Native American Identity Development and Counseling Preferences: A Study of Lumbee Undergraduates
Native American Identity Development and Counseling Preferences: A Study of Lumbee Undergraduates
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DOI：
10.1002/j.2161-1882.2006.tb00092.x
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发表时间：
2006-03-01
影响因子：
1
通讯作者：
Scholl, Mark B.
中科院分区：
文献类型：
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作者：
Scholl, Mark B.
作者调查了 121 名美国原住民大学生的种族认同发展状态水平（接触前、不和谐、沉浸/抵抗和内化）与他们对辅导员角色（给予观众、给予认可、给予建议和给予关系）的偏好之间的关系。参与者最喜欢提供关系的咨询方式，其次是提供建议的方式。内化变量显着预测了对观众给予、建议和关系给予顾问角色的偏好。提供了对大学辅导员的启示。
The author investigated the relationships among the racial identity development status levels (preencounter, dissonance, immersion/resistance, and internalization) of 121 Native American college students and their preferences for counselor role (audience giving, approval giving, advice giving, and relationship giving). Participants most preferred a relationship-giving counseling style followed by an advice-giving style. The Internalization variable significantly predicted preferences for the audience-giving, advice-giving, and relationship-giving counselor roles. Implications for college counselors are provided.