{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-1671"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-1671","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"An Assessment of the Levels of Stress Among Beginning Counselor Education Graduate Students, Students Beginning the Counseling Practicum and Students Graduating from their Program of Studies","abstract":"The following study examines stress among graduate level counselor education students at different stages during their training program. The students were assigned to three groups according to training level: (1) beginning, (2) practicum, and (3) graduating. The Stress Profile (Nowack, 1999) was administered to the students (N= 58). Three constructs were chosen from the survey: (1) stress, (2) cognitive hardiness, and (3) psychological well-being. The constructs were developed using the theoretical framework of Lazarus's (1999) theory of appraisal and stress. These variables were compared among the students to determine if a difference in stress levels exists at different times during their training. The beginning students demonstrated a significantly higher amount of psychological well-being when compared to the graduating students. Although the survey did not demonstrate significance on the measure of stress and cognitive hardiness, the data displays a directional trend of increasing stress as the students progress through their training program. Implications for counselor education training and mental health professionals, as well as limitations and a need for future research are discussed.","abstract_html":"The following study examines stress among graduate level counselor education students at different stages during their training program. The students were assigned to three groups according to training level: (1) beginning, (2) practicum, and (3) graduating. The Stress Profile (Nowack, 1999) was administered to the students (N= 58). Three constructs were chosen from the survey: (1) stress, (2) cognitive hardiness, and (3) psychological well-being. The constructs were developed using the theoretical framework of Lazarus's (1999) theory of appraisal and stress. These variables were compared among the students to determine if a difference in stress levels exists at different times during their training. The beginning students demonstrated a significantly higher amount of psychological well-being when compared to the graduating students. Although the survey did not demonstrate significance on the measure of stress and cognitive hardiness, the data displays a directional trend of increasing stress as the students progress through their training program. Implications for counselor education training and mental health professionals, as well as limitations and a need for future research are discussed.","abstract_has_math":false,"creators":["Hoffman, Richard Christian"],"institution":null,"degree_name":"PhD","degree_level":"Immediate Access","degree_discipline":"Counselor Education and Supervision (ExCES)","degree_department":null,"school":null,"contributors":["Joseph F. Maola","James E. Henderson","John E. Welburn"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-01-01T08:00:00Z","date_published":"2006-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:46Z","subjects":["Counselor Education","Experience Levels","Stress","Students"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/655","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Joseph F. Maola","James E. Henderson","John E. Welburn"]},{"key":"dc:creator","label":"Author","values":["Hoffman, Richard Christian"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counselor Education and Supervision (ExCES)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Counselor Education","Experience Levels","Stress","Students"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/655"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The following study examines stress among graduate level counselor education students at different stages during their training program. The students were assigned to three groups according to training level: (1) beginning, (2) practicum, and (3) graduating. The Stress Profile (Nowack, 1999) was administered to the students (N= 58). Three constructs were chosen from the survey: (1) stress, (2) cognitive hardiness, and (3) psychological well-being. The constructs were developed using the theoretical framework of Lazarus's (1999) theory of appraisal and stress. These variables were compared among the students to determine if a difference in stress levels exists at different times during their training. The beginning students demonstrated a significantly higher amount of psychological well-being when compared to the graduating students. Although the survey did not demonstrate significance on the measure of stress and cognitive hardiness, the data displays a directional trend of increasing stress as the students progress through their training program. Implications for counselor education training and mental health professionals, as well as limitations and a need for future research are discussed."]},{"key":"dc:title","label":"Title","values":["An Assessment of the Levels of Stress Among Beginning Counselor Education Graduate Students, Students Beginning the Counseling Practicum and Students Graduating from their Program of Studies"]}]}],"canonical_facts":{"dc:contributor":["Joseph F. Maola","James E. Henderson","John E. Welburn"],"dc:creator":["Hoffman, Richard Christian"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The following study examines stress among graduate level counselor education students at different stages during their training program. The students were assigned to three groups according to training level: (1) beginning, (2) practicum, and (3) graduating. The Stress Profile (Nowack, 1999) was administered to the students (N= 58). Three constructs were chosen from the survey: (1) stress, (2) cognitive hardiness, and (3) psychological well-being. The constructs were developed using the theoretical framework of Lazarus's (1999) theory of appraisal and stress. These variables were compared among the students to determine if a difference in stress levels exists at different times during their training. The beginning students demonstrated a significantly higher amount of psychological well-being when compared to the graduating students. Although the survey did not demonstrate significance on the measure of stress and cognitive hardiness, the data displays a directional trend of increasing stress as the students progress through their training program. Implications for counselor education training and mental health professionals, as well as limitations and a need for future research are discussed."],"dc:identifier":["https://dsc.duq.edu/etd/655"],"dc:language":["English"],"dc:subject":["Counselor Education","Experience Levels","Stress","Students"],"dc:title":["An Assessment of the Levels of Stress Among Beginning Counselor Education Graduate Students, Students Beginning the Counseling Practicum and Students Graduating from their Program of Studies"],"thesis:degree_discipline":["Counselor Education and Supervision (ExCES)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T02:09:46Z"}