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dc.contributor.authorJeon, Mi-Hee
dc.date2021-06-30T22:20:53.000
dc.date.accessioned2021-09-08T14:46:47Z
dc.date.available2021-09-08T14:46:47Z
dc.identifierrepository.wcsu.edu/jcps/vol9/iss2/3
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/2079
dc.description.abstract<p>This paper introduces a theoretical map conceptualizing parent involvement in the child counseling process by applying the roles from Bernard’s Discrimination Model (DM). Semi-structured interviews with experts in child counseling and copyrighted DVDs were collected as data. A framework approach through the DM is utilized to analyze data to offer the conceptual structure of parent involvement. As a result, the three different roles—counselor, teacher, and consultant—and tasks for each role when engaging parents for child counseling are identified. Discussions about the meaning and limitations of this study are included.</p>
dc.titleConceptualizing Parent Involvement in Child Therapy: A Framework Roles Using Bernard's Discrimination Model
dc.title.alternativeConceptualization of Parent Involvement
wcsu.oldurlhttps://repository.wcsu.edu/jcps/vol9/iss2/3
dc.source.statuspublished
dc.subject.keywordparent involvement
dc.subject.keywordparent participation
dc.subject.keywordparent consultation
dc.subject.keywordDiscrimination Model
wcsu.oldid1229
dc.source.peer_reviewedtrue
dc.identifier.doihttp://dx.doi.org/10.7729/92.1229


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