• 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.
    • The Effectiveness of Horticultural Therapy Groups on Adults with a Diagnosis of Depression

      Alston, Letitcia Y.; The College at Brockport (2010-01-01)
      Horticultural therapy as an alternative treatment for adults with Major Depressive Disorder has been shown to be effective as an alternative therapeutic intervention to treat or mediate symptoms of depression. The author will explore its effectiveness on maintaining mental health self-care for adults who are diagnosed with depression. The evaluation of a reciprocal relationship between plant and person and the effective role it has as a therapeutic alternative will also be explored. The research examined proves there is a need for additional research on the effectiveness of horticultural therapy psycho-educational groups. The author will note observable changes in indicators of depression and will summarize the changes in indicators as a method to track group effectiveness. The data analysis presented from the depression inventory, which was given to the 13 adult participant?s in this study, all aged over 21. The results indicate that many depressive symptoms such as feelings of sadness and low mood decreased for participants in this group project.
    • The Effectiveness of Mandatory Group Counseling in Middle School on Decreasing Incidents of Violence and Increasing Student Academic Performance

      Juda, Matthew; The College at Brockport (2007-01-01)
      At the Northwest College Preparatory High School students are required to attend a group counseling period known as Advisory. It is purported that because of this group counseling the school will experience a decrease in violence and an increase in academic achievement. Using report card data, the passing rates by subject and by marking period were calculated. This study was conducted comparing the statistics for NWCP and John Marshall, the other school housed on the campus. The study shows a correlation between the mandatory counseling and a ten to fifteen percent greater passing rate by subject area and at the midway point in the school year.
    • The Effectiveness of Mindfulness Techniques for Decreasing Anxiety Symptoms in Adolescents

      Outland, Rafael; Hiltz, Kara M.; The College at Brockport (2016-04-01)
      Nearly 32% of adolescents demonstrate a lifetime prevalence of an anxiety disorder, making it the most common mental disorder among adolescents (Merikangas et al., 2010). Mindfulness-based interventions have shown success in reducing anxiety symptoms in adults. This study focused on the effects of an 8-session mindfulness group on the moderate to severe anxiety levels of middle and high school students. The objectives of the small-group intervention were to educate adolescents about mindfulness techniques and to practice ways in which they could make mindfulness part of their daily lives. The aim of this study was to highlight the impact of a small-group mindfulness intervention on experienced anxiety of middle school and high school students.
    • The Effectiveness of Psycho-Educational Group Counseling on Sixth Grade Male Students' Anger.

      Ellis, Ashley L.; The College at Brockport (2008-01-01)
      This study examined anger in children and adolescence and the use of psycho-educational group counseling in anger reduction. It was hypothesized that a six week psychoeducational anger management group would reduce the cognitive, behavioral, and emotional components of anger. A pre and post-test assessment was conducted using the Multi-dimensional School Anger Inventory (MSAI) on the effectiveness of psychoeducational group counseling across five subscales: Anger Experience, Hostility, Behavioral Expression, Destructive Expression, and Positive Coping. Findings indicated a positive change in all subscales with the exception of positive coping which resulted in a slight negative change. The study’s strengths and limitations were discussed as well as suggestions for future research. Implications for the counseling practices were also addressed.
    • The Effects of Empathy on Prosocial Behavior Among Middle School Children

      Carlie, Kelly F.; The College at Brockport (2006-01-01)
      This thesis is an examination of empathy through research of a multitude of sources. Included is a description of the empathy program implemented to sixth graders, including the results of this research project conducted by a Graduate Student at SUNY Brockport. The definition of empathy, prosocial behaviors, and characteristics of bullies and victims was explored. The researcher‘s intent was to determine if empathy was a key component in maintaining children‘s positive relationships with each other, as well as decreasing bullying behaviors. This thesis also explored whether empathy had an effect on increasing a sixth grade child‘s instances of prosocial behavior. The researcher also attempted to determine if empathy could be taught to sixth graders through an eightweek character education program. Bryant‘s Index of Empathy for Children and Adolescence, developed by Brenda K. Bryant, and a Character Education Instrument developed by the researcher was used to determine if empathic tendencies were increased in sixth grade children following an eight-week character education program. The results of the study determined that empathy and knowledge of general character education traits could be taught to sixth grade students.
    • The Effects of Group Counseling on Adolescent Stress

