@article{martinez_baker_2022, title={Perspectives on career and college readiness Self-efficacy of Latinx Adolescents: A thematic analysis}, ISSN={["2161-1912"]}, DOI={10.1002/jmcd.12253}, abstractNote={Abstract}, journal={JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT}, author={Martinez, Robert R., Jr. and Baker, Stanley}, year={2022}, month={May} }
 @article{parikh-foxx_martinez_baker_olsen_2020, title={Self-Efficacy for Enhancing Students' Career and College Readiness: A Survey of Professional School Counselors}, volume={98}, ISSN={["1556-6676"]}, DOI={10.1002/jcad.12312}, abstractNote={Grounded in Bandura’s (1997) self‐efficacy theory and Savickas’s (2011) career construction theory, this study examined school counselors’ beliefs about whether they can perform specific tasks related to supporting students’ career and college readiness. A national sample of school counselors (N = 2,047) completed the School Counselor Self‐Efficacy for Enhancing Student Career and College Readiness Scale (Baker, Parikh‐Foxx, & Martinez, 2017). Findings from a survey research design indicated that the extent of related training and the challenges associated with implementation of career service delivery were of concern to participants. Recommendations for training, practice, and further research are presented.}, number={2}, journal={JOURNAL OF COUNSELING AND DEVELOPMENT}, author={Parikh-Foxx, Sejal and Martinez, Robert and Baker, Stanley B. and Olsen, Jacob}, year={2020}, month={Apr}, pages={183–192} }
 @article{dietz_baker_2019, title={Study Abroad as a Cultural Competence Development Tool: Case Study Honduras}, volume={41}, ISSN={["1573-3246"]}, DOI={10.1007/s10447-018-9348-9}, number={1}, journal={INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING}, author={Dietz, Syntia Santos and Baker, Stanley B.}, year={2019}, month={Mar}, pages={104–124} }
 @article{martinez_baker_young_2017, title={Promoting Career and College Readiness, Aspirations, and Self-Efficacy: Curriculum Field Test}, volume={65}, ISSN={["2161-0045"]}, DOI={10.1002/cdq.12090}, abstractNote={To address the need for enhanced career and college readiness, a classroom guidance curriculum was studied using a pretest–posttest nonequivalent groups quasi‐experimental design. Data from 163 ninth‐grade students enrolled in a low‐performing high school were analyzed via hierarchical linear modeling. The analyses indicated a treatment effect on postsecondary education‐going knowledge and career and college readiness self‐efficacy, accounting for 100% of the variance explained by classroom‐level factors and indicating potential for the classroom guidance curriculum. The findings encourage career and professional school counselors to proactively employ similar classroom guidance programs aimed at encouraging high school students to consider postsecondary education opportunities. Future research could focus on component analyses of the curriculum, broadening the target populations, using mixed‐method designs, and additional validity studies of the dependent measures.}, number={2}, journal={CAREER DEVELOPMENT QUARTERLY}, author={Martinez, Robert R. and Baker, Stanley B. and Young, Tamara}, year={2017}, month={Jun}, pages={173–188} }
 @article{kennedy_baker_2016, title={Using the TechnoWellness Inventory (TWI) to Examine and Apply a New Wellness Construct}, volume={3}, ISSN={2326-716X 2326-7178}, url={http://dx.doi.org/10.1080/2326716X.2016.1145559}, DOI={10.1080/2326716X.2016.1145559}, abstractNote={ABSTRACT The purpose of this study was to operationalize TechnoWellness by designing an assessment instrument, the TechnoWellness Inventory (TWI), and to explore the relationship between individuals’ TechnoWellness and their holistic wellness. Exploratory factor analysis (N = 312) supported a 76-item instrument with five subscales. Although the TWI factors did not correspond to factors in the Indivisible Self wellness model, regression analyses indicated that scores on the TWI and three TWI scales predicted holistic wellness.}, number={1}, journal={Journal of Counselor Leadership and Advocacy}, publisher={Informa UK Limited}, author={Kennedy, Stephen D. and Baker, Stanley B.}, year={2016}, month={Jan}, pages={41–51} }
 @article{warfield_baker_foxx_2014, title={The therapeutic value of pilgrimage: a grounded theory study}, volume={17}, ISSN={1367-4676 1469-9737}, url={http://dx.doi.org/10.1080/13674676.2014.936845}, DOI={10.1080/13674676.2014.936845}, abstractNote={The purpose of this constructivist grounded theory study was to explore the therapeutic value of pilgrimage journeys. Ten participants representing diverse pilgrimage experiences were interviewed about their particular journeys. The interview protocol was based on previous pilgrimage scholarship, psychological theory, and extrapolated data from the participants. The interview transcripts were coded and analysed by three independent coders. After the establishment and validation of the initial, focused, axial, and theoretical codes, the investigators posited an emerging grounded theory that pilgrimage is therapeutic in biological, psychological, social, and spiritual ways.}, number={8}, journal={Mental Health, Religion & Culture}, publisher={Informa UK Limited}, author={Warfield, Heather A. and Baker, Stanley B. and Foxx, Sejal B. Parikh}, year={2014}, month={Aug}, pages={860–875} }
