Recent Submissions

  • Sexual Assault in Greek Life: A Literature Review

    Richman, Billy Parker (SUNY Brockport, Department Counselor Education, 2023-12-13)
    An informative literature review covering various aspects of sexual assault within greek life on college campuses. The goal of the literature review was to find the best ways one could prevent this kind of assault entirely. Several questions are discussed such as, are drugs and alcohol the main cause of sexual assault within Greek life, are sexual assault prevention methods being taught correctly or with impartial bias, and what are the best ways to prevent sexual assault from happening within Greek life, what is fraternity culture and how does it influence sexism through a ‘pack mentality,’ how much more likely are women within sororities to be sexually assaulted than those that are not, how many sexual assaults within Greek life are reported and how many are not, is pornography a huge influence on sexually exploitive behavior, and what happens in the aftermath of sexual assault for the perpetrator and for the victim and how it relates to title IX.
  • It Takes a Campus: Evolving How We Address Mental Health on College Campuses

    Bohlin, Shannon M. (SUNY Brockport, Department of Counselor Education, 2023-12-04)
    This paper aims to promote awareness regarding the state of mental health on college campuses. Attention is brought to trends seen over recent years regarding students' concerns, and ideas for making campus-wide changes that promote awareness, and use of existing mental health services. Recommendations for improvement include enlisting the student body to take up peer support and mentoring roles. Further, it provides ideas for promoting a mental health-friendly culture on campus by means of creating designated student spaces that promote wellbeing involving educators and campus staff address mental health issues faced by students.
  • Considerations and Factors that Impact Eating Disorders in Males: A Literature Review

    Palermo, Matthew (SUNY Brockport, Department of Counselor Education, 2023-10-22)
    his paper explores numerous published articles that report on results from research exploring the differences between men with eating disorders and women with eating disorders. Many treatment centers have not adapted their approaches or recognized the gender differences that exist. This paper examines the gender differences between males and females with eating by examining the societal stigmas and gender-based issues that males face, including body image, trauma, chemical dependency, and social media. Many of the eating disorder instruments highlight these differences, and a male-specific approach to treatment should be considered to fully understand and recognize the barriers males with eating disorders face.
  • Providing Mental Health Counseling Services at Harm Reduction Programs: A Review of the Literature

    Bowe, Grace (SUNY Brockport, Department of Counselor Education, 2023-08-22)
    This paper examines the need for mental health counseling services at harm reduction programs and seeks to answer the question of why mental health services may be beneficial to harm reduction programs and how best to implement and enact these services. It covers the rationale for providing these services, such as the lack of integrated substance use and mental health services and harm reduction programs' ability to engage hard-to-reach populations. The paper also summarizes the available research on existing counseling services at harm reduction sites and the broader field of harm reduction psychotherapy. From this literature, best practices for program design and therapeutic process for mental health counseling at these locations are identified.
  • Children of Incarcerated Parents: The Role of The School Counselor

    . Heupel, Heather N. (SUNY Brockport, Department of Counselor Education, 2023-05-02)
    Children are some of the most vulnerable of our population due to their dependency on safe adults. The research suggests that the vulnerability of children can increase when their parent or parents become incarcerated. The following literature review will seek to uncover the effects on children whose parent is incarcerated. The research seeks to conclude the effects of parental incarceration on the parent-child relationship, the child’s finances, and the emotional health of the child. Incarceration of a parent can place strain on the child and the effects can be life altering. The literature review will also discuss the implications for school counselors working with this demographic of children, and the support that can be offered during a potentially challenging time during childhood. Counselors working with children who have an incarcerated parent have a duty to be informed of the impact.
  • Philosophy of Teaching and Learning

    Cordes, Michael (SUNY Brockport, Department of Education and Human Development, 2021-12-08)
    As both a student and a future teacher, my personal philosophy of teaching and learning is constantly changing and evolving. The experiences that I go through and the learning that I encounter all contribute to the way that I view myself as a teacher and the goals that I set for my future.
  • The Potential Impact of Differences in Client-Counselor Perceptions of Police-Inflicted Violence

