• Maladaptive Behavior in College Students and Breaking Student Codes of Conduct

      Dauenhauer, Kristin C.; The College at Brockport (2014-04-01)
      This study was conducted to examine the effectiveness of conduct interventions to deter recidivism among college students. Colleges and universities have adopted student codes of conduct in an attempt to manage the college environment. A 12-item conduct effectiveness survey was emailed to students who had been found responsible of breaking the student code of conduct. Findings showed a 19% recidivism rate and that students who engaged in community service, attended a civility workshop, or lost residence hall privileges were less likely to violate the code a second time. Twenty-two percent of students reported an attitude change regarding alcohol and drug use post intervention and students who were mandated to individual counseling were more likely to report an attitude change. A one size fits all approach to alcohol polices, prevention programs, and intervention strategies may not be an effective way to address problematic drinking on college campuses.
    • Male County Correctional Facility Inmates' Attitudes Towards Male Sexual Assault and Sexual Assault Services

      Aycock, April C.; The College at Brockport (2010-01-01)
      Male rape is a topic that has been neglected both in society and in research. When male rape is researched it focuses on male to male prison rape while neglecting treatment options for the male rape victims. An anonymous survey was distributed to 85 male inmates in a northeast correctional facility. Quantitative data was collected and analyzed from 51 male inmates. This research examined male inmates' attitudes towards male rape and the rape crisis services provided. The findings of this research helped to identify barriers that prohibit male victims from seeking rape crisis services.
    • Managing Stress in 8th Grade: CBT and Relaxation Techniques in Small Group Therapy

      Outland, Rafael; Levermore, Amy; The College at Brockport (2016-04-01)
      Stress and anxiety are rampant in school-aged youth and a majority of stress is being experienced beginning as early as middle school. Although anxiety is prevalent in a school setting, there is little to no intervention in place that decreases stress and anxiety as well as minimizes how much class time students are losing. This is especially important in high academic performing school where is it difficult to implement efficient anxiety-reducing interventions without taking students away from academic time. This paper aims to look at the combination of two different forms of therapy: CBT and Relaxation techniques in a small group of 8th grade students over the course of 5 weeks and the effectiveness in which the intervention decreases stress and anxiety in these students over a short amount of time.
    • Mental Health Awareness Among Parents in an Urban High School

      Taylor, Nicole; The College at Brockport (2013-04-01)
      Mental health literacy has been positively correlated with levels of service utilization and negatively correlated with levels of stigmatizing attitudes. The research is sparse in measuring parents’ levels of mental health knowledge and even less research exists measuring parents’ ability to locate resources in their community. The current study focused on parents in an urban high school in Western, New York. In this study, six participants completed a survey assessing their ability to identify the symptoms of mental illness and locate resources in the community. The results showed that participants were able to correctly identify four common mental illnesses. The results also suggested that parents would encourage their children to seek professional help and that most knew of resources in the community that can provide that help. Participants felt less confident in their ability to access community agencies for information and support.
    • Mentoring Middle School Students: A Program Evaluation

      Hernandez, Thomas J.; Maerz, Dianne; The College at Brockport (2015-05-01)
      This work examined the effectiveness of a first year middle-school-based mentoring program on improving the overall achievement of at-risk students. The literature on school-based mentoring was reviewed to determine variables used to examine the effectiveness of school-based mentoring programs. Following a quasi-experimental design, three sets of pre- and post-test quantitative data was collected and analyzed regarding students’ academic performance, attendance, and behavior referrals and compared against those of a control group. Mentoring was found to have differential effects on students’ GPA, total and unexcused absences, and behavior referrals. Implications for future research are discussed.
    • Middle School Students' Perceptions on Academic Motivation and Student Engagement

      Mauro, Cassie; The College at Brockport (2014-10-01)
      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.
    • 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.
    • Mother/Daughter Dyads: The Significance of Communication in School Performance

      Gilbert, Annmarie K.J.; The College at Brockport (2006-01-01)
      This research examined whether there is a difference when mother and daughter work on having a healthier relationship by enhancing their communication with each other, if there is change in mother's involvement in her daughter's school. The workshop was conducted with ten eighth-grade girls, a pre-test and post-test was used to measure changes. Communication between mother and daughter was examined using five categories. The results showed that daughters wanted their mothers to be more involved and there is a need for improvement with communication between the mother and daughter. Daughters needed to increase confident levels to be able to express themselves. Recommendations such as having both the mother and daughter at the workshop for future study were discussed.
    • Narratives from Grief Counseling: Client Perspectives on Effective Interventions and Strategies for Recovery

