• Relational Aggression among Adolescents

      Paris, Janel; The College at Brockport (2006-01-01)
      Relational aggression, defined as harm that occurs through injury or manipulation of a relationship, has more recently emerged as a point of contrast to physical aggression and has received increased attention in the popular press and in scholarly journals. Relational aggression is discussed in terms of definitions, identification and intervention in a school context. A program developed for 7th through 9th grade girls in a rural school district was discussed and evaluated.
    • Relational Aggression and the Impact it has on Female Adolescents

      Hamilton, Rebecca C.; The College at Brockport (2010-01-01)
      Recent research has been dedicated to understanding relational aggression and how it impacts females. In this paper the researcher created a survey. The survey focused on the aggressor, the victim, the impact of relational aggression toward friendships, school attendance and the most commonly used relational aggressive behaviors. The survey was administered to forty female students in a suburban High School. Overall, the results of this study suggested that relational aggression had no impact on the selected students friendships or school attendance. However, the students did report that they did not think their school had done everything they can to handle issues related to relational aggression. Results pointed to the need of school staff to address relational aggressive behaviors when students are in their freshman and sophomore year of high school. The students surveyed provided feedback for their teachers, school counselors and administrators on how they would like them to address relational aggression behaviors in their school. Training for the entire staff on relational aggression was also recommended.
    • Relational Aggression: A Classroom Guidance Activity with Middle School Students

      Branca, Tayla; The College at Brockport (2005-01-01)
      A graduate student created and implemented a classroom guidance activity with middle school students on the topic of relational aggression. The purpose of this activity was to promote awareness on the prevalence of relational aggression and measure the sample student’s participation in relationally aggressive behaviors. A twenty item pre and postsurvey on aggression was given to a sample of 75 students at a Western New York middle school. The sample included 41 females and 34 males, ranging in age from 12-14. The sample included students from Caucasian, African American, Hispanic, and Asian racial backgrounds. Also included is a review of the current literature on relationally aggressive behaviors, differences in boys and girls in respect to relational aggression, the importance of relationships, cliques and popularity, the impact of aggression, and rationale for school based awareness and intervention. The project demonstrated that most students reported relationally aggressive behaviors before the classroom guidance activity was presented. There was an approximate 7% decrease in relationally aggressive behaviors on 17 of the survey items. Three of the survey items showed a 6% increase in reported behavior after the guidance activity. The project demonstrated that relational aggression occurs among boys and girls, and that it occurs across different racial groups. It also demonstrated that relational aggression is an important issue among middle school students. Implications for school based awareness, prevention, and intervention are necessary to combat relational aggression are also presented.
    • Relationships and Mental Health: A Qualitative Perspective of Individuals within the Transgender Community

      Reiner, Summer; Horth, Amanda; The College at Brockport (2017-12-01)
      Trans individuals as a population are more likely to endure the effects of depression, anxiety, suicidal ideations as well as discrimination, violence, and traumatic experiences compared to the general population. To begin to understand these experiences, five trans women participated in this study in order to explore their mental health symptoms with the quality of their relationships with their family, friends, partners, and within the community, specifically counselors. As a result, participants grounded their identity in their religious or spiritual beliefs in order to counter their families’ dismissal of their identity. Participants disclosed the nature of their experiences regarding the pressure to meet societal expectations, dealing with their mental health, trauma, and social isolation as their identity development progressed. Implications for counseling are discussed as it relates to building resiliency and using the counseling relationship as a beginning to establish support.
    • 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.
    • Retaining Latino CD Patients to Treatment

      Hernandez, Doris; The College at Brockport (2009-01-01)
      The increase of the Latino population throughout the Unites States is an issue of concern to the substance abuse professionals. Researchers on the Latino population and substance abuse have attempted to study the impact of various cultural factors that must be considered when engaging them in treatment. However, research on the prevalence of substance use and abuse in the Latino population is limited. The use of the terms Hispanic and Latino creates many problems to researchers. Often research ignores the intracultural differences among subgroups. There are wide disparities among Mexican Americans, Puerto Ricans, Cubans, Central and South Americans in indices such as: educational attainment, socioeconomic status and labor force participation (Sanchez-Mayers & Kail, 1993). There is a clustering of the various Hispanic subgroups in different parts of the U.S.A. just as types of drug use vary around the country. This research study focuses particularly on the retention rates in a metropolitan outpatient setting and explores the implications of ethnicity and cultural values which might influence retention and treatment outcomes.
    • Retention Rates of Black Males at The College at Brockport

