Counseling

Permanent URI for this collectionhttps://hdl.handle.net/10323/11887

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An exploration of the strong black woman schema and sexual functioning among black women in the United States: “strong ain’t always sexy”
(2025-01-01) Ross, Jessica; Hansen, James T.; Smith, Julia; Vannest, Rebecca; Taber, Brian
Black women are remarkable. Yet, despite their significant contributions to society, they are tasked with navigating a world that marginalizes their identity. To cope with racialized sexism and historical trauma, Black women have internalized the Strong Black Woman (SBW) schema, which emphasizes strength, independence, and caregiving. Although the SBW schema has served as a survival mechanism, it has also had unintended consequences on the physical and mental health of Black women. Existing at the intersection of mental and physical health, it is reasonable to hypothesize that sexual health, specifically sexual functioning, is also subject to the negative effects of internalizing the SBW schema. However, the relationship between sexual functioning and the SBW schema internalization has not been explored. This dissertation investigates the relationship between SBW schema internalization and sexual functioning among Black women in the United States. To explore this relationship data from the BeWell Project was used. SBW schema was measured using the Giscombe Superwoman Schema Questionnaire (G-SWS-Q) and sexual functioning was measured using the Changes in Sexual Functioning Questionnaire (CSFQ-14).
A phenomenological examination of the effects of social support on the return-to-play journey of professional baseball players
(2025-01-01) Favero, Juan Pablo; Leibert, Todd W.; Hansen, James T.; Hawley, Lisa D.; Swary, Seth
This qualitative phenomenological study examined the lived experiences of professional baseball players at various levels within MLB organizations during two critical moments in their efforts to return to competitive play after a long-term injury: the return-to-play (RTP) and return-to-competition (RTC) phases. Data were collected through semi-structured interviews conducted during the 2025 season.
The relationship between therapist differentiation of self and vicarious traumatization
(2024-01-01) Shaya, Barbara J; Hansen, James T; Leibert, Todd; Matthews, Jennifer; Fink, Robert
The objective of this study was to explore the relationship between Bowen’s Family Systems Theory (1978) concept of differentiation of self and therapist vicarious traumatization (Pearlman and Saakvitne, 1995). The results indicated a strong negative correlation between differentiation of self and vicarious traumatization. The more strongly differentiated the self of the therapist, the lower their level of vicarious traumatization. Due to the ubiquitous nature of trauma, it is expected that even therapists who consider themselves generalists will encounter detailed descriptions of their client’s traumatic experiences. Not all therapists will respond to this exposure with the same level of intensity. This study explored several therapist factors and their potential impact on the relationship between differentiation of self and vicarious traumatization. A mediation analysis was conducted with therapist personal therapy history, work experience, trauma-specific training, and satisfaction with professional support. Each of these factors were found to have significant correlations to both differentiation of self and vicarious traumatization. However, none of these variables significantly influenced (mediated) the relationship between differentiation of self and vicarious traumatization. Therapist personal history of trauma was examined as a potential moderating variable and the results found that while therapist personal trauma history is positively correlated with higher levels of vicarious traumatization, the level of personal trauma history did not moderate the relationship between differentiation of self and vicarious traumatization. Theoretical and practical implications are discussed, as well as implications for future research.
From Childhood Labels to Adult Identities: Exploring Self- Concept in Black Women Through the Lens of the Mother- Daughter Relationship
(2025-01-01) Cobb, Maya Denise; Matthews, Jennifer; Vannest, Rebecca; Hansen, James; Wakabayashi, Tomoko
This study explores how intergenerational labeling within the mother-daughter relationship shapes the self-concept of Black women. Labels such as the “Good Girl” and Strong Black Woman schema reinforce emotional suppression, perfectionism, and self-sacrifice, serving as survival mechanisms but also limiting self-worth and well-being. Using a qualitative phenomenological approach, this study examines the lived experiences of Black women through semi-structured interviews and focus groups. Findings reveal that while many internalized early identity expectations, they later engaged in self-definition, challenging restrictive narratives and reconstructing their sense of self. This research underscores the role of culturally responsive mental health interventions, such as narrative therapy, inner child work, and Internal Family Systems, in helping Black women deconstruct inherited labels. It also highlights the importance of breaking cycles of labeling to foster authenticity, self-worth, and empowerment in both personal and intergenerational identity development.
Creativity in professional counseling: creative professional counselors’ perspectives
(2024-01-01) Kuzniar, Amy Virginia; Chaney, Michael P; Hawley, Lisa; Lewis, Libby; Matthews, Jennifer