    Dobmeier, Robert; Ali, Sarah; Milligan, Heather (SUNY Brockport, Department of Counselor Education, 2023)
    This paper emphasizes the importance of the counselor’s awareness of personal biases and understanding of how police-inflicted violence impacts marginalized populations. The impact of loss of life and trauma from enduring police-inflicted brutality disproportionately impacts communities of Color and those with mental health challenges. Due to individual experiences and volatile political discourse, there are widely divergent views on the state of current policing in the U.S. Counselors, given the nature of their work with populations at risk for experiencing police-inflicted violence, must be equipped to address such traumatic events with their clients.
  • Effective Strategie for Teaching ELL Students at the Elementary Level

    Wade, Carol; Siegel, Alanna (SUNY Brockport, Department of Education and Human Development, 2021-08)
    The purpose of this capstone is to provide all teachers effective strategies that can be used with all students but specifically ELL students. The goal is to meet the needs of ELLs in mainstream classrooms through strategic strategies, modifications and accomodations. The literature review states that ELLs can improve academically, socially and emotionally when teachers are trained to develop lessons with ELLs in mindThe problem emerges when students are placed in classrooms with teachers who do not have a background or formal training on how to successfully teach and alter content. Additionally, without building in effective strategies, content will not be able to be delivered effectively and ELL students may fall behind.This capstone includes a Professional Development in order to offer practitioners a series of strategies and techniques to modify instruction and accommodate linguistic nees if ELLs in mainstream classrooms. The learning goals is (sic) for teachers to enter the classroom and deliver instruction with new skills sets of strategies, and resources they an use to advance the academic and social emotional needs of ELLs.
  • Caring for the Social and Emotional Well- Being of ELLs

    Algier, Jaclyn Jenna (SUNY Brockport, 2021-07-30)
    This capstone project aims to explore the relationship between the social-emotional well-being and academic success of English Language Learners (ELLs). It also aims to support teachers, faculty, and administrative staff who work with ELLs. In many U.S. school districts, including Wheatland-Chili Central School District, the lack of progression in meeting the social and emotional learning (SEL) needs of ELLs and developing healthy feelings of self-efficacy has impacted the academic success of ELLs. It has also led to isolation, student withdrawal, and poor teacher-student relationships. To increase social and emotional support for ELLs and non ELLs, multiple components of the school climate and teachers’ pedagogy have been considered to provide positive reinforcement in these areas at the middle and high school level within Wheatland-Chili Central School District. Solutions to the problem include implementations of SEL strategies and tools, emotional tracker, lesson plan template with SEL focus, and monthly in-house faculty professional development meetings. Recommendations include educating and incorporating SEL strategies into teaching pedagogies of mainstream and ELL teachers. Furthermore, newly implemented SEL strategies should be reviewed and revised to support teachers and ELLs with any necessary revisions for greater improvement.
  • Mindfulness Meditation: A Practical Intervention in Addressing Stress and Anxiety in Inmates

    Outland, Rafael; Williams-McGahee, Patricia; The College at Brockport (2015-10-01)
    This research study explores the history of meditation, and the evolution and use of mindfulness and mindfulness-based interventions to address certain physical, emotional and mental health conditions. It also reviews scholarly literatures regarding the use of mindfulness meditation as a rehabilitation intervention in various correctional settings. More specifically, this research studies the overall impact and practical implications of using mindfulness meditation as an intervention to address stress and anxiety among inmates in the New York Monroe County Sheriff’s, Monroe Correctional Facility (MCF). The results from this study revealed that inmates who practiced mindfulness meditation at MCF showed a substantial reduction in their levels of stress and anxiety.
  • The Prevalence of Anxiety and Perfectionism in High School Students

    Outland, Rafael; Moore, Sarah E.; The College at Brockport (2016-04-01)
    Academic performance is a major stressor for adolescents in high school. American high schools are offering more Advanced Placement (AP) courses than in the past and there has been an increase in enrollment in AP courses (Judson & Hobson, 2015). This study examines the presence of anxiety and maladaptive perfectionism in high school students. The purpose of this research is to determine if there is a connection between course difficulty (AP vs. Regents) and, anxiety and maladaptive perfectionism. The present study surveyed 65 eleventh and twelfth grade students using a self-report questionnaire. The questionnaire consisted of the Screen for Childhood Anxiety Related and Emotional Disorders and the Almost Perfect Scale-Revised. The results indicated that students enrolled in AP courses had more anxiety then students enrolled in regents courses. The group of students with the highest level of anxiety was the students enrolled in two AP courses followed by students enrolled in one AP course, and students in three or more AP courses. There was not a substantial difference in maladaptive perfectionism for students in AP courses compared to students in regents courses. This study suggests that students enrolled in two AP courses are the most at risk for negative outcomes including anxiety and maladaptive perfectionism. This study was limited to a convenience sample and there were a small number of students willing to participate at the researcher’s internship state.
  • Barriers to Treatment and the Connection to Maslow’s Hierarchy of Needs

    Outland, Rafael; James, Kelsey; The College at Brockport (2016-04-01)
    Individuals who are engaging in mental health counseling services are demonstrating a lack of engagement in treatment. The purpose of this research study is to demonstrate a relationship between client’s perceived barriers to mental health treatment and to human needs as identified through Maslow’s hierarchy of needs (1943). This study was conducted through administration of a 27-item survey that consisted of a list of barriers to treatment and basic needs. The development and administration of this survey will be detailed through describing the location of the research site, recruitment process, and collection of data. A total of 22 participants completed the survey. Data analysis showed that 72.27% of participants reported at least one of their barriers to treatment being a basic need as identified by Maslow. The findings are discussed and implications for professional counseling and future research.
  • Addressing Absenteeism through a Positive Reinforcement Intervention

    Outland, Rafael; Malley, Jillian M.; The College at Brockport (2016-04-01)
    Chronic absenteeism within a school setting is defined as missing 10 percent or more of a school year. Additionally, school attendance is often correlated with academic success. This research study aimed to address the effect of positive reinforcement on school absenteeism and raw GPA percentages in chronically absent middle school students. Chronically absent students met weekly with the researcher during a 5 week period to receive the agreed upon positive reinforcement strategy. Students received a motivator only if he or she did not miss any school during that week. Absenteeism rates and raw GPA percentages were recorded at the start and completion of the study, and were compared to determine the effectiveness of positive reinforcement on improving absenteeism and GPA rates. Final results suggested that the positive reinforcement intervention decreased absenteeism rates by 2.37% overall, and increased overall raw GPA percentages by 2.13%. Additionally, raw GPA percentages were suggested to have a direct, inverse correlation with absenteeism rates.
  • Determining the Impact of a Psychoeducational Group on Student-Athlete Identity

    Outland, Rafael; Manioci, Raymond; The College at Brockport (2016-04-01)
    This study examined the impact of a psychoeducational group on middle school student-athlete identity. Literature regarding stigmas, academic eligibility, time commitment, athletic burnout, substance usage, role conflict, and moral orientation, was reviewed to identify challenges faced by student-athletes. Supportive programs and the benefits of psychoeducational groups were discussed to provide information on combating these challenges. This study followed a quantitative, action research design, and the Academic and Athletic Identity Scale was administered as part of a pre and post-test data collection to measure a psychoeducational intervention. The data collected showed that the psychoeducational group intervention increased academic and athletic identity recognition. Limitations and implications were discussed to provide further recommendations for future research.
  • Perceptions of Stress Experienced by Student-Athletes in an Education Opportunity Program

    Reiner, Summer; Finnemore, Renee (2017-01-01)
    Stress has been shown to have a negative impact on psychological and physical health. Individuals who experience chronic stress are at increased risk for serious health conditions such as rheumatoid arthritis, coronary disease and some cancers as well as mental health disorders such as anxiety, depression, disordered eating and substance use. The resulting conditions impact any area of an individual’s life such as academic or career endeavors. In the case of college students, experiences of stress impact student achievement and persistence. Research on student- athletes, underrepresented, first generation, and low-income students has shown these populations to be at increased risk for stress and the negative effects of stress experiences. This study aims to increase understanding of the experiences of student-athletes in an Education Opportunity Program (EOP). Participants indicated that they felt stressed sometimes to fairly often but felt in control of their lives. They identified academics, social, and personal wellness issues as concerns which caused them to experience stress. The new insights gained by this study will expand research in this area and could improve efforts by The College at Brockport EOP counselors to serve their student-athletes.
  • Counseling to Reduce Stress and Anxiety: A Mixed Methods Study

    Hernandez, Thomas J.; Goodspeed, Patricia; Hernandez, Thomas J.; Pakan, Jessica A. (2015-05-05)
    This mixed method study examines the relationship between general counseling and stress and anxiety in individuals seeking counseling services. A brief historical background and terms associated with stress and anxiety are presented. Specific diagnoses associated with stress and anxiety and implications for treatment of these diagnoses are addressed. Recommendations for counseling individuals with stress and anxiety are made based on research findings and evidence-based practices. Implications for counselors working with individuals who have stress and anxiety or related disorders are made. The need for continued research and limitations of this study are addressed.
  • Resilience in Urban Middle School Students: The Impact of Character Education

    Hernandez, Thomas J.; Martinez, Christina C. (2015-04-01)
    There is a benefit in promoting character education in urban school settings. Character education could foster traits of resiliency and support youth in recognizing their innate abilities to become successful future citizens and leaders despite the adversities they may encounter. Resilience is an adaptive behavior trait that combats adversity. The recent research on resilience and youth is a growing topic due to the benefits of positive youth development. This literature review and study will explore characteristics of resilience and character education to identify a correlation between the two principles in regard to positive development within urban youth. Resilience traits such as purpose, problem solving, social competence, and autonomy will be the focus while incorporating character education traits such as trustworthiness, respect, responsibility, caring, fairness and citizenship.
  • Effects on Retention of Students with Learning Disabilities Utilizing Services at Community Colleges

    Hernandez, Thomas J.; Martin, Jacquelyn (2015-05-15)
    Retention of students with learning disabilities in community college has become a concern to college officials. In this study retention rates and grade point averages of students with learning disabilities at community college were observed. This is a quantitative study and there was no interaction with participants. Data was collected through databases utilized by the urban, northeastern community college. Correlations between utilizing services and counseling and retention rate and GPA were calculated utilizing SPSS. It was discovered that there were weak correlations between retention status and accommodation and services use as well as GPA and accommodation and services use. There were moderately strong correlations between GPA between semesters, cumulatively and retention status.
  • “What Do I Want to Do When I Grow Up?” – A Look at the Impact of Career Curriculum in the Fifth Grade

    Outland, Rafael; Kusse, Elyse; The College at Brockport (2015-10-01)
    Current research suggests that early exposure to career-related curriculum may give students more academic buy-in resulting in higher graduation rates. The ASCA model suggests that career development should be a K-12 program providing students with the skills to “investigate the world of work in relation to knowledge of self” (ASCA, 2005). Though research regarding career interventions at the elementary level is sparse, the literature suggests that beginning to introduce career curriculum at such a developmentally fundamental time could have significant impact on student success and ultimately career choice. This study examines the impact career curriculum taught by the School Counselor has on the knowledge fifth grade students have regarding their post-secondary options. These findings are applied to the school setting in order to develop a more well-rounded comprehensive plan.
  • BeYOUtiful: Assessing the Impact of a High School Girls’ Group

    Hernandez, Thomas J.; Marianetti, Anna E.; The College at Brockport (2015-04-01)
    Adolescent girls are at risk for having low self-esteem and low body satisfaction as a result of having a negative body image. Past research indicates that psychoeducational groups positively impact self-esteem and overall body satisfaction. The purpose of this study was to examine the impact of a psychoeducational girls’ group focused on building a positive body image. The group will be detailed through describing the location and community of the site, explaining the recruitment process, and outlining the group sessions. Four high-school aged girls participated in the study. The results were measured through pre- and post-test administrations of the Rosenberg Self-Esteem Scale and Body Shape Questionnaire 16B. The results did not indicate statistically significant changes in self-esteem and body shape satisfaction. However, the numbers in the raw data showed that the group positively impacted self-esteem and overall body satisfaction. The findings are discussed and recommendations for future research are explored.

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