• Perceptions of Stress Experienced by Student-Athletes in an Education Opportunity Program

      Reiner, Summer; Finnemore, Renee (2017-01-01)
      Stress has been shown to have a negative impact on psychological and physical health. Individuals who experience chronic stress are at increased risk for serious health conditions such as rheumatoid arthritis, coronary disease and some cancers as well as mental health disorders such as anxiety, depression, disordered eating and substance use. The resulting conditions impact any area of an individual’s life such as academic or career endeavors. In the case of college students, experiences of stress impact student achievement and persistence. Research on student- athletes, underrepresented, first generation, and low-income students has shown these populations to be at increased risk for stress and the negative effects of stress experiences. This study aims to increase understanding of the experiences of student-athletes in an Education Opportunity Program (EOP). Participants indicated that they felt stressed sometimes to fairly often but felt in control of their lives. They identified academics, social, and personal wellness issues as concerns which caused them to experience stress. The new insights gained by this study will expand research in this area and could improve efforts by The College at Brockport EOP counselors to serve their student-athletes.
    • Police Response to Domestic Violence

      Hinchey, Jennifer; The College at Brockport (2007-01-01)
      A graduate student completed research and facilitated discussion of police response to domestic violence. A review of literature covered a through definition of domestic violence and a historical perspective on the role of law enforcement in these types of cases. A survey was created, and administered to police officers to obtain their views, attitudes, knowledge, and perceptions on domestic violence. The topic of domestic violence and police response was explored through a feminist counseling perspective. A summary of the survey results was presented. Suggestions and recommendations for future research and practice were also discussed.
    • 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 (2006-01-01)
      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.
    • Principal's Perceptions of the Role of School Counselors and the Counselor-Principal Relationship

      Costanza, Todd; The College at Brockport (2014-10-01)
      The purpose of this study was to examine the views of current administrators on the roles and tasks of school counselors, and on the relationship between counselors and principals. The participants were chosen from a convenience sample of one head principal and three assistant principals of a high school located in the northeastern United States. This research included a mixed methods design to incorporate a researcher-designed survey based on information from a list of appropriate and inappropriate tasks for school counselors as deemed by the American School Counselors Association (ASCA), and a focus group discussion on the relationship each principal has with the school counseling department. The research showed that there remains an inconsistent gap in the amount of exposure each principal has in relation to the ASCA National Model from their administrator certification training. Principals were also able to identify a number of characteristics that are viewed as critical to the success of a school counselors working at the high school level.
    • Psychoeducational Group Counseling to Enhance Self-Control in Middle School Students

      Outland, Rafael; Crowley, Amanda; The College at Brockport (2016-04-01)
      This study evaluated self-control of middle school students (6th-8th graders) in a psychoeducational group. The purpose of this study was to examine whether or not students are learning and becoming more aware of their own self-control during situations they may encounter. Students attending a Lunch Bunch group have focused on aspects of learning and enhancing their self-control. A pre-test/post-test was used to evaluate students’ self-control using a 10-item self-reporting survey. Data analysis in the study included a comparison between students’ responses on the pre and post self-control survey. Moreover, conclusions were also drawn regarding differences in group experiences between students with an Individual Educational Plan (IEP) and those without.
    • 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.