The study of creativity has been a far-reaching research interest in many industries for over a century. The study utilized a grounded theory approach to explore the depth and perception of creativity within counseling. Limited research focuses on licensed professional counselors who are in practice and use a creative approach as part of their counselor identity. Reviewing several meta-analyses, the literature suggests that counselors in practice participate the least in counseling research. This qualitative study adds uniquely to the counseling literature that focuses on counselor approaches and methodologies. This study concentrated on the direct perception of the professional counselor’s creative approach, the development of their creative identity, and the meaningful processes that occur within their counseling relationships in practice. Twenty-one participants met the criteria and were interviewed to learn about the counselors' perceptions and ensure their voices were heard. The results of the study led to the development of a new theory for Expressive Counseling. The implications for counselor education and training and areas for future research are provided.
Exploring master-level counseling students experiences in taking online counselor education courses
(2023-01-01) Iceman, Karli N.
The purpose of this research was to explore master-level counseling students’ lived experiences when taking online counselor education courses within the past five years (i.e., 2017-2022). Traditionally, counselor education programs and classes are offered through in-person learning modalities. However, the increased movement and utilization of online learning in higher education has raised the question and application of online learning within counselor education. Although past research explored the efficacy of online counselor education, there is a limited amount of research available about students’ experiences with training to become counselors in an online environment. My dissertation sought to fill this gap by using a qualitative, transcendental phenomenological approach to learn more about master-level counseling students’ experiences with taking their counseling classes through an online learning environment. Based on 13 participants’ experiences, four categories emerged. Participants spoke of their positive experiences with taking online counseling classes, the challenges the experienced, the ways that they coped or adjusted with taking online classes, and how they felt that their online counselor education impacted their counselor development. The findings of this study are intended to help provide counselor educators and counselor education programs ways to better develop and implement online counseling classes in ways that promote student success.
Counselor Self-Efficacy, Work Experience, and Educational Background as Predictors in Willingness to Treat and Seek Additional Training to Work with Non-Suicidal Self-Injury Clients
(2022-01-01) Russell, Tobi Y.; Taber, Brian; Leibert, Todd; Matthews, Jennifer; Fink, Robert
The aim of the research was to understand how counselor self-efficacy (CSE) influences willingness to treat non-suicidal self-injury (NSSI) clients, as well as willingness to seek out training to learn about NSSI. Research has shown that NSSI clients are viewed by counselors as one of the most difficult types of clients to treat and counselors report a lack of knowledge of how to confidently work with NSSI clients. However, CSE for both community and school counselors and whether it predictswillingness to work with NSSI clients or to obtain training about NSSI has not been examined in the literature. The current study used a non-experimental, quantitative design to look at the relationship between CSE, willingness to treat NSSI clients, and willingness to participate in NSSI training. The results found significant differences between CSE and willingness to work with NSSI clients, but no significant differences between CSE and willingness to obtain NSSI training. The clinical implications, limitations and future research recommendations for counselors are discussed.
Determining The Antecedents That Lead To High Conflict Domestic Disputes In Couples With Children
(2022-10-10) Anderson, Kelli Brady; Leibert, Todd W.; Matthews, Jennifer; Hawley, Lisa; Korenchuk, Jennifer
The aim of this research is to determine the antecedents that cause domestic disputes to devolve into high conflict domestic disputes in couples with children. Research in this area has focused on reactive interventions that occur once the high conflict dispute already exists, in addition to outcomes for the children involved in these disputes. However, current literature does not specifically focus in on the aspects that are present in high conflict relationships that set them apart from those who engage in the regular conflict that occurs at the end of a relationship. Participants included individuals employed as Custody and Parenting Time Specialists, who work regularly and closely with individuals embroiled in high conflict disputes. Using a qualitative, grounded theory approach, this dissertation develops a theory that identifies the antecedents that cause regular conflict to devolve into a high conflict domestic dispute. The study found that there were ten antecedent categories, which were then organized and condensed into three concepts that were either external or internal to the parties involved in domestic disputes: systemic influences, outcomes of childhood experiences, and relationship influences.

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