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    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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    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
    (2022-03-13) 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.