      Marshall, Gabriel; The College at Brockport (2008-01-01)
      Through documented data, this researcher conducted an archival study of the retention rates of Black males at The College at Brockport, State University of New York. Retention rates of Black males will be compared to Black females, all males, and the total population at this institution. Problems caused by lack of preparation, low socioeconomic status, elevated incarceration numbers, and an ignorance of higher education have led to a decrease of Black males applying to college. By teaming with Institutional Research and Information Technology, this researcher examined the Consortium for Institutional Exchange and Data Analysis and was able to determine the numbers of black males were declining. These results left implications that something needs to be done about this problem. Unanswered questions remained about what can be done to increase the enrollment of black males, how will this institution improve black male retention, and what programs are in place to help those Black males already enrolled.
    • School Climate and Rituals

      DiGuardi, Paula; The College at Brockport (2005-01-01)
      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.
    • School Counseling Program

      Carter, Todd J.; The College at Brockport (2005-01-01)
      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.
    • School Counseling Services and Student Academic Success

      Howe, Sally A.; The College at Brockport (2009-01-01)
      The importance of research in the school counseling field as well as a brief description of school counseling services was presented with attention paid to comprehensive developmental school counseling programs and how they can affect student outcomes. A review of the research literature in individual, small group and large group/classroom guidance counseling was discussed. Data from research done in a middle school on students who received on-going counseling services during the 2007-2008 school year was presented and analyzed as well as compared to the literature found on the subject of counseling and academic achievement. Implications for the counseling profession were discussed as were possible future directions for research.
    • School Counselors' Experience of the Impact of Student Suicide: A Qualitative Narrative

      Bowman, Stacy; The College at Brockport (2010-01-01)
      This article focuses on the effects that a student loss to suicide has on school counselors. It is unfortunate that this profession places counselors at a high risk for experiencing the loss of a student to suicide as they work closely with at-risk students on a daily basis. In this study, a qualitative narrative method was used to explore the personal and professional impact resulting from the suicidal experience. Recommendations are made to help school counselors cope with such an overwhelming tragedy.
    • School Personnel Attitudes and Knowledge Towards LGBTQ Students

      Reiner, Summer; Mollura, Jenna; The College at Brockport (2017-12-01)
      Literature highlights areas of discord for Lesbian, Gay, Bisexual, Transgender, and Questioning/Queer (LGBTQ) students in the school setting as well as teacher, administrator, and school counselor attitudes and knowledge about LGBTQ students. Overall, most LGBTQ students will experience bullying, harassment, and/or a lack of support during their time in the K-12 education system. Educators (N=53) provided their attitudes and knowledge regarding LGBTQ student issues in a high school setting. Respondents indicated that there are a variety of attitudes towards LGBTQ student issues, policies, and identities. Additionally, results demonstrate school personnel knowledge of the subject lacks, which results in unintentional harm to their LGBTQ students. This suggests that more professional development opportunities for educators are necessary to minimize negative LGBTQ student experiences.
    • Self-Efficacy and Social Support: An Application of Social Cognitive Career Theory

      Morgan, Kristin L.; The College at Brockport (2014-10-01)
      Self-efficacy is a driving force for motivation, conceived from agency. However, selfefficacy is not a one-dimensional concept that expresses itself uniformly across individuals. Rather, an individual’s sense of self-efficacy is impacted by contextual variables such as social support and economic means. This paper evaluates the multidimensionality of self-efficacy, along with its contributing factors and barriers. These concepts are then applied to research measuring pre- and post-test levels of selfefficacy and social support for women participating in a job-training program. Measurements are taken using the Self-Efficacy Scale (SES) and the Social Support Appraisals Scale (SSA). Descriptive statistics are used to analyze the data, however, results prove to be inconclusive due to the small sample size and high dropout rate of initial participants. The results are discussed in light of potential contributors to outcomes and recommendations are made for future research. This study concludes in support of the effectiveness of such a training program due to the history of participant successes and numerous supports in place for participants, despite the inability of this study’s numerical evidence to prove such a result.
    • Seventh Grade Student Career Aspirations and Academic Achievement

      Linderman, Aaron J.; The College at Brockport (2010-01-01)
      The study examined the proposition that a direct relationship exists between the career aspirations of seventh grade students and their academic achievement. A career aspirations survey was completed by and collected from 39 students from a suburban middle school of a northeastern United States city. In the analysis, career aspirations were categorized by the level of preparation needed to perform the stated career. The survey responses were subsequently compared to the GPA?s of each respective student. Results indicated that most students, regardless of GPA, aspired to careers that required considerable to extensive preparation. The students holding the top 5 highest GPA?s out of the sample aspired to careers in these two categories giving evidence to the validity of the proposition.
    • Shining From Within: The Effect of Group Counseling on the Self-esteem of Students in Individualized Education Programs

