Recent Submissions

  • The Influence of Social Networking Participation on Student Academic Performance Across Gender Lines

    Flad, Kaitlyn; The College at Brockport (1/1/2010)
    Participation with technology for social purposes has become the mainstream communication method for many people in the past several years. In particular, adolescents in high school have adopted these forms of communication as the paramount way to keep in touch with family and friends. Social Networking websites, such as Facebook and MySpace are the most popular places for these students to spend their time, and are the primary focus of this study. The researcher examined the impact of social networking participation among a sample of high school students to determine how this involvement affects academic performance, future plans, and overall attitude towards school. Differences between male and female students regarding academic achievement, performance, and social networking use will also be identified and discussed. Recommendations for school counselors and further studies will be offered.
  • Positive Psychology "Three Good Things in Life" and Measuring Happiness, Positive and Negative Affectivity, Optimism/Hope, and Well-Being

    Fleming, Andrew W.; The College at Brockport (1/1/2006)
    Positive psychology is the study of human strength, resilience, and optimal human functioning. The goal of positive psychology is to make people happier by understanding and building positive emotion, gratification and meaning. The constructs of happiness, hope, optimism, well-being, resilience and flow are examined in how they relate to positive psychology. The "three good things in life" exercise was implemented with participants and participants completed pre and posttest measurements on happiness, positive and negative affect, hope/optimism, and well-being. The "three good things in life" exercise consisted of having participants journal each night for one-week three things that went well that day and why. The results suggest that the "three good things in life" exercise may increase happiness and optimism/hope. Results also showed that the satisfaction with life scale scores remained the same, a decrease in positive affect scores, and increased negative affect scores. Overall, the changes in the mean scores were small. Implications for the results and further study are elaborated on. The positive psychology field can benefit from further study to examine where its developments can be implemented successfully and where it can be further enriched.
  • Listening to Movement: The Use of Dance Movement Therapy in Groups to Reduce Anxiety in Males Struggling with Addiction

    Ferris, Christine D.; The College at Brockport (1/1/2008)
    A study with the use of dance movement therapy as a counseling approach in a chemical dependency setting was presented. The objective of the study was to find out if the use of dance movement therapy in male chemical dependency groups reduces overall anxiety. The literature review describes dance movement therapy, aspects of chemical dependency and addiction, dance movement therapy used with specific populations, chemical addiction with creative art therapies, the process of recovery (stages of change), fundamentals of group work, anxiety, and movement therapy techniques used in chemical dependency groups. Methods of the study were presented with the use of four movement therapy interventions. The instrument and participants were also described. The results were evaluated qualitatively and quantitatively through pre and post test results and observations. The discussion presents areas for additional research and implications for future research.
  • Wellness: Preventative care for middle school girls

    Doll, Kimberly L.; The College at Brockport (1/1/2007)
    An eight-week psycho-educational group to improve wellness knowledge and content was examined. A pre- and post-test was given to 10 female seventh and eighth grade students in a rural, predominately Caucasian middle school in order to measure: 1) An increase in students’ knowledge of spiritual wellness and ability to identify ways to increase spiritual wellness, 2) an increase in students’ knowledge of the self-direction component of wellness and the ability to identify ways to improve self-direction, 3) an increase in students’ knowledge of work and leisure and the ability to increase this component of wellness, 4) an increase in knowledge of friendship wellness as well as ability to identify ways to increase friendships, and 5) an increase in knowledge of the love component of wellness as well as ways to increase love relationships. Findings indicated that group experience was effective for helping student’s identify and understand wellness as a whole, gain the knowledge of various components of wellness, as well as ways to improve each type of wellness. Implications for school counselors are proposed.
  • Transitioning from High School: A Postgraduate Study

    Dunning, Krystal B.; The College at Brockport (1/1/2009)
    Individuals transitioning from college face many decisions about their future. Making these decisions is not always easy for some. The role of all individuals involved in a high school is to prepare students for life after high school. A review of past postgraduate data was explored as well as programs that have been implemented to help students transition. A postgraduate survey was given to past graduates of a local school. The results of the survey were examined. Recommendations for helping students transition were made.
  • The Effectiveness of Psycho-Educational Group Counseling on Sixth Grade Male Students' Anger.

