winograd & Shick Tryon, 2009). In tal senso, l'attitudine verso il servizio è stata messa in relazione, non tanto con le principali richieste rivolte al counselling, quanto con la percezione che gli utenti hanno dello stesso counselling scolastico che può contribuire ad influenzare attitudini positive e negative (West et al, 1991;Ciarrochi et al, 2003;Sheffield, Fiorenza, & Sofronoff, 2004;Wilson et al, 2002;Rickwood, Deane, & Wilson, 2007;Egbochuku, 2008;Ngale, 2009).…”