• Improving prediction of significant career-related constructs for high school students with learning disabilities

      Dipeolu, Abiola; Hargrave, Stephanie; Sniatecki, Jessica; The College at Brockport (2012-09-01)
      Preparing students with learning disabilities (LDs) to make the transition into the world of work is considered an essential preparation that high schools can provide. However, existing services are limited for career development preparation, and available programs rely on assessments normed for samples of students without LDs. This study examined the predictability of critical career?related constructs of dysfunctional career thoughts, career maturity, and vocational identity in high school students with LDs, using a sample of 139 such students. Data analyses were performed using multiple regression and ttests. Results indicate that it is possible to predict important career constructs for students with LDs using standardized instruments, which can inform subsequent interventions.
    • Interpersonal skills and Facebook use among college students

      Rhodes, Darson; Sniatecki, Jessica; Rocco, Mary; Todd, Lauren; The College at Brockport (2015-04-01)
      The use of Facebook® among college students is prevalent, and its relationship with interpersonal skills is unknown. A cross-sectional design study using a convenience sample of undergraduate students enrolled in one of four sections of an upper-level nutrition course at a Northeastern, public university was conducted to investigate this relationship. Participants completed a paper survey containing items that assessed interpersonal skills, Facebook® use, and demographics. Data from 136 participants were analyzed to determine what, if any, relationship exists between Facebook® use and interpersonal skills. A statistically significant relationship was found between three pairs of variables: the Bergen Facebook® Addiction Scale total scores and a communication subscale, r(127) = -0.29, p < 0.01; the Bergen Facebook® Addiction Scale total scores and a conflict resolution subscale, r(127) = -0.34, p < 0.01; and the Bergen Facebook® Addiction Scale total scores and a total Interpersonal Skills Scale, r(127) = -0.25, p < 0.01. Given the inverse relationship of these variables, health educators may need to emphasize interpersonal skills to a greater extent than in the past; however, further research investigating Facebook® use and interpersonal skills should be conducted to better understand this relationship and determine whether or not it is a causal relationship.
    • The case of a returning veteran with attention deficit hyperactivity disorder

      Bahny, R.; Dipeolu, A.; Sniatecki, Jessica; The College at Brockport (2015-01-01)
      Authors discuss the case of a returning veteran with Attention Deficit Hyperactivity Disorder whose goal was to pursue a degree in business, but he was unsure of the specific area. This lack of clarity caused some difficulties moving forward in college. In identifying areas of dysfunctional career thinking, several career counseling issues became apparent. A description of the process his counselor employed as well as an exploration of the considerations that allowed for effective results are included.
    • Tolerating transphobia in substance abuse counseling: perceptions of trainees

      Gates, Trevor; Sniatecki, Jessica; The College at Brockport (2016-03-01)
      Preparing students with learning disabilities (LDs) to make the transition into the world of work is considered an essential preparation that high schools can provide. However, existing services are limited for career development preparation, and available programs rely on assessments normed for samples of students without LDs. This study examined the predictability of critical career-related constructs of dysfunctional career thoughts, career maturity, and vocational identity in high school students with LDs, using a sample of 139 such students. Data analyses were performed using multiple regression and t tests. Results indicate that it is possible to predict important career constructs for students with LDs using standardized instruments, which can inform subsequent interventions.