    Ellis, Ashley L.; The College at Brockport (1/1/2008)
    This study examined anger in children and adolescence and the use of psycho-educational group counseling in anger reduction. It was hypothesized that a six week psychoeducational anger management group would reduce the cognitive, behavioral, and emotional components of anger. A pre and post-test assessment was conducted using the Multi-dimensional School Anger Inventory (MSAI) on the effectiveness of psychoeducational group counseling across five subscales: Anger Experience, Hostility, Behavioral Expression, Destructive Expression, and Positive Coping. Findings indicated a positive change in all subscales with the exception of positive coping which resulted in a slight negative change. The study’s strengths and limitations were discussed as well as suggestions for future research. Implications for the counseling practices were also addressed.
  • Career Counseling Latinas: Enhancing Career Services for Latinas on Campus

    Andujar, Ana; The College at Brockport (1/1/2006)
    Latinas on campus have a very distinct need when it comes to career decision-making processes. The present study examines the ways in which Latinas make career decisions and attempts to enhance their career self-efficacy through peer group career counseling. The existing literature about Latinas and careers was discussed and their values, cultural beliefs, and traditions were analyzed. Results of a psychoeducational intervention using non-directive counseling were included. The limitations and implications for further studies were discussed.
  • School Climate and Rituals

    DiGuardi, Paula; The College at Brockport (1/1/2005)
    A study was conducted to asses the quality of a high school's climate. School violence, bullying, absenteeism/dropout rates and suspension rates are some of the problems that exist in schools and are affected by and affect school climate. Other factors related to school climate that were discussed included student development, student learning, and relationships within schools. This study also discussed characteristics of positive school climates and how schools can improve their climates, with a focus on the use of rituals. It assessed student perceptions of their school's climate through the use of a questionnaire. It was discovered that some aspects of this school's climate were positive, while others were areas of concern.
  • The Use of Child Centered Play Therapy in a Primary School Setting

    Dupee, Tracy E.; The College at Brockport (1/1/2005)
    This paper is divided into four Sections: 1) Introduction, 2) Methods, 3) Results, and 4) Discussion. The Introduction begins by explaining the purpose and significance of the current study as well as the research hypothesis and objective. Next, the recent growing concern about school violence and its link to childhood social skills is discussed. The social characteristics of students involved in school violence are then outlined followed by a description of various school violence prevention programs and the role of school counselors in preventing school violence. Next is a description of several specific types of social skills training groups and typical problems found with such groups. The function of play with regard to childhood development is then discussed followed by an introduction to Child Centered Play Therapy. The benefits of Child Centered Play Therapy in the school system, particularly with high-risk students who show signs of aggressive or shy and withdrawn behaviors are then summarized. Next is a discussion of the nature and benefits of group Child Centered Play Therapy as well as the potential effectiveness of combining Child Centered Play Therapy with a social skills training group for the treatment of high-risk students. The Introduction Section ends with a brief conclusion based on the literature reviewed. The Methods Section is divided into three subsections. The first identifies the characteristics and demographics of the study participants. The next subsection outlines the psychometric properties of the instrument used to measure the study outcomes. The third and final methods subsection describes the procedures utilized in the study. The Results Section includes the raw data obtained for both the experimental and control groups. The data is presented in Tables 1 and 2, which are included in the Results Section. The Discussion Section follows with four subsections. The first includes information about the results in relation to the research question and hypothesis of the current study. The second subsection links the results of the current study to previous theory and research. The third subsection discusses the limitations of the current study while the fourth includes suggestions and recommendations for practice and future research
  • Teen Pregnancy, Self-Esteem, and their Relationship in an Urban High School

    Curran, Robert P.; The College at Brockport (1/1/2005)
    A prospective study examining the relationship between teen pregnancy and selfesteem was taken with 113 urban upstate New York students aged 12 through 19 years. Utilizing the Rosenberg Self-Esteem Inventory and a questionnaire of demographic and attitudinal information yielded a limited, to no significant relationship between pregnancy and self-esteem. The study however did show a pregnancy rate of 8% current to administration and 22% of teen females who reported “ever” being pregnant. The sexual activity experience rate was nearly 70% for these teens, with limited access to that resolve (pregnancy to term or abortion). Further research implications and areas of study are discussed as well as salience of self-esteem as it relates to pregnancy, sexual activity, and socio-economic status. Implications for counseling interventions are also discussed.
  • Child-Centered Play Therapy with Deaf Children: Exploring Linguistic and Cultural Implications

