Theses and Dissertations - Department of Educational Studies in Psychology, Research Methodology, and Counseling

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Codependency among nurses: a comparison by substance use disorder and other selected variables
(University of Alabama Libraries, 2010) Self, Jo Simmons; Satcher, Jamie; University of Alabama Tuscaloosa
Previous studies have shown that the profession of nursing has inherent risk factors that may contribute to Substance Use Disorder among nurses. One of those risk factors may be codependency. This study explored the relationship between codependency and self-reported history of treatment for SUD among nurses. It also compared nurses' codependency scores by gender, race, birth order, having experienced or witnessed physical violence in the family of origin, having a parent or primary caregiver with SUD, and having a parent or primary caregiver with a history of mental illness. One thousand nurses with active licensure in a southeastern state were mailed survey packets which included the Spann-Fischer Codependency Scale and a demographic questionnaire. Two hundred and two surveys were returned. The results indicated that the nurses' codependency scores differed significantly when compared by history of treatment for SUD. Nurses who reported treatment for SUD had higher codependency scores than nurses who reported no treatment for SUD. The nurses also differed significantly in their codependency scores when compared by their having witnessed or experienced physical violence in their family of origin. Those who reported a history of witnessing or experiencing physical violence in their family of origin had higher codependency scores than those who did not. The third significant finding was that nurses who reported having a parent or primary caregiver with a history of mental illness had higher codependency scores than those who did not.
Development of scales to measure perceived experience
(University of Alabama Libraries, 2014) Upchurch Butler, Terissa Lynne; Houser, Rick; University of Alabama Tuscaloosa
The purpose of this research was to develop valid and reliable scales that effectively assess counselor education, counseling, and psychology professors' perceptions of personal experience with classism in the professoriate, and the salience of those professionals' class origin identities. This research also offered Social Identity Theory (SIT) as one possible theoretical explanation to account for variations in counselor education, counseling, and psychology professors' perceived personal experience with classism in the professoriate. Study implications and areas for future research are outlined in light of the study findings in this dissertation.
Examining the relationship between religiosity, professional identity development and attitudes about sexual minority orientation
(University of Alabama Libraries, 2018) Johnson, Fatima; Burnham, Joy J.; University of Alabama Tuscaloosa
Despite improved attitudes regarding sexual minority orientation, lesbian, gay, bisexual, and transgender (LGBT) individuals continue to experience considerable stigma, discrimination, and victimization in American society. LGBT individuals exhibit increased rates of psychological symptoms because of stress associated with having a sexual minority orientation and have higher utilization rates of mental health services than heterosexuals. This study explored the impact of religiosity on counselor attitudes about sexual minority orientation. The relationship between professional identity development, religiosity, and attitudes about sexual minority orientation was examined. Specific objectives of this study were to (1) identify counselor characteristics that impact attitudes about sexual minority orientation; (2) explore the relationship between religiosity and attitudes towards gay and lesbian individuals; and, (3) explore the impact of professional identity development on attitudes about sexual minority orientation. Results from this study did not find significant differences in attitudes towards gay and lesbian individuals between counselors of difference races, gender, level of education, or years of experience. Religious counselors endorsed more positive attitudes towards gay and lesbian individuals as compared to nonreligious counselors. Professional identity development did not mediate the relationship between religiosity and attitudes towards gay and lesbian individuals.
A factor analysis of faculty members perceptions on lgb affirmative counselor training in clinical mental health and other counseling programs
(University of Alabama Libraries, 2020-12) Brooks, Danyelle; Houser, Rick; University of Alabama Tuscaloosa
This study explores Clinical Mental Health Counseling (CMHC) and other counselingfaculty members’ perceived efforts to prepare their students to work with lesbian, gay, and bisexual (LGB) clients using the Affirmative Training Inventory—Faculty Version (ATI-F). It is imperative to study affirmative training due to the impact it may have on LGB individuals seeking therapy. With more informed affirmative LGB training for counselors, we can expect to see more adventitious counseling for the LGB community. Faculty members were randomly selected from a list of 297 master’s counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) were contacted through electronic request to participate in this study. Demographics were collected, and the faculty version (ATI-F) was utilized to explore the level of LGB affirmative training that occurred in clinical training programs and faculty members’ beliefs about the role of LGB affirmative training in clinical mental health programs.
Selected predictors of satisfaction with their program for African American counselors education master's degree students
(University of Alabama Libraries, 2012) Latten, Jessie; Satcher, Jamie; University of Alabama Tuscaloosa
Previous research has investigated the impact of demographic variables upon African American students in higher education (Pascarella et al., 2004; Patitu, 2000: Tinto, 1993). Few investigations have focused on African American graduate students particularly in Counselor Education. The purpose of this study was to identify predictors of the level of satisfaction of African American Master's degree students with their counselor education program. A total of 154 participants completed a demographic sheet and The Counselor Education Program Satisfaction Scale (CEPSS). Stepwise regression analysis results indicated that participants who received financial aid were less satisfied with academic quality than those who did not receive financial aid. The results also indicated an inverse relationship between GPA and Scheduling. As GPA increased the level of satisfaction with Scheduling decreased. As GPA increased the level of satisfaction with Scheduling decreased. Finally, results suggested participants in campus-based or face-to-face courses were more satisfied with clinical skills development than participants in online or blended courses. Finding from this study may be helpful to student affairs professionals, faculty, policymakers, administrators, Counselor educators, and others who are charged with the responsibilities of recruiting and retaining African American students.
Video game psychodynamics: a grounded theory of video game discussion in counseling
(University of Alabama Libraries, 2021) DaSambiagio-Moore, Chris; Burnham, Joy J.; University of Alabama Tuscaloosa
Video games are an emerging topic of discussion among researchers and practitioners of the counseling profession. Little, however, is known about the counseling experiences of video gamer clients. The purpose of this study was to develop an emerging grounded theory that explains the process and impact of client video game discussion in counseling. The study explored the qualitative experiences of eight participants that have discussed their video gaming identities or experiences with a counselor. Data collection consisted of semi-structured interviews that were chiefly concerned with a participant’s relationship to video games, motivations for discussing video games in counseling, and perceived experiences of discussing video games with their counselor. A six-step coding process was used to analyze the data in order to answer the research questions. Emergent themes grounded in the data included: consumption, connection, identification, distress, discovery, positive experience, negative experience, and vulnerability. Findings revealed that video game discussions were significant to the participants’ overall experience in counseling. These findings informed the emerging grounded theory, Video Game Psychodynamics, which explains the process of client video game discussion in counseling. Implications for researchers and practitioners are presented.

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