      Rollo, Lindsay J.; The College at Brockport (2013-04-01)
      The intent of this study was to ascertain if group counseling would be an effective intervention in raising the self-esteem levels of middle school students in Individualized Education Programs. A literature review is presented, which discusses the definition of disability as well as the accommodations and programs available to students diagnosed as having a disability. Further, the definition of self-esteem and self-concept are discussed and various self-concept domains are examined and evaluated. Relatedly, this study explores methods that have been utilized within the school environment to increase a student’s self-esteem, including the employment of group counseling. Within this study, 14 students diagnosed as having a disability, volunteered to participate in a 12 week long counseling program. Group members were chosen as they were all Individualized Education Program (IEP) students participating in an existing counseling group that taught an existing group counseling curriculum as the primary intervention. The participants completed The Piers-Harris Children’s Self-Concept Scale as a pre-test and post-test, which was used to quantify changes in their self-esteem levels as a result of intervention. Results are discussed, as well as the implications that this study may have on forthcoming school counselors and potential studies related to students in Individualized Education Programs and their self-esteem.
    • Spirituality: A Tool for Professional School Counselors Working in an Urban Secondary Setting

      Clark, Alexander M.; The College at Brockport (2012-04-01)
      This study reviews literature concerning the use of spirituality in school counseling. The literature reviewed reveals that spirituality is a school counseling tool that can be used to help students in an urban secondary school setting thrive despite the specific challenges of their setting. Based on this information, an intervention was developed and executed to increase counselors’ understanding and use of spirituality in an urban secondary school setting. Results from the intervention suggest that following participation, counselors better understand the meaning and breadth of the word spirituality, how they use spirituality in their work, as well as the importance of using spirituality in their work. This research also discusses implications for future researchers planning to assess spirituality.
    • Staff Preparedness for Acts of Violence in School Settings

      Winicki, Jenna L.; The College at Brockport (2010-01-01)
      This thesis addressed the topic of staff preparedness for acts of violence in school settings. A survey was sent to all staff members at a middle school in the northeast United States. The majority of participants disagreed that they have the professional knowledge to effectively deal with violence, have received appropriate training to deal with violence, and have the confidence to effectively handle violent situations at school. Recommendations for improving staff preparedness for school violence are offered and suggestions for future research are given.
    • Stand Up Against Bullies: Strategies for Elementary School Children

      Perry, Aisha; The College at Brockport (2005-01-01)
      The problem under investigation is bullying in schools and how it negatively affects everyone involved in the bullying situation. The Stand Up Against Bullies program was evaluated and implemented. The total number of the sample was 86 students. The total number of males was 46 and the total number of females was 40. The total number of 4th grade students was 42 and the total number of 5th grade students was 44. A pre-test was administered to measure the student’s previous and present experience with being bullied and what information they knew on how to effectively handle a bullying situation. The Stand Up Against Bullies program was implemented thereafter. A post-test was administered to measure again what information they knew on how to effectively handle a bullying situation. The present study showed that boys are bullied more then girls and that 4th grade reported being bullied more then 5th grade students. The percentages of correct responses in the pre and post-test show the effectiveness of the program. Implications for future research and school counselors were addressed.
    • Student Service Needs of non-Caucasian Students at a Four Year College

      Kandris, Daniel; The College at Brockport (2010-01-01)
      This study was developed as a needs assessment to determine if non-Caucasian students have unmet needs at a predominantly Caucasian four year university. Caucasians and non- Caucasians were both surveyed in order to determine if there was a difference in the needs of Caucasians and non-Caucasians, or if the students shared the same basic needs regardless of ethnicity. A survey was developed and distributed in various highly populated buildings on campus. Once these surveys were collected, each question was analyzed and all results were placed in a comprehensive table. After reviewing and analyzing all data, it was determined that there are specific unmet needs reported by non-Caucasian students, as well as common needs of all students regardless of ethnicity. The volume of participants was not as high for each ethnicity as originally hoped. There were only four international students and nine Asian respondents, making it difficult to get a true sense of their overall needs. Though 36 surveys were collected from Hispanics, the hope was to get at least 50, as Hispanic enrollment is increasing each year. Based on the results, recommendations were made for programming and ways in which to address the reported needs of the students.
    • Student-Teacher Relationships: An Exploration of Student Motivation

      Griffing, Cindy; The College at Brockport (2006-01-01)
      The role that the student-teacher relationship has on students’ academic motivation was studied utilizing a phenomenology /hermeneutics technique with four 6th grade participants, three 8th grade participants, four 10th grade participants, and four 12th grade students. Results of the study suggested that student motivation is fostered when teacher support, teacher caring, teacher patience, extrinsic rewards, an emotional connection with the teacher, teacher expectations that are neither too high nor too low, and teacher motivation are present. Results also suggested when students witness other teachers harshly correcting other students, academic motivation is negatively affected. Finally, student maturity may impact motivation, as well as fun or interesting assignments, and a calm classroom atmosphere. Limitations and implications of this study were discussed.