• 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.
    • 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.
    • Bridging The Transition From Middle School To High School

      Smith, Rozetta; The College at Brockport (2013-04-01)
      This study is a records review of students (N = 1122) enrolled in a suburban Northeastern United States high school, in which, the researcher documented student grades, number of behavioral incidents, and days absent during their eighth and ninth grade years at ten-week intervals. Four cohorts of freshmen were selected for this study in order to identify trends that occurred over the transition from middle school to high school. The school selected for this study implemented Peer Mentoring, 9th Grade Teams, and a Freshman Orientation to aid the transition into high school. The following research analyzes whether there are significant changes observed as students adjust to the often challenging transition into high school. Descriptive statistics test analyses were run to determine the average eighth and ninth grade GPA, attendance, rates, and behavioral incidents for each cohort. In addition, an independent samples t-test was run in order to compare any significant results between the 2012 cohort and the past three cohorts. Significant findings were observed in the 2012 cohort, who experienced the lowest absence rates of all cohorts studied.
    • Building Multicultural Awareness of Self and Others Through A Group Discussion Experience

      Randazzese, Paul; The College at Brockport (2006-01-01)
      The importance of teaching and learning about multicultural issues was explored. The author contends that along with the increasing need for multicultural awareness, there is an increasing need for experiential exercises to effectively gain this awareness. The literature was reviewed and shown to support the necessity for both of these important issues. The growing need for counselor training programs to incorporate experiential teaching methods as well as the traditional teaching methods was also explored. Potential risks to clients whose counselors are not multiculturally aware were elaborated upon. The limitations of traditional teaching methods for multicultural learning were discussed. The importance of combining traditional methods with experiential learning was explored. In particular, using a group format as a method for enhancing understanding and awareness was discussed. A study was run to measure the effectiveness of a group discussion experience on increasing the multicultural awareness of MBA students with a concentration in international business. Results were shown to support the effectiveness of the group format. Strengths, limitation, and recommendations for future research were also elaborated upon.
    • Building Self-Esteem in African American Males

      Ruekberg, Benjamin M.; The College at Brockport (2006-01-01)
      Adolescent African-American males constitute a population at risk. Most research to date has emphasized the identification and treatment of problem behaviors within this population, and little research on positive behaviors is available. For example, multiple studies reveal a widespread lack of self-esteem. Recent efforts to improve self-esteem of African-American males include specialized programs that have achieved some success. A Building Self-Esteem model based on group activities are proposed to strengthen selfesteem and provide encouragement in order to increase confidence in self and academic ability in African-American males.
    • Bullying in Schools: Improving Self-Concept Through Group Counseling For Adolescents Who Are Targets of Aggressors

      Salomone, Kelly O.; The College at Brockport (2007-01-01)
      The purpose of this study was to determine if bullied students who participate in a counseling group benefit from increased self-esteem due to the intervention. A recent review of literature regarding bullying in school aged students is presented. Suggestions and techniques for counseling children who are bullied at school were explored in an effort to increase the selfconcept and self-esteem of these children. Adolescents participated in group sessions over a 10 week period. The participants completed a pre and post questionnaire for this study to determine the degree to which, if at all, the participants' self-concept/self-esteem increased due to the intervention.
    • Bullying Prevention: Combining Whole-School Approaches and Positive School Climate

      Mink, Margaret C.; The College at Brockport (2014-10-01)
      Bullying is a common occurrence in schools and it can have many serious consequences. The literature review examined the following whole-school anti-bullying programs: The Olweus Bullying Prevention Program, Steps to Respect, and Bully Prevention in Positive Behavior Support. The review also defined school climate and explored the connection between positive school climate and bullying prevention. The Authoritative School Climate Survey is a tool used to measure students’ perceptions of school climate and make improvements. The review of the literature supported the utilization of school climate data to inform anti-bullying programs with the overall goal of preventing bullying and increasing school safety. The research study included use of the Authoritative School Climate Study to gather students’ perceptions of school climate at a rural, intermediate/middle school. Although participation was limited, results indicated a need for a whole-school anti-bullying program to target the aggressive attitudes of students as a method for bullying reduction.
    • Burnout is to Counselors What Weeds Are to Your Flower Garden

