• 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.
    • Teachers’ Perceptions About Using Restorative Practice Based Programs in Schools

      Hernandez, Thomas J.; Greene, Erika; Colby, Tina; alvis, monika; The College at Brockport (2015-05-15)
      This qualitative study is an investigation into teacher’s perceptions about using restorative practice based programs in schools. A grounded theory approach was used to understand teachers’ individual experiences, identifying both the positive features and limitations of restorative processes. Participants completed a survey with guiding questions that explored three main areas: (a) strengths, (b) limitations, and (c) overall teacher perceptions of using school based restorative programs. Analysis revealed that teachers support using restorative programs in schools but are concerned about limitations including funding, time commitment, and training. An emergent theory is presented along with a discussion of the research implications an suggestions for future research.
    • Teachers’ Perceptions of Classroom Management Factors that Contribute to Stress and Likeliness to Seek Consultation from School Counselors

      Gallup, Kathryn L.; The College at Brockport (2010-01-01)
      This manuscript examines the various factors that contribute to classroom teachers’ stress as they relate to classroom management, and their likeliness to seek consultation from school counselors on such issues. This study takes place in a suburban high school were the participants were teachers. Participants were asked to rank their level of stress on eight factors which current research identifies as being the leading causes of classroom teachers’ stress, and how likely they would be to seek consultation from school counselors in regard to each stressor. Results of this study reflect the teachers of this high school do experience at least some level of stress and are very likely to consult with school counselors in instances of students’ behavior issues, students’ mental health needs and student involvement in harmful activities. However, the participants were not very likely to seek out school counselors in the other arenas.
    • Teacher’s Perceptions and Awareness of Cyberbullying Among Middle School Students

      Beringer, Andrew; The College at Brockport (2011-10-01)
      The purpose of this study was to examine teachers’ perceptions and awareness of cyberbullying among middle school students. Teachers from a rural school district were surveyed about their concern and awareness of cyberbullying, their confidence in identifying and managing cyberbullying, who should implement cyberbullying programs, and who should help students manage the issue. The results indicated that teachers are concerned about cyberbullying in their schools, but are unsure how to identify and manage it. Furthermore, they believe that school counselors, administrators, and teachers should all play a role in implementing cyberbullying programs in the school. Interpretations and implications of the survey results are also discussed.
    • Teen Pregnancy, Self-Esteem, and their Relationship in an Urban High School

      Curran, Robert P.; The College at Brockport (2005-01-01)
      A prospective study examining the relationship between teen pregnancy and selfesteem was taken with 113 urban upstate New York students aged 12 through 19 years. Utilizing the Rosenberg Self-Esteem Inventory and a questionnaire of demographic and attitudinal information yielded a limited, to no significant relationship between pregnancy and self-esteem. The study however did show a pregnancy rate of 8% current to administration and 22% of teen females who reported “ever” being pregnant. The sexual activity experience rate was nearly 70% for these teens, with limited access to that resolve (pregnancy to term or abortion). Further research implications and areas of study are discussed as well as salience of self-esteem as it relates to pregnancy, sexual activity, and socio-economic status. Implications for counseling interventions are also discussed.
    • The Co-Occurring Disorder Patient: Effects of Stigma, Perception of Care, and Treatment

      Giglia, Lauren A.; The College at Brockport (2014-10-01)
      The topic of stigma as it relates to the mentally ill and chemically addicted population has recently become more prominent in clinician discussion than it has been in the past. Patient’s perception of care regarding this topic has also been amplified in discovering more information about stigma. This article will provide insight from a program evaluation that looks into the topics of perception of care, stigma, as well as implications for treatment.
    • The Counseling Needs of Middle School Students

      Barrell, Megan; The College at Brockport (2009-01-01)
      The needs of students and the role of school personnel (i.e. counselors, teachers and administration) in meeting these needs and providing appropriate services has become a significant topic of discussion and research. This project investigated the academic, personal-social, and career needs of 56 middle school students in grades 6-8 in a rural Western New York school. A survey was used to collect the data measuring the amount of help needed on specific items. Results showed that although the top needs were predominately personal, social and emotional in nature, the top need with each grade level was academic and suggestions are made regarding the counselors role in meeting these needs.
    • The Effect of a First Year Experience Program on Student Retention in Community College

      Outland, Rafael; Singer, Jaclyn; The College at Brockport (2016-04-01)
      This mixed-method study explored the effect of a First Year Experience program on student retention and persistence of students attending an urban community college in the North Eastern United States. Program facilitators implemented a series of psychoeducational workshops with the intent of providing students with support, resources and skills for academic success in order to increase the likelihood of student persistence and retention. The purpose of this study was to assess the effectiveness of the program, examining retention rates of students enrolled in this program in comparison to the institutional average. 125 students participated in the intervention, and completed a pre-assessment, midterm evaluation, end-of-semester survey and a final essay assessing student concerns, successes and recommendations for future first-year students. Student retention was not directly correlated to participation in this program, but smooth transitions and social support were identified as key themes to student success. This result calls for further assessment of retention practices at the institution in order to appropriately support the needs of the student population.
    • The Effectiveness of Character Education Programs in Middle and High Schools

