• 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.
    • Clinician Perceptions of Barriers to Treatment and Engagement Strategies in a Community Child and Adolescent Mental Health Clinic

      Goodspeed, Patricia; Cenci, Elizabeth; The College at Brockport (2017-04-01)
      A reported one in five children in the United States lives with a diagnosable mental illness, but only about 20% receive adequate treatment and approximately 40-60% of those drop out before achieving treatment goals and/or without the agreement of the therapist. This study examines the perceptions of clinicians working in a child and adolescent community mental health clinic regarding the barriers clients face as well the strategies they utilize to enhance engagement and treatment adherence. Results support existing literature and indicate that parents play the most significant role in treatment adherence and that logistical barriers such as transportation and finding childcare are most common. Participants also reported using several engagement strategies known to promote the therapeutic alliance and treatment adherence such as involving family in treatment planning and providing crisis intervention. Limitations to the study and implications for counseling practice are also discussed.
    • College Admission Counselor Perceptions: The Influences of Extracurricular Activity Involvement on the College Admission Decision

      Lentner, Meghan I.; The College at Brockport (2010-01-01)
      The perceptions of college admissions counselors and what importance extracurricular activity involvement has on the college admission decision were examined in this study. A regional study anonymously surveyed admissions counselors of 18 private and public institutions to determine the perceived value of extracurricular activity involvement and its influence on the college admission decision. Compared to other important factors that impact admissions decision, extracurricular activity involvement was perceived to play a moderately important role. Additionally, admissions counselors identify that extracurricular activity involvement implies a student’s ability to be successful at a post-secondary institution. Together, these findings reveal that extracurricular activity involvement does play a significant part in how an applicant is viewed by an institution. Keywords: extracurricular activity, admissions decision, educational attainment
    • Conceptual Clarification of Spirituality with an Adolescent Intensive Outpatient Substance Dependency Group

      Gaines, Bobbie Jo; The College at Brockport (2006-01-01)
      Spirituality is an essential aspect to an individual’s recovery process, including adolescence. The research project for a graduate course in Counselor Education investigated the affect that a conceptual clarification regarding the concept of spirituality with an adolescent intensive outpatient substance dependency group had on their own sense of spirituality. Participants were four adolescents diagnosed with a chemical dependency enrolled in an intensive outpatient group at a treatment facility. It was discovered that by providing a conceptual clarification of spirituality to an adolescent’s intensive outpatient group there was a foundation for the concept of spirituality built. There were several limitations within the study that are discussed
    • Conquering Counseling: Postsecondary Students and Successful Strategies for Preparedness

      Broome, William; The College at Brockport (2008-01-01)
      This study examines the needs of urban high school students, in regards to college preparedness and readiness. Using one urban high school's junior class, students filled out an anonymous survey pertaining to their knowledge of the overall college admission process. This research is being conducted under the premise that, as educators, we want our urban minority students to pursue a form of higher education after high school. According to the research, a majority of urban students do not have the support that is needed to complete the multiple tasks of applying to college and de facto stratification by income has been occurring for over two hundred years. The findings implicate that there are areas that the students are lacking in knowledge. The areas include lack of knowledge about student aid programs and equal opportunity programs. In addition, the research shows that a majority of the students do not have sufficient time with their counselors in order to develop plans for college. Using literature and the research results, the information will not only be aiding counselors in discovering what students may already know but also providing recommendations as to how to fill in the knowledge gap. Suggestions for counselors are made, as well as areas for future research.
    • Constructing safer lives: Women who display resilience in responding to intimate-partner violence (IPV)

      Hyland, Denise L.; The College at Brockport (2014-10-01)
      Intimate-partner violence (IPV), also known as domestic violence, is a pervasive personal and public health problem in the United States. Factors affecting the risks of suffering IPV have been widely researched as have the symptoms of battered woman syndrome, a forerunner of posttraumatic stress disorder or PTSD. Much of this line of research has sought to study the problems of abused women rather than their strengths. This qualitative study looks at the phenomenology (subjective reality) of six women, ages 23 to 48, who participate in support groups at a domestic violence prevention agency in the northeastern United States. By their own definition, all six have overcome the difficulties of IPV and moved on to new lives free from abuse. Interviews with the participants revealed childhood themes that might have aided in the development of resiliency factors in adulthood. Broad themes identified were Trust, Insight, Boundaries, and Independence. Specifically, the active presence of at least one trusted adult, the ability to make meaning and solve problems, the setting of boundaries and expectations at home, and the entity of a powerful biological mother appear to be related to the participants’ development of resiliency. Overlaying this scenario is the construction of each individual’s phenomenology, which continues to develop throughout the lifespan. The participants’ responses to IPV appear to first function as coping mechanisms and then resiliency factors, transforming victims into survivors.
    • 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.
    • Counselor Burnout and Self-Care Within an Outpatient Mental Health Agency

      Regan, Amanda; The College at Brockport (2013-10-01)
      The purpose of this study was to investigate the experience of burnout and counselor self care in the lives of practicing counselors within an outpatient mental health agency in the northeast. Qualitative methods involving semi-structured interviews were utilized and involved seven participants. The findings of the study identified the following themes as imperative information to be considered: structure of the work day, reactions (including: thoughts, feelings, affect and physical), prevention, and barriers. Included is a discussion depicting the connections surrounding the affect of the identified themes and how this impacts the counselor in regards to burnout and self-care.
    • Counselors' Spirituality and Empathy: Are they Compatible?

      Halligan, Erin M.; The College at Brockport (2007-01-01)
      The current research explores the constructs of spirituality and empathy in counselors. This exploratory research will attempt to assess counselors' self-reports of spirituality and empathy through the use of two separate instruments, an adapted Systems of Belief Inventory and adapted Interpersonal Reactivity Index. The purpose of this research is to assess if spirituality and empathy correspond with one another in a sample of 40 community counselors. Results indicate a relationship does not exists between counselors' spirituality and degree of empathy, r(38) = .026 p < .05. A post hoc test was conducted to uncover significant inter-item correlations. Of 91 possible correlations, 7 significant correlations were indicated and ranged from r(38) = .388, p > .05 to r(38) = .483, p > .01.