      Pettit, Julie A.; The College at Brockport (2007-01-01)
      The causes, implications, and interventions for counselor burnout are examined for mental health counselors. Burnout/Self-care Among Mental Health Counselors was an eight week group run for the mental health counselors at Orleans County Mental Health. The Maslach Burnout Inventory-Human Service Survey Third Edition (MBI-HSS) was given to measure three specific areas of burnout: emotional exhaustion, depersonalization, and personal accomplishment. The results indicate that there was improvement for the group as a whole after participating in Burnout/Self-care Among Mental Health Counselors, in the areas of emotional exhaustion, and depersonalization. However the results indicate that after participating in Burnout/Self-care Among Mental Health Counselors, the group experienced fewer feelings of personal accomplishment than they previously did. Procedural methods used during the group will be identified along the results and a discussion as to the possible reasons for the results.
    • Career and College Prepardness and Stress Among High School Seniors

      Gilyardi, Melissa; The College at Brockport (2006-01-01)
      A study of career and college preparedness and stress among high school seniors was done by a counselor education graduate student. A survey was given to 100 high school students, at least 18 years of age, at a high school in upstate New York. The results were collected and discussed. Some major areas of concerns among the high school seniors from the data collected were choosing a college, choosing a major, moving away from home, and getting into the college of their choice.
    • Career Counseling Latinas: Enhancing Career Services for Latinas on Campus

      Andujar, Ana; The College at Brockport (2006-01-01)
      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.
    • Career Development and College Planning Needs of Rural High School Students

      Ball, Kimberly A.; The College at Brockport (2009-01-01)
      The purpose of this research was to examine career and college planning needs of rural high school students. This was done by investigating archival data previously collected by a high school in a rural school district in the Northeastern United States. The initial research was done to examine the level of perceived preparedness for life after high school of the senior class at this high school. The purpose of re-examining the results was to find opportunities to meet career and college planning through district school counseling department initiatives. The findings suggest that opportunities do in fact exist, that rural populations have unique career and college planning needs, and that school counselors can strive to meet these needs. For example, participant responses suggested that students need more knowledge and understanding of financial aid, college requirements, and what career opportunities will exist for them in the future. Upon conclusion, a specific suggestion of developing and implementing a K-12 career development portfolio is given. A K-12 career portfolio would enhance career development through human development, help to streamline and improve district counseling curriculum, and serve as documentation of career and college planning throughout a students' schooling.
    • Career Development Interventions with Low Socioeconomic Status Students

      Hoffman, Megan C.; The College at Brockport (2007-01-01)
      Research has shown that students that are of low socioeconomic status (SES) are less likely to engage in deliberate and planful career development. This paper reviews group counseling in the high school setting, career development in the high school setting, career counseling in the group setting, issues associated with low SES, career development and SES and low SES and career development theories. Results of career development interventions in a group counseling setting are included.
    • Career Education and Comprehensive School Counseling: The Needs of High School Seniors

      Cannan, Courtney E.; The College at Brockport (2008-01-01)
      Current research and trends have emphasized the importance of career education and comprehensive school counseling programs in schools. To date, few researchers have asked students directly what they know and need to know for post-high school planning. The purpose of this study was to indentify the specific needs of students in order to create a comprehensive career and college counseling program for grades nine through twelve in the high school setting. A survey was given to high school seniors regarding their educational and career plans, as well as the resources they have used to make these post-secondary decisions. Results indicated that 1) there is a difference in the needs of students depending on their post high school choices; and 2) there is a need for a comprehensive school counseling program. Implications for school counselors and future research were discussed.
    • 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.
    • Case Study of Counseling Interventions with a Child with Asperger's Syndrome