 @article{chapman_baker_nassar-mcmillan_gerler_2011, title={Cybersupervision: Further Examination of Synchronous and Asynchronous Modalities in Counseling Practicum Supervision}, volume={50}, ISSN={0011-0035}, url={http://dx.doi.org/10.1002/j.1556-6978.2011.tb01917.x}, DOI={10.1002/j.1556-6978.2011.tb01917.x}, abstractNote={The authors used an intensive single‐subject quantitative design to examine cybersupervision of counseling practicum students in a university setting. Five female supervisees volunteered to receive their required weekly supervision online during a 14‐week, semester‐long counseling practicum. Following a face‐to‐face orientation meeting, all remaining interactions among the supervisees and with the supervisor occurred electronically. Data were collected about the utility of the synchronous and asynchronous modalities, changes in supervisee competence and confidence during the practicum, and supervisee attitudes about the cybersupervision approach. The findings offered evidence that the web‐based modality could be used in similar settings.}, number={5}, journal={Counselor Education and Supervision}, publisher={Wiley}, author={Chapman, Russell A. and Baker, Stanley B. and Nassar-McMillan, Sylvia C. and Gerler, Edwin R., Jr.}, year={2011}, month={Sep}, pages={298–313} }
 @article{baker_grimmett_cannon_ting_nassar-mcmillan_gerler_maxwell_edwards-joseph_2009, title={Preparing Entry-Level Counselors for Collaboration}, volume={48}, ISSN={0011-0035}, url={http://dx.doi.org/10.1002/j.1556-6978.2009.tb00081.x}, DOI={10.1002/j.1556-6978.2009.tb00081.x}, abstractNote={Over a period of 5 years, faculty members from the North Carolina State University's Counselor Education Program have integrated a curriculum enhancement to promote collaboration behaviors among program graduates across the master's degree options for training school, college, and community counselors. The School–College–Community Collaboration (SC3) idea was integrated into a 48‐credit master's degree curriculum accredited by the Council for Accreditation of Counseling and Related Educational Programs. The authors present the rationale for the training program, historical background, program enhancement content, evaluation findings and faculty responses, and future plans for the SC3 enhancement program.}, number={4}, journal={Counselor Education and Supervision}, publisher={Wiley}, author={Baker, Stanley B. and Grimmett, Marc A. and Cannon, Sharon McMillen and Ting, Siu-Man Raymond and Nassar-McMillan, Sylvia C. and Gerler, Edwin R., Jr. and Maxwell, Millie and Edwards-Joseph, Arline R. A. C.}, year={2009}, month={Jun}, pages={285–296} }
 @book{baker_gerler_2008, title={School counseling for the twenty-first century (5th ed.)}, ISBN={0131890379}, publisher={Upper Saddle River, NJ: Prentice Hall}, author={Baker, S. and Gerler, E.}, year={2008} }
 @article{taylor_baker_2007, title={Psychosocial and moral development of PTSD-diagnosed combat veterans}, volume={85}, ISSN={["1556-6676"]}, DOI={10.1002/j.1556-6678.2007.tb00485.x}, abstractNote={Two related studies were conducted in order to investigate whether psychosocial and moral development appeared to have been disrupted and arrested in veterans diagnosed as having posttraumatic stress disorder (PTSD). Study 1 was devoted to developing a measure of late adolescence, early adulthood, and adulthood stages of psychosocial development. In Study 2, a sample of 32 PTSD‐diagnosed and 32 PTSD‐free veterans participated. The PTSD‐diagnosed participants presented evidence of arrested psychosocial and moral development.}, number={3}, journal={JOURNAL OF COUNSELING AND DEVELOPMENT}, author={Taylor, John G. and Baker, Stanley B.}, year={2007}, pages={364–369} }
 @article{royal_baker_2005, title={Effects of a deliberate moral education program on parents of elementary school students}, volume={34}, ISSN={["0305-7240"]}, DOI={10.1080/03057240500136989}, abstractNote={Eighteen parents participated in a Deliberate Psychological Education program designed to enhance their moral judgement and indirectly influence the moral development of their children. In a quasi‐experimental nonequivalent control group design, their progress was compared to that of 19 participants in a no‐treatment control condition. There was a significant change in the treatment condition on moral judgement and perspective‐taking measures and the effectiveness of a generated solutions component of a problem‐solving measure. The effect size for the moral judgement variable was large. The findings indicated that similar programs have the potential to enhance the moral judgement of parents. Enhancing the moral judgement of parents can potentially enhance the moral development of their children, although further research is needed to refine the treatment program and understand the outcomes.}, number={2}, journal={JOURNAL OF MORAL EDUCATION}, author={Royal, CW and Baker, SB}, year={2005}, month={Jun}, pages={215–230} }
 @book{baker_gerler_2004, title={School counseling for the twenty-first century (4th ed.)}, ISBN={0130494852}, publisher={Upper Saddle River, NJ: Merrill}, author={Baker, S. B. and Gerler, E. R.}, year={2004} }
 @book{baker_2000, title={School counseling for the twenty-first century}, ISBN={0136450946}, publisher={Upper Saddle River, NJ: Merrill}, author={Baker, S. B.}, year={2000} }
 @misc{baker_taylor_1998, title={Effects of career education interventions: A meta-analysis}, volume={46}, ISSN={["0889-4019"]}, DOI={10.1002/j.2161-0045.1998.tb00714.x}, abstractNote={Twelve studies published between 1983 and 1996 that met the definitions for admissible studies established by Baker and Popowicz (1983) for a meta‐analytic review of the effects of career education interventions were submitted to a similar meta‐analytic integration. Effect sizes based on Glass's (1976) formula were determined for the current sample and were combined with the Baker and Popowicz (1983) sample, providing a sample of 30 studies and an overall effect size of 0.39.}, number={4}, journal={CAREER DEVELOPMENT QUARTERLY}, author={Baker, SB and Taylor, JG}, year={1998}, month={Jun}, pages={376–385} }