Assessing Counselor Educator Perceived Preparedness in Identifying, Treating, & Teaching Dissociative Disorders

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dc.contributor.advisorDuffey, Thelma
dc.contributor.advisorHerlihy, Barbara
dc.contributor.authorYork, Kristin N.
dc.contributor.committeeMemberRomero, Devon
dc.contributor.committeeMemberRobertson, Derek
dc.creator.orcidhttps://orcid.org/0000-0001-5005-6836
dc.date.accessioned2024-03-08T17:34:46Z
dc.date.available2024-03-08T17:34:46Z
dc.date.issued2023
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractSo long as power differentials persist, oppression remains a relevant talking point, especially as it pertains to disproportionately affected groups. Human-perpetrated trauma survivors are one such group. It is critical to exercise diligence in prioritizing trauma-informed diagnostics, treatment, and education to minimize chance of additional perpetration. This mixed methods study considers several dynamics of counselor educator perceived preparedness to identify, treat, and teach Dissociative Disorders in trauma-related courses of Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited Clinical Mental Health Counseling (CMHC) programs. A Feminist Critical Pedagogical framework guides this study, underscoring the role of power in educational, clinical, and social systems. Study results indicate inclusion of a trauma-specific course in 80% (n = 133) of respondents' universities. Participants report less preparedness to teach symptom identification and treatment in more severe Dissociative Disorders on the trauma spectrum. There is a bimodal distribution of reported preparedness when rating disorders centered on the spectrum like Dissociative Amnesia or Depersonalization/Derealization Disorders. Educators outline Dissociative competency integration (how and how much time) in a variety of forward-thinking trauma-related competencies through a variety of teaching modalities. Consultation with peers and supervisors is the most common source of Dissociative Disorder education for educators in this study. Recommendations following this study include a need to bolster the self-efficacy of counselor educators who bear tremendous power and responsibility. When equipped with the resources, tangible or intangible, to execute their duty, counselor educators wield extraordinary opportunity to affect clinical outcomes for survivors of complex trauma.
dc.description.departmentCounseling
dc.format.extent193 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9798379579623
dc.identifier.urihttps://hdl.handle.net/20.500.12588/6077
dc.languageen
dc.subjectComplex Trauma
dc.subjectCounselor Educator
dc.subjectCritical Pedagogy
dc.subjectDissociative Disorder
dc.subjectFeminism
dc.subjectPreparedness
dc.subject.classificationCounseling psychology
dc.subject.classificationPedagogy
dc.subject.classificationMental health
dc.subject.classificationEducation
dc.titleAssessing Counselor Educator Perceived Preparedness in Identifying, Treating, & Teaching Dissociative Disorders
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentCounseling
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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