• 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.
    • Students Thoughts and Beliefs of the Impact of the Educational Opportunity Program on Their Retention and Degree Pursuance

      Outland, Rafael; Jones, Lisa D.; The College at Brockport (2016-04-01)
      The goal of this study was to understand if student’s felt the Educational Opportunity Program and counselors impacted their decision to remain in college. This research took a look at student’s thoughts and beliefs regarding the impact of The Educational Opportunity Program (EOP) at The College at Brockport. Specifically, the research examined the influence of the Educational Opportunity Program on students’ decisions to return to school and pursue an undergraduate degree. It also took a look at students’ beliefs regarding their counselor’s impact on their retention and degree pursuance. This study emerged from recent literature about students’ experiences in the Educational Opportunity Program. A survey of seniors and juniors in the EOP program was conducted, to determine the impact of the program on their retention and degree pursuance.
    • Succor Through Suboxone Treatment

      Hernandez, Thomas J.; Goodspeed, Patricia; Dobmeier, Robert; Campbell, Shiela R.; The College at Brockport (2015-05-15)
      Opioid misuse has created a National health crisis. Thousands of opiate abusers die each year from drug overdose. Prescription painkillers have become the source of addiction for millions of Americans. Individuals are becoming addicted to the medication used to treat pain and are overdosing and dying as a result. Finding a solution for the treatment of this chronic disease is essential because its widespread use is reaching pandemic proportions. This paper will explore the use of Buprenorphine (Suboxone) as a medical-assisted treatment response. This qualitative study provides first-person accounts of the struggle with opiate addiction, and the impact that Buprenorphine has on the quality of life of the participant.
    • Supporting Children with Attention-Deficit/Hyperactivity Disorder: Using Group Counseling to Help Increase Understanding and Self-Concept

      Stewart, Tammy I.; The College at Brockport (2006-01-01)
      The study was conducted to help add knowledge to the literature about supporting children diagnosed with Attention-Deficit/Hyperactivity Disorder. It was hypothesized that through the use of group counseling, self-concept and knowledge and understanding of the disorder would increase. The Piers-Harris Self-Concept Scale and a self-constructed survey were the instruments used in the study. The results of the study showed that the level of self-concept of the students in the counseling group did not increase but their knowledge and understanding of ADHD did. The researcher concluded that group counseling similar to that in the study could serve as a useful form of treatment for school counselors in trying to support the emotional wellbeing of students with ADHD.
    • Teacher and Staff Perspectives on the Needs of High School Students who are At Risk of Academic Failure and Truancy

      Reiner, Summer; Parry-Gurak, Allison; The College at Brockport (2017-12-01)
      Students, who are at risk of academic failure and truancy, are at an increased risk of school dropout. Understanding why academic failure and truancy occurs, may lead to the development of comprehensive prevention and intervention programs in order to best support these students. Teachers and staff have unique insights as to the needs of students and their barriers to success. Results of this research found, family support is vital in student success and often is an area lacking for students who are at risk of academic failure and/or truancy. Furthermore, providing comprehensive support, school resources, family engagement, and student engagement were identified by participants as possible areas of potential implications for school counselors.
    • Teacher Involvement with the Dignity for All Students Act

      McMillan, Kerry R.; The College at Brockport (2014-04-01)
      Bullying and harassment concerns are increasing in schools and causing significant problems for students, school staff, and families. The Dignity for All Students Act (DASA) is New York State legislation that targets bullying in schools. This mixed methods study examined how well teachers implement DASA. A survey was administered to teachers of grades 6 – 8 in a small school district. While most teachers have implemented the various parts of DASA, there is still room for improvement. Most teachers found out about a bullying or harassment incident, but few completed the DASA report form. While all teachers included DASA information in their curriculum, some included it minimally. Teachers with more experience in the district were less likely to witness a bullying incident than teachers with less experience in the district. The researcher recommends a comprehensive program to support DASA initiatives in this district.
    • Teacher Knowledge of School Counselor Responsibilities

      Hale, Laura G.; The College at Brockport (2012-04-01)
      The effectiveness of an educational intervention regarding school counselor responsibilities is being evaluated. High school teachers in a suburban, Western New York school were participants in the study. Teachers were presented with information about the role and responsibilities of school counselors over the span of 6 weeks. A pretest and posttest was administered to assess the effectiveness of the educational intervention. The pretest and posttest asked teachers to select from a list of 28 responsibilities they believed a school counselor performs. The findings of the pretest indicated that teachers believe counselors perform 11 out of 14 appropriate activities, and 6 out of 14 inappropriate activities. After the educational intervention was performed, the posttest revealed that teachers believe school counselors perform 11 out of 14 appropriate activities, and 4 out of 14 inappropriate activities.
    • Teacher Perceptions of the American School Counselor Association’s National Model in an Urban Setting

      Rivera, Bryan O.; The College at Brockport (2011-10-01)
      The development of the ASCA’s National Standards and Model has helped define the profession and provided a framework for school counselors to implement in designing a program. Despite recent clarity in the school counseling profession, barriers still exist, especially in urban settings. As collaborators, teachers perceptions were measured in regards to urban school counselors implementing ASCA’s Model and its components (Elements/ Themes). Overall, results showed that teachers were in favor of the ASCA National Model and its components. Teacher’s gender and number of years teaching did not significantly influence responses to survey questions. Despite high perceptions of the model, more research needs to be conducted in urban schools to determine if this model is practical and feasible.
    • Teacher Perceptions of the School Counselors Role

      Marchetta, Jenna M.; The College at Brockport (2011-10-01)
      This manuscript examines faculty perceptions of the school counselor’s role. The study takes place in a rural intermediate school district where the participants are the faculty. Participants were asked to strongly agree, agree, strongly disagree or disagree with statements based on what School Counselor’s role should be which current research identifies as being the most important responsibilities of a School Counselor. Results of this study reflect that the teachers and staff of this school do value the important responsibilities. However, participants who had more than 10 years of experience, were less likely to value certain roles such as classroom guidance, teacher consultation, and informing faculty of what the School Counselor’s role is. What can be taken away from this study is that there are significant gaps in older generation teacher perceptions pertaining to the different knowledge about School Counselors role responsibilities versus a guidance counselor in the past.
    • Teachers Perceptions of Interventions for Children with Autism in a School Setting

      Cavanaugh, Carli M.; The College at Brockport (2012-04-01)
      Navigating the topic of autism can be difficult because there is so much recent research covering a vast range of information. The present study focuses on interventions for children with autism in a school setting. The interventions being reviewed are social stories, visual cues, and family support. The definition and evaluation of social stories and visual cues in academic settings will be discussed. The population of parents of children with autism will also be examined. Research suggests appropriate use of social stories and visual cues in academic settings are effective and positive; however the transfer into nonacademic settings is limited, suggesting a need for more resources in nonacademic settings. The implication is resources be made available to parents of children with autism.