      Weaver, Janalee; The College at Brockport (2010-01-01)
      This qualitative study examines the unique and personal experiences of individuals that have experienced grief and loss through bereavement. The terms associated with grief and bereavement are defined by the literature. An historical perspective of the research on theories of grief and interventions for recovery are presented. The narrative stories of bereaved individuals are shared and common themes identified. The major themes of experiences, coping strategies and successful interventions as identified by the participants are compared to the literature. Recommendations for counseling bereaved individuals are made based on the experiences of the bereaved participants. Implications and recommendations for counselors working with bereaved individuals are made. The need for continued research in the area of bereavement theory and counseling is stated.
    • New Student Adjustment: A Group Experience for High School Students

      Hoy, Colleen; The College at Brockport (2005-01-01)
      A study was completed in a high school using all of the new students in grades 9- 12 to evaluate whether a group for new students would have an effect on connectedness and GPA. A pre-group survey was administered to all new students, and they were asked to rate on a scale from 1-5 how strongly they agreed or disagreed with four statements. They were also asked if they would like to participate in a group for new students. Students were separated into two groups, those who chose to participate in the group and those who chose not to participate in the group. Eight group sessions were held, and a post-group survey was administered to all of the new students after the group sessions had ended. Pre and post survey results, along with pre and post GPA were compared for each group separately to evaluate for change and then the groups’ results were compared with each other. Pre and post survey results revealed an increase in scores for three out of the four statements for the group that participated in the new student group. The results for students who did not participate in the group revealed a decrease in scores for all four statements. Both groups had an increase from pre to post GPA.
    • New Student Transition Program into Elementary School

      Budniewski, Kelly L.; The College at Brockport (2007-01-01)
      Transition into a new elementary school is difficult and frightening for children in Kindergarten. This article focuses on the impact peers, parents, teachers and counselors have when helping support the transition into a new school setting. Environmental, social, physical and emotional issues all play a key role in the transition process. Interventions are implemented to a new Kindergarten Student at a Brockport Elementary School to determine if they affect the school adjustment and forming of friendships for that five year old child. Recommendations for counselor practice are included.
    • Nutrition and Mental Health

      Goodspeed, Patricia; Burke, Michelle; The College at Brockport (2017-04-01)
      This research study was focused on the barriers mental health clients experience to consuming a plant-based diet. The research participants included seven clients at an outpatient mental health clinic consisting of different diagnoses, races, and ages. A multi-method approach was utilized with the use of a nutritional survey followed by a semi-structured interview. Six of the seven participants consume a poor diet per the nutritional assessment. When asked the barrier(s) to consuming a healthy diet, five participants expressed lack of interest and another participant reported lack of resources. Further research is recommended in this area.
    • Obstacles to Attending Treatment in an Urban Mental Health Clinic: A Client’s Perspective Approach to Identifying Factors Influencing Treatment Attendance

      Delaney, Nicholas M.; The College at Brockport (2012-04-01)
      The majority of clients seeking, and participating in, mental health treatment face a variety of barriers to their regular attendance; much of the focus, however, has continued to be centered around the experience of the provider and not on the client. The following research investigates the perceptions held by clients in an urban, low income, mental health setting, about what barriers they face. Clients completed a survey asking them to identify, on a likert scale, the degree to which they experienced barriers in several areas as they pertained to their mental health treatment. Clients also identified ways in which they believed they could be aided by the clinic in circumventing their barriers. The research findings, though descriptive in nature, point towards an institutional blind spot that allows for lower income clients to fall through the cracks of the mental health care industry.
    • Opportunity Program Counselors’ Perspectives on Factors Affecting Student Retention and Attrition

      Hasler, Anne; The College at Brockport (2013-10-01)
      Current higher education trends show that while college enrollment is increasing, attrition rates are also on the rise. Literature on the topics of current college enrollment and completion data, college readiness, education policy, and the factors affecting retention was reviewed with a focus on differences in education rates based on race/ethnicity and socioeconomic status. A phenomenological study was completed to gain an understanding of the factors affecting the college retention of students in educational opportunity programs. These findings would serve to increase the postsecondary knowledge and college readiness of high school students at the researcher’s internship site. The qualitative method of conducting focus groups was utilized to gather perspectives from Educational Opportunity Program (EOP) and Higher Educational Opportunity Program (HEOP) counselors and directors on the topic of student retention. The results indicated five main categories of factors affecting retention rates: academic, financial, personal, familial, and health. Similarities were observed among five postsecondary institutions on perspectives regarding college readiness, program components, and the strengths of students in opportunity programs. Conclusions on postsecondary experience and college readiness are included. It is recommended that increased intervention and support services be provided for college-bound high school students, those transitioning to college, and those already enrolled.
    • Parental Awareness and Attitudes toward Academic Dishonesty in a Suburban High School Setting

