| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000435912 |
| 005 | | 20200228110908 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781392850909 |
| 035 | |
▼a (MiAaPQ)AAI27692307 |
| 035 | |
▼a (MiAaPQ)OhioLINKosu1562675475752281 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 158.6 |
| 100 | 1 |
▼a Predragovich, Krista Stires. |
| 245 | 10 |
▼a Ohio Professional Counselor Career Persistence: A Qualitative Inquiry. |
| 260 | |
▼a [S.l.]:
▼b The Ohio State University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 200 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-06, Section: B. |
| 500 | |
▼a Advisor: Haag Granello, Darcy. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The Ohio State University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a Career persistence is the process of continuing, despite obstacles, to remain on a particular career path. This construct has been investigated in the nursing field as an avenue to prevent attrition among new professionals but has not yet been investigated among professional counselors. This qualitative study used the Job-Demands Resources (JD-R) model to identify the job demands and job resources that early-career counselors identified as important in their work environments, and the subsequent impact of these demands and resources on their career persistence. Sixteen participants were interviewed, and the transcripts were analyzed using initial, magnitude, and categorical coding. Findings showed six job demands and seven job resources that influenced the participants, as well as the relative impact of job demands when sufficient job resources were not available. The grounded theory of professional counselor career persistence emerged through the analysis of the impact of job demands, which were likely to deplete emotional energy, and the impact of access to job resources, which assisted early-career counselors to mobilize, energize, and optimize their abilities within their work environments. Three recommendations for the intentional facilitation of professional counselor career persistence were offered. These include introducing the JD-R model in counselor education programs' Foundations, Practicum, and Internship courses, expanding the available systems of support and professional development for clinical supervisors, and attending to the need for organizational caregiving within the organizations that employ professional counselors. |
| 590 | |
▼a School code: 0168. |
| 650 | 4 |
▼a School counseling. |
| 650 | 4 |
▼a Personality psychology. |
| 650 | 4 |
▼a Organization theory. |
| 650 | 4 |
▼a Occupational psychology. |
| 690 | |
▼a 0519 |
| 690 | |
▼a 0635 |
| 690 | |
▼a 0624 |
| 690 | |
▼a 0625 |
| 710 | 20 |
▼a The Ohio State University.
▼b EDU Physical Activity and Educational Services. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-06B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0168 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15494678
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1816162 |
| 991 | |
▼a E-BOOK |