      Graff, Chelsea E.; The College at Brockport (2012-04-01)
      This document defines character and character education, as it applies to the school setting. It explores the history and purpose of character education, the impact that character education has had on school violence, programmatic attempts at character education, and the strengths and weaknesses associated with character education programs. The researcher also identifies developmental targets and explains the role of the school counselor in implementing character education. The researcher sought out to determine the core values that were being incorporated and the teachers’ perceptions of the character education program at the middle and high school level. This project took place at a rural public school in Livingston County, located approximately 20 miles southwest of Rochester, NY. The individuals who were selected to participate were employed as full-time teachers in the middle and high school. Teachers were asked to provide their perceptions of the character education program in regards to planning and implementation. Overall, teachers indicated that they were supportive of the program and were successfully able to teach, demonstrate, and model the behaviors that they expected their students to exhibit. Teachers identified several core values that were being incorporated into their classroom curricula, but integrity, responsibility, and respect were identified as being the most significant.
    • The Effectiveness of Gender Specific Education on Academics and Behavior among Public Middle School Students

      Bliss, Stephanie A.; The College at Brockport (2009-01-01)
      The purpose of this research project was to investigate the effectiveness of gender separation in schools, with an aim to contribute to the growing body of literature on gender separation in the public school system. The present project analyzed a western New York public middle school’s attempt at gender separation. The effectiveness of the school’s gender separation practices were evaluated by using the student’s grade point averages (GPA) and behavior referrals as a measure of impact. The method involved comparing the same student’s seventh and eighth grade GPAs in both single and mixed gender classes. It is important to note that the students do not have all single gender classes. The classes that were not considered core classes were all mixed gender. For the purpose of this project math, English, science, social studies and physical education were considered core classes. The seventh grade GPA that was used was the cumulative GPA of the seventh grade year in single gender or mixed gender classes. The eighth grade GPA that was used was an average of the first half of the eighth grade year in single gender or mixed gender classes. The use of only half of the eighth grade year in comparison to the whole year of the seventh grade was due to the time constraints of the researcher. The discipline referral numbers that were used were generated from a discipline referral data base maintained by each individual school at the secondary level in this school district. This data base tracks student’s discipline referrals consecutively as students move through the grade levels that the school provides. Like the GPAs a cumulative number of referrals was gathered for the seventh grade year and then for the eighth grade year for the same students. This study found that the all female classes showed a decrease in grade point averages from seventh to eighth grade with a slight increase in number of discipline referrals. The male class showed an increase in grade point averages and maintained a negative correlation between grade point averages and number of discipline referrals. The mixed gender class showed an increase in grade point averages but remained unchanged in the amount of discipline referrals received from seventh to eighth grade. Implications for school counselors and other helping professionals to aid in better service for all students are provided.
    • The Effectiveness of Group Counseling on the Self-Esteem of Adolescent Girls

      Townsend, Elissa; The College at Brockport (2013-04-01)
      The purpose of this study was to measure the effectiveness of a wellness-based group counseling intervention on the self-esteem of 8th grade girls. The intervention included seven 35-minute group counseling session. Each session focused on one (1) aspect of the Wellness Wheel (Myers, Sweeney & Witmer, 2000), and included an educational activity, such as collaging, role-playing, and career exploration. The study was conducted in the counseling department of a suburban middle school with 8th grade girls (n = 5). A pretest posttest design was utilized. Measurement included a researcher-created, Likert-scale questionnaire, which was completed by the participants during the first and last session of the intervention. Time and attendance and sample size were limitations to the study. Though improvement was shown in nearly all questionnaire items, few were statistically significant. Despite lack of statistical support, participants described enjoyment in wellness-based counseling and the discovery of new personal strengths, which should be considered for future research.
    • The Effectiveness of Group Therapy in Decreasing Symptoms of Depression in Children Experiencing Loss/Grief.

      Pilato, Elena M.; The College at Brockport (2008-01-01)
      An opening to the topic of children experiencing grief and loss is introduced. Definitions of loss, grief, bereavement, reconciliation, and mourning are described. Examples of grief and loss that children experience are outlined, such as death of a parent, death of grandparent, death of a sibling, death of a pet, and divorce. Everyday losses, such as having a new baby in the family, moving to a new home, and parent incarceration are also explained. A section on depression is discussed, following interventions for children dealing with grief and loss. A closing of the literature review is summarized. Lastly, sections on method, results, and discussion are concluded.