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Friedrich August-Brücke. Dresden-Neustadt.
No full textLantern slide of current Friedrich Augustus Bridge, conncecting Dresden and Neustadt, circa 1910.https://research.library.kutztown.edu/lanternslideseducation/2246/thumbnail.jp
Multicultural Counseling Course Instructors’ Cultural Background and Diversity Teaching Approaches
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The success of any multicultural counseling course hinges upon the cultural competence of the course instructor. Research indicates that cultural competence is developed through personal experiences with diversity; however, little is known about how these experiences are translated into teaching practice. In this qualitative study, the researcher used a phenomenological inquiry to explore how instructors’ experiences with diversity influence how they teach multicultural counseling. The main thematic finding indicates that the cultural diversity background of the counselor educators shapes the way they teach. The two subthemes also reveal that some instructors teach diversity topics from a place of familiarity and comfortability, while others teach from areas they describe as cultural deficits. Implications of this study are useful to inform multicultural counselor education and training
Standing With Asian Clients Affected by Pandemic: Counseling Recommendations Through MSJCC Framework
Get PDFAs COVID-19 exacerbates racial discrimination against Asian populations in the U.S., mental health concerns among Asians have increased accordingly. Thus, counselors are encouraged to provide culturally competent counseling for Asian clients who experience racial discrimination and its detrimental impacts. This article proposes recommendations for counselors to effectively serve Asian clients based on the Multicultural and Social Justice Counseling Competencies (MSJCC) framework. Counselors can utilize the proposed considerations to alleviate mental health concerns among Asian clients
From Exploration of Classism to Anticlassist Counseling: Implications for Counselors and Counselor Educators
Get PDFClassism is a recently studied, but historically present, form of oppression. Despite much attention to inclusion of underrepresented clients in counseling literature, there has been little focus on the presence of classism in academic settings. In an effort to close this gap, a study of 202 individuals, aged 18 to 38, was conducted to explore the relationships among perceived classism, ethnicity, and socioeconomic status. Only 4.5% of the participants had never experienced any incidents of classism. African American individuals were more likely to experience interpersonal classism and working class/poor individuals were more likely to experience interpersonal and systemic classism. Recommendations for counselors, specifically, college counselors working with young adult students, facing classism are also discussed
Telemental Health Training in Counselor Education: A Qualitative Research Study
Get PDFTelemental health training in counselor education is uncommon, mostly because telemental health delivery of counseling has been limited. However, the COVID-19 pandemic required a sudden pivot to technology in order to continue to provide services to clients. Counselors-in-Training also had to pivot to telemental health field experiences, most without intentional training for such in their master’s programs. This grounded theory qualitative study describes the lived experiences of seven students in their Practicum course during this period in a master’s-level clinical mental health counseling program. Particular themes that emerged were concerns about lack of training in various areas, including crisis intervention/risk assessment online, and positive perceptions of creativity and accessibility
Trinity College Dublin-Ireland.
No full textLantern slide of Trinity College Dublin-Ireland.https://research.library.kutztown.edu/lanternslideseducation/1653/thumbnail.jp
Old Mortality-Dumfries, Scotland.
No full textLantern slide of Old Mortality and his donkey in Dumfries, Scotland, circa 1905.https://research.library.kutztown.edu/lanternslideseducation/1854/thumbnail.jp
Farms and Fields in the Derwent Valley, Tasmania.
No full textLantern slide of Farms and Fields in the Derwent Valley, Tasmania, circa 1905.https://research.library.kutztown.edu/lanternslideseducation/1824/thumbnail.jp
Looking West from the City Hall, over Berlin, Germany.
No full textLantern slide of view, looking west from the Berlin Rathaus (City Hall) in Germany, circa 1905.https://research.library.kutztown.edu/lanternslideseducation/2017/thumbnail.jp
A Pebbling Game on Powers of Paths
Get PDFTwo Player Graph Pebbling is an extension of graph pebbling. Players Mover and Defender use pebbling moves, the act of removing two pebbles from one vertex and placing one pebble on an adjacent vertex, to win. If a specified vertex has a pebble on it, then Mover wins. If a specified vertex is pebble-free and there are no more valid pebbling moves, then Defender wins. The Two-Player Pebbling Number of a graph G, η(G), is the minimum m such that for every arrangement of m pebbles and for any specified vertex, Mover can win. We specify the winning player for powers of a path