      Hancock, Moira G.; The College at Brockport (2007-01-01)
      Diagnosis of children with Asperger's syndrome (AS) has significantly increased. Therefore, effective counseling interventions are needed to help children develop social skills that will assist them in daily activities. The paper reviews areas of deficits experienced by children with AS; social communication, social interaction, cognition, behavior, motor clumsiness, and sensory issues. Appropriate counseling interventions such as skillstreaming, social stories and comic strip conversations are detailed. Additional school interventions are described. Results of a case study are included.
    • Chemical Dependency Counselors’ Perceived Countertransference and its Relationship to Personal Experience With Substance Use

      Davis, Megan; The College at Brockport (2013-10-01)
      The current study explores the relationship between countertransference and the chemical dependency counselor’s experience with substance use disorders, through personal use, family member substance use, or a close friend’s struggle with drug use. LMHC, LCSW, LMSW, and CASAC credentialed individuals were given a countertransference survey which also included questions about personal substance use history. Eight participants completed and returned the survey. Results showed that a significant relationship does exist between at least one countertransference survey item and each category of substance use history that included personal use, parent use, another immediate family member use, extended family member use, and close friend use. The findings of a significant relationship indicate the impact counselor substance history has on countertransference in chemical dependency treatment and the importance of counselors becoming more self aware in order to provide the most effective treatment possible.
    • Child and Family Clinic-Plus Program: How to Involve Children and Families in Mental Health Screenings in a Clinic Setting

      Tsou, Yao-Szu; The College at Brockport (2009-01-01)
      This study was aimed at using a survey to seek strategies to improve the mental health screening rate for the Child and Family Clinic-Plus program in a clinic setting. The Child and Family Clinic-Plus program is a package involving broad-based screening in natural environments, comprehensive assessment, and evidence-based treatment. A questionnaire was conducted to collect the Clinic-Plus practitioners’ experiences and strategies regarding improvement of the screening rate and ways to better engage children and families in the Clinic-Plus Program in Western New York. Themes emerged from the results including participants utilizing multiple screening sites and personnel to conduct screenings, face to face encounter with families working well, learning collaborative meeting held by Office of Mental Health being helpful, and participants providing their challenges regarding screenings and strategies to engage families. Areas of future research developments were discussed. It concluded with the implications for practitioners to improve their practice of involving children and families in mental health screenings.
    • Child-Centered Play Therapy in Elementary Schools

      Lamanna, Jaime E.; The College at Brockport (2005-01-01)
      This thesis presents a rationale for providing counseling, and more specifically childcentered play therapy, to elementary school children. The purpose of this study was to measure the outcomes and evaluate the results of a community-based early intervention program that provided child-centered play therapy to students in three schools in a rural county in Western New York State. Teacher assessments, therapist reports, and parent reports were used to measure change in the students involved in the study. The importance of early intervention and preventive services is discussed, as well as the tenets and benefits of child-centered play therapy. The results of the 14 students studied demonstrated that child-centered play therapy is an effective modality for working with children. The author advocates for the implementation of the Early Intervention Program in more schools.
    • Child-Centered Play Therapy with Deaf Children: Exploring Linguistic and Cultural Implications

      Chapel, Susan L.; The College at Brockport (2005-01-01)
      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.
    • Childhood Anxiety and the Power of Relationship

      Golden, Samantha E.; The College at Brockport (2006-01-01)
      This study examined the effect of the group counseling experience, and the effectiveness of the use of Cognitive Behavioral Therapy techniques to control the signs and symptoms of anxiety. Third, Fourth and Fifth grade students (N=5) from a suburban Western New York school district, who have been identified as having a diagnosis of anxiety, were given a 10 week group experience facilitated by a Master’s candidate from a Northeastern University. The SCARED (Screen for Childhood Anxiety Related Disorders) was given at the beginning and at the end of the study, to both the student as well as the parent/guardian. It has been postulated that students who experience anxiety would receive a reduction in their pre-recorded level of anxiety 10 sessions of group psychotherapy.