      Sykes, Mike; The College at Brockport (2010-01-01)
      This study examines the parental awareness and attitudes toward academic dishonesty at the high school level to address a gap in the literature. Little data is currently available regarding the knowledge and views of parents regarding various aspects of academic dishonesty. A quantitative survey was created by the researcher and utilized in both online and paper forms to collect data from parents of students in grades 9-12 in a suburban high school. Results indicate that parents think academic dishonesty is unacceptable and are marginally aware of what specific techniques involved. Parents disagreed with students not being punished for academically dishonest behavior. Keywords: academic dishonesty, cheating, plagiarism, awareness, attitudes
    • Parents’ Perceptions of Factors Influencing Student’s Attendance

      Powell, Amy L.; The College at Brockport (2012-04-01)
      Truancy is a serious, nation-wide problem for students, schools, and society. Previous research suggested that the root causes of truancy must be understood before effective interventions can be implemented (Henry & Huizinga 2007; Reid, 2005). The literature suggests that the causes of school truancy often fall into four categories; individual, school, family, and community factors. A critical element in model truancy intervention programs across the country is parent involvement (McCray, 2006). There has been little research done; however, regarding parents’ perceptions of factors that influence their child’s truancy. Quantitative data is presented that reveals parents’ perceptions of the factors that influenced their child’s absenteeism at a suburban high school in the United States. Results are discussed, and implications for counselors are presented.
    • Peer Sexual Harassment in Schools: A Sexual Harassment Program for 8th Grade Students

      Mauragis, Elise M.; The College at Brockport (2005-01-01)
      Peer sexual harassment in schools was discussed. Statistics about sexual harassment, the meaning of sexual harassment, laws about sexual harassment, and impacts that sexual harassment has on students was discussed. A program developed for eighth grade students was discussed, and evaluated. The students that participated in the program showed a knowledge increase of 38% on what sexual harassment means as well as a 53% increase on being able to name four different forms of sexual harassment. The author also found that education on sexual harassment was well taken with students rising awareness of knowing what to do if sexual harassment happened to them by 23%.
    • Perceived Barriers of Urban African American Students: A Group Study

      Heilmann, Meade W.; The College at Brockport (2005-01-01)
      Urban African American students are forced to deal with obstacles to success. Researchers have concluded that there are many barriers that urban students must overcome in order to achieve their educational and career goals. The following study provides a look at the effects of group therapy on the perceived barriers experienced by urban African American adolescents. An eight week group therapy intervention was implemented with a sample of 11 African American eighth grade students in an urban school district. The results reveal that group therapy has a positive effect on barriers to postsecondary education, anticipated barriers, and the belief that the individual will be able to overcome barriers that inhibit him or her to achieve career goals. Limitations and Implications for future research are discussed.
    • Perceived Barriers to African American Male Education Completion

      Outland, Rafael; Graham, Ebonesha; The College at Brockport (2016-04-01)
      In efforts to inform future school counseling and educational practices, the following research paper was constructed to determine “What are the perceived barriers to African American male education completion?” This paper seeks to expose roadblocks and define the role father absenteeism plays in the educational experience of inner city African American males. Themes of household makeup and parental substitutions, exposure to risk factors, and the formation of identity were explored. Both a literature review and research study were conducted. The findings revealed numerous barriers such as a patterned cycle involving father absence, past failures, identity formation, generational behaviors, and the breakdown of the African American community.
    • Perceptions of Middle School Students and Parents on the Effectiveness of the Olweus Bullying Prevention Program

      Brewer, John; The College at Brockport (2013-10-01)
      Bullying has been recognized as a significant problem in adolescents. The Olweus Bullying Prevention Program (OBPP) has been the most successful and widely used program in schools to reduce the incidence of bullying. This study aimed to investigate the perceptions of middle school students and parents on the effectiveness of OBPP. Online surveys for students and parents were developed using a Likert-type scale. The results indicate that students and parents believe OBPP is effective in increasing knowledge of bullying and how to effectively deal with it. Parents do not perceive that incidents of bullying have decreased since implementation of OBPP. This parent perception is inconsistent with student belief that with OBPP bullying happens less. The results suggest that further research is needed on the perceptions of the effectiveness of OBPP.