      Kurlan, Melissa I.; The College at Brockport (2007-01-01)
      The current literature has emphasized the prominent impact of stress on the lives adolescents and the need for counselors to implement stress management and coping progams. The purpose of this study was to determine whether or not psycho-educational group counseling in the school relieves stress among adolescent students identified as experiencing excessive stress. This study also examined gender differences in the severity and types of stress and response to the counseling intervention. Two separate groups (male and female) of 6-8 sixth grade students participated in ten weeks of structured group counseling that took place during the school day and focused on stress and coping. The results indicated that group counseling does indeed reduce stress among adolescents of both genders, although there were some gender differences in the character of response. The study also found that there was no major difference in the total amount of stress symptoms reported by males and females, although there were gender differences in specific types of stress symptoms reported. Thus, psycho-educational group counseling conducted in the school setting appears to be a useful intervention for reducing stress among adolescent students. Male and female students do show some differences in the quality of stress reported and in the response to counseling.
    • The Effects of Individual Counseling on Students with Disciplinary Issues

      Goodspeed, Patricia; Dumigan, Kaleigh; The College at Brockport (2017-04-01)
      The intent of this study is to ascertain if individual counseling can be used as an intervention to help those students who have continual, problematic, disciplinary issues. The literature review is presented, and discusses the possible outside influences to behavioral issues, as well as psychological factors, social-emotional supports, and counseling as an intervention. Similarly, this study examines if counseling can be an effective intervention for the students who receive multiple disciplinary referrals within a school year, but have not yet received individual counseling. Students were selected based upon a criterion of a minimum of 5 disciplinary interventions within the last school year (in school suspension, out of school suspension, multiple class failure across semester, insubordination, physical violence and continual reported peer conflict). Within this study, four students brought parental consent forms and signed minor assent forms in compliance to complete this six-session study. Students were given a pre-test at their first session, and a post-test at their last session. These tests were used as a means of self-report for the students to see if they could identify their feelings, attitudes, and areas of need before and after the intervention. Student disciplinary records were examined before and after the study as means to objectively view if the intervention may have been successful. Results supported the claim that counseling can be used as an effective intervention with this population. Both the participants’ self-report and disciplinary records proved that counseling was an effective was to minimize disciplinary referrals and aid in student self-awareness and coping skills.
    • The Effects of Successful Completion of Dialectical Behavior Therapy on Reduction of High Cost Emergency Service Utilization

      Goodspeed, Patricia; Wilson, Christine; The College at Brockport (2017-04-01)
      Dialectical Behavior Therapy is one of the most highly researched evidence-based practices for the treatment of personality disorders as well as functional deficits in emotional regulation, distress tolerance and interpersonal skills (Brazier et al., 2006). These symptoms untreated often lead to the utilization of crisis management mental health treatment including inpatient hospitalizations and emergency department visits (Lieb et al., 2004). This research study examined whether DBT is an effective treatment modality to reduce high cost emergency service usage. This research study is a secondary analysis of data that has been collected by a community mental health organization. Aggregate data was analyzed using a t-test to determine if there is a statistically significant difference in the amount of emergency services participants used in the six months prior to beginning DBT and the six months after completion of DBT. Completion of the DBT program was found to be effective in reducing the number of days of inpatient stay as well as emergency department visits.
    • The Emotional Well-being and Spiritual Maturity Connection: A Study on the Relationship between Emotional Health and Spirituality

      Rebisz, Jocelyn B. D.; The College at Brockport (2007-01-01)
      This project was designed to determine the relationship between spiritual health and emotional maturity. The study was conducted at a community church that provides mental health services using data gathered from adults participating in a process-oriented group facilitated by a Mental Health counselor. The participants were asked to complete a pretest and posttest designed to measure emotional maturity and spiritual health. The results indicated that there is a statistically significant correlation between spiritual health and emotional maturity. As the participants matured emotionally through their work in the therapy group, they also became spiritually healthier. This study has implications for the impact of emotional growth on spiritual health in a mental health setting. These findings are useful to those pondering the compatibility of spirituality and counseling.