    Chapel, Susan L.; The College at Brockport (1/1/2005)
    This paper describes an exploratory study of a fifteen-week program of child-centered play therapy provided to four deaf children by a hearing therapist fluent in sign language. Historical and contemporary perspectives on Deaf culture and American Sign Language (ASL) are described, along with implications for appropriate mental health services. Discussions of the behavioral and emotional health of deaf children and child-centered play therapy provide context for the study. Methods and procedures are detailed, followed by results obtained from the Behavior Assessment System for Children, the Roberts Apperception Test for Children, and therapist observation. Overall, the results were not statistically significant, however two of the children improved on some measures, and therapist’s observations indicated that those children were progressing through the stages of play therapy at the time the study was concluded. Upon analysis of therapist-child interactions, it was concluded that the divided attention phenomenon of visual languages may impact the delivery of child-centered play therapy. Further study of the cross-cultural implications of child-centered play therapy are recommended.
  • Dance Your Way to Communication: Dance Movement Therapy to Increase Self-Esteem, Poor Body Image, and Communication Skills in High School Females

    Corteville, Mary K.; The College at Brockport (1/1/2009)
    A study with the use of dance movement therapy as a counseling approach in a suburban high school setting was presented. The objective of this study was to determine if Dance Movement Therapy (DMT) with females struggling with relational issues with their paternal figure contributed to improved self esteem, body image, and communication skills. The literature review describes dance movement therapy, aspects of self-esteem, body image, dance movement therapy used with specific populations, fundamentals of group work, and movement therapy techniques used with adolescents. Methods of the study were presented with the use of eight movement therapy interventions. The instrument and participants were also described. The results were evaluated qualitatively and quantitatively through pre and post test results and observations. Results indicated that DMT was an effective therapeutic technique in a school setting. The discussion also describes areas for additional research and implications for future research.
  • The Need to Belong and Student Grades: Is There a Correlation?

    Thompson, Heidi; The College at Brockport (1/1/2007)
    The research examined whether adolescent’s need for belonging is correlated with their first semester grade point averages. This exploratory research will attempt to asses middle school students sense of belongingness through the use of the Psychological Sense of School Membership Scale (Goodenow, 1993) against the grade point average. The purpose of this research is to assess if belongingness and academic achievement correspond with one another in a sample of 50 sixth-grade students. Results indicate that there is no relationship between sense of belonging and grade point average r(48) = .205, p < .05.
  • The Psychological Implications of Obesity in Adolescent High School Students

    Daniel, Lindsay C.; The College at Brockport (1/1/2010)
    This research project set to answer the questions: Are obese adolescents at risk for short-term and long-term physical health problems? Are obese adolescents at risk for increased depression, decreased self-esteem, increased suicidal thoughts and/or actions, increased peer victimization and detrimental effects to various psychosocial outcomes? A survey, which included The Rosenberg Self-Esteem Scale and The Center for Epidemiological Studies Depression Scale for Children (CES-DC), was given to male and female students, ages 15-17, currently enrolled in a high school health class. The results of this research project were inconclusive, as this researcher was unable to conduct a comparison study between obese and normal weight students as all students that participated were either normal weight or underweight. However, the findings support the literature that was reviewed in that the importance of obesity as an epidemic, the physical health risks associated with obesity and the association of obesity with psychological aspects of mental health, i.e. depression, self-esteem, increased suicidal thoughts and/or actions, peer victimization and psychosocial outcomes in adolescents were all supported.
  • Group Counseling for At-Risk Adolescent Girls to Improve Decision Making Skills

    Daka, Jennifer L.; The College at Brockport (1/1/2007)
    Adolescence is a time of increased risk taking and poor decision making. A counseling group was directed to introduce 9th grade adolescent girls identified as at-risk, to promote positive decision making skills through a combination of teaching from the group leader and learning through peer interactions. The girls self-reported only minor improvement in decision making skills. The group resulted in a greater understanding and acceptance of others, positive interactions and positive interpersonal change.
  • Adolescent Perceptions of "Healthy" Dating Relationships: Implications for Programming

    Fleck, Cassandra M.; The College at Brockport (10/1/2014)
    Adolescence is a time of important developmental changes and the formation of relationships outside of the family. While most experiences children have with dating relationships are positive toward their developmental growth, there is the potential for unhealthy or abusive relationships. Adolescent dating violence (ADV) is a significant public health issue. Nearly 9% of teenagers experiencing physical violence by the time they turn 18 (CDC, 2014). It is possible that the high prevalence of ADV is a result of lack of definitions of healthy and unhealthy relationships and ambiguity that exists within teen relationships. This study examines qualitative interviews with adolescents regarding their perceptions of healthy relationships. These findings are applied to the school setting in order to inform dating violence prevention programming.
  • The Use of the Developmental Assets Profile at a Residential Treatment Center

    Johnson, Ashlee D.; The College at Brockport (10/1/2014)
    Strengths based approaches are at the forefront of developmental frameworks in the social sciences. The Developmental Assets Framework is an evidence-based practice that focuses on youths’ internal strengths and external supports. This study uses the Developmental Assets Profile to identify which types of assets that thirty-five youth at a Residential Treatment Center are thriving in and which assets they are challenged in. The study looked at the mean overall, internal, and external developmental asset scores from the RTC sample to gain understanding of where the youth scored on a scale of Challenged, Vulnerable, Adequate, Thriving. The study also looked at mean scores for the eight categories of assets and mean scores for the five asset-building contexts. The purpose of this study is to identify strengths and needs of these adolescents and provide treatment and program recommendations for the Residential Treatment Center.
  • Middle School Students' Perceptions on Academic Motivation and Student Engagement

    Mauro, Cassie; The College at Brockport (10/1/2014)
    This qualitative study investigates the perceptions of suburban middle school students’ on academic motivation and student engagement. Ten students, grades 6-8, were randomly selected by the researcher from school counselors’ caseloads and the primary data collection techniques included two types of interviews; individual interviews and focus group interviews. Findings indicate students’ motivation and engagement in middle school is strongly influenced by the social relationships in their lives. The interpersonal factors identified by students were peer influence, teacher support and teacher characteristics, and parental behaviors. Each of these factors consisted of academic and social-emotional support which hindered and/or encouraged motivation and engagement. Students identified socializing with their friends as a means to want to be in school and to engage in learning. Also, students are more engaged and motivated if they believe their teachers care about their academic success and value their job. Lastly, parental involvement in academics appeared to be more crucial for younger students than older students in order to encourage motivation and engagement in school.
  • Improving Academic Intrinsic Motivation through Counseling

    Altman, Tracy W.; The College at Brockport (1/1/2005)
    Academic intrinsic motivation is a key factor in academic performance and achievement. Many students, for various reasons, have minimal motivation for school evidenced by little persistence and little effort expended at school. This investigation examined the effect of counseling on academic motivation and achievement. Participants were seven 7th and 8th grade middle school students who were identified as students who lacked motivation. The Children’s Academic Intrinsic Motivation Inventory (CAIMI) (Gottfried, 1986) was used to confirm that motivation was an issue for student participants. Each student completed a minimum of 11 counseling sessions over a 13-week research period. Results for each student are reported. Support was found for the hypothesis that motivation and self-efficacy would increase through the counseling process and as a result, grades, and in some instances attendance, would improve. Limitations of the study are discussed and suggestions for the direction of school counseling programs are presented.
  • School Counseling Program

    Carter, Todd J.; The College at Brockport (1/1/2005)
    A graduate student discussed the need for revision of a comprehensive school counseling program. With use of literature pertaining information on guidance and school counseling programs, this student reviewed a number of various models. Student developed and conducted a survey to ascertain the current status and perceptions of the student body and staff regarding the Student Services Center and its counselors. The student then presented a summary of findings and implications for future programs